방과 후 체육활동에서 교사-지적장애학생의 신체활동 수준분석 = Analysis of Physical Activities Levels of Teacher-Students with Intellectual Disabilities during Physical Education Activity after School

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze the degree of physical activities and the differences between teaching contents and teacher's behavior of middle and high school students with intellectual disabilities who participate in after-school physical education classes. Subject : 12 students with intellectual disabilities from middle and high schools located in Choong-nam, were selected as the subject.
In order to examine, SOFIT was used. Then, with the ？撮？ _ test, the difference of in-class physical activities of the students depending on the teacher’s activities was examined. Results : The students were inactive with much passive physical activities such as sport-related knowledge before the preliminary inspection. In addition, we can see that the active activities including technical practice and game can be a primary factor contributing to the increase in physical activities. The contents of the class, the students were found to put value on sport-related knowledge explaining class-related knowledge, and the teacher’s behaviors were found to focus more on active and positive behaviors such as giving academic advice or showing an example of actions. The composition of the teacher’s behaviors appeared to have an effect on the degree of the students’ physical activities. Therefore, positive efforts are necessary in regards to the effect of the teacher’s behaviors in class on physical activities of students with intellectual disabilities in the class.

국문 초록 (Abstract)

본 연구는 중 ․고등학교 학생이 방과 후 체육활동 참여에 따른 지적장애 학생의 신체활동 수준,수업내용과 교사행동 차이를 분석하는 것이 목적이다. 연구대상은 충남에 소재한 3개 중ㆍ고등학교에 재학 중인 지적장애 학생 12명을 선정하였다. 검사 도구는 SOFIT을 이용하였으며, ？？ 2 -검증을 통해 교사행동에 따른 지적장애 학생의 수업시간 중 신체활동 수준에 대해서 분석하였다. 연구결과는 지적장애 중․고등학교 학생들은 사전 검사에서 운동관련 지식 같은 소극적인 신체활동이 많았으며 사후 검사는 기술연습, 게임과 같은 적극적인 활동이 신체활동량을 증가시키는 요인으로 작용하는 것으로 나타났고, 수업내용에서는 지적장애 중ㆍ고등학교 학생들에게 수업관련 지식을 설명하는 운동관련 지식에 많은 시간을 할애하고 있었으며, 교사행동은 학습지도나 동작 시범 같은 적극적이면서도 능동적인 행동을 비교적 많이 하는 것으로 나타나고 있다. 교사행동의 구성은 지적장애 학생의 신체활동 수준에 영향을 미치는 것으로 나타났다. 따라서 수업 중 교사의 행동이 지적장애 학생의 신체활동과 수업내용에 영향을 미친다는 것은 교사가 수업에 대해서 적극적인 행동과 노력이 있어서 할 것으로 사료된다.

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