서술형영상평가 도구를 활용한 수업이 체육학습에 미치는 영향 = The influence on using visual instrument with descriptive evaluation in physical education learning

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine whether there were any changes in motor skills, motor knowledge, and participation level in two different groups that were given feedback based on the results of descriptive visual evaluation and through the verbal explanation of teachers respectively in an attempt to contribute to improving the qualitative learning effect of students.
The subjects in this study were 60 students who were in their second year in S middle school located in suwon, Kyunggi. After an experimental group and a control group were organized with 30 each, a seven-week-long experiment was conducted in 21 sessions by providing basketball instruction to them. And then data were gathered and analyzed in an objective manner. According to the performance assessment standard of the middle school where this researcher has worked, both groups were tested to assess their basic skills involving dribbling, jump shoot and layup shoot and their game skills were evaluated by modifying the form of pro basketball game record. To assess their basketball knowledge, Seong Gi-hun(1984)'s inventory was utilized, and Chun Hung-Soo(2007)'s inventory that reconstructed relevant inventories based on Kenyon(1968)'s six variables was employed to evaluate their participation in exercise. To track any possible intergroup gaps in motor skills, knowledge and participation level, t-test was used, and SPSS program was utilized to make a statistical analysis. After all the data were compared, the following findings were given:
First, when their basketball skills were tested, there was no significant gap between the experimental group and control group in basic skills including dribbling, jump shoot and layup shoot. But the experimental group showed a better improvement in game skills than the control group, and the gap between the two was statistically significant(p<.01).
Second, when their knowledge on basketball was tested, the experimental group scored better than the control group, and the gap was statistically significant(p<.01).
Third, when their participation in exercise was tested, the experimental group scored higher than the control group, and the gap between the two was statistically significant(p<.01).
Earlier studies that utilized a variety of visual materials found that there was progress in basic skills but not in game skills. In contrast, the instruction that provided feedback by making a descriptive visual evaluation was better effective at boosting game skills than basic skills, and that had a good effect on changing the game-related knowledge and exercise participation of the learners as well.
So it's required to give students feedback in various ways including visual evaluation as well as explanation or demonstration from teachers. That will be one of efficient teaching-learning methods to help them to have the right understanding of motions and tactics, have an eye for game and improve their motor skills, knowledge and participation. Furthermore, that will enable them to get more intensive inner feedback to produce better results.

목차 (Table of Contents)

• Abstract
• Ⅰ. 서론
• Ⅱ. 연구방법
• Ⅲ. 결과 및 고찰
• Ⅳ. 결론
• 참고문헌

참고문헌 (Reference)

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2 고흥환, "체육의 측정평가 이론과 실제" 연세대학교 출판부 1982

3 윤명희, "체육과 교육론" 도서출판 태근 1998

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5 성기훈, "지도방법 종류에 따른 체육학습효과 분석 연구" 서울대학교 1984

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7 우길동, "이해중심 게임수업이 배드민턴 수행력에 미치는 효과" 한국교원대학교 2001

8 양기열, "이해중심 게임수업 모형을 적용한 중학생의 체육학습 효과" 한국교원대학교 2002

9 조현정, "영상자료를 활용한 체육수업이 학업성취도에 미치는 효과" 한국교원대학교 2005

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