중학교 여학생의 방과 후 축구 프로그램 참여 경험: 근거이론적 접근 = Experience of Middle School Girls' Participation in After School Soccer Programs : Grounded Theory Approach

다국어 초록 (Multilingual Abstract)

In school settings, opportunities for female students to participate in soccer remain limited, and the sport is often perceived as male-dominated. In this context, examining how female students experience and engage in soccer is of considerable educational and social importance. The purpose of this study was to explore middle school girls’ participation experiences in an after-school soccer program through a grounded theory approach. Eight middle school girls who participated in the program served as research participants, and in-depth interview data were analyzed using grounded theory procedures of open coding, axial coding, and selective coding. This process yielded 14 upper categories, 28 subcategories, and 58 concepts. The results of axial coding revealed that causal conditions included the formation of motivation to participate and opportunities for participation, while contextual conditions encompassed barriers to participation and the implementation of program policies. The central phenomena were encountering soccer, experiencing soccer tactics, and improving relationships with teammates. Intervening conditions included the positive influence of coaches and program support, and action/interaction strategies involved efforts to improve soccer skills and team tactics. The results indicated changes in interaction methods, shifts in perceptions of soccer, and the growth of participants into girls who enjoy the sport. The core category derived through selective coding was defined as “becoming girls who enjoy soccer through middle school girls-centered after-school soccer programs.” These findings contribute to a deeper understanding of girls’ qualitative experiences in after-school soccer programs and provide foundational data for developing tailored programs for female students.