통합적 동작활동이 정신지체아의 기본운동능력과 신체표현능력에 미치는 효과 = (The) Effects of the Integrated Movement on Mentally Retarded Students' Fundamental and Creative Expressive Movement Abilities

다국어 초록 (Multilingual Abstract)

In this study, I attempted to survey the effects of the integrated movement on mentally retarded students' fundamental and creative expressive movement abilities.
The integrated movement integrates the basic field of movement(the fundamental factor and movement) and the applied field of movement(creative physical expression) and adapts to the teaching and learning method that teachers and students mutually lead each other.
To achieve the aims of this study, I researched 24 mentally retarded students whose intelligent quotient are between 50 and 75 and who are taught in the special class for the handicapped of a middle school in U city. And I divided them into experimental group(12 students) and comparative group(12 students).
As the pre-research, there was no statistical difference between the two groups.
In the experiment, the experimental group learned 16 movements far 8 weeks. With the result of this experiment, I researched again to confirm the effect of the integrated movement after the experiment. I examined t-test to find the difference of the fundamental movement ability and creative physical expression ability between the two groups. And I analyzed the varieties to survey the effect of the sex difference. For the more, the Pearson's Correlation Analysis was enforced to survey the relations between the fundamental movement ability and creative physical expression ability.
The conclusions obtained from the result of the study are as follows.
First, integrated movement activity was effective in improving the fundamental movement ability of mentally retarded students.
The integrated movement gives an affirmative effect on the improvement of the mentally retarded students' fundamental movement by making them take part in the activity with the initiative in the natural and amazing mood, not the traditional skill-learning process with the initiative of the teacher. This means that we can expect the improvement of the fundamental movement if the systematically planned movement program is given to the mentally retard students.
Second, the integrated movement was effective in developing the creative expressive movement of mentally retarded students.
The retarded students expressed their own thoughts and feelings move actively in various ways as the activities which express experience, imagination and feeling in daily life through their bodies and include activity-theme peer groups are interested in are frequent. And they brought about positive development from all sub-elements of creative expressive movement. It shows that we can anticipate the improvement of creative physical expression as mentally retarded students are provided with more experiences of integrated movement.
Third, there was a close relation between fundamental movement ability and creative expressive movement of mentally retarded students.
As the fundamental movement improves, physical expression also seemed to improve.
The integrated movement activity encourages mentally retarded students to learn fundamental movement ability and express their experiences and feelings through their bodies in daily life with peer groups initiatively.
With these conclusions, the integrated movement gives the retarded students who want balance in the improvement and function of their body and whose expressive ability can't reach a standard level an interesting activity-theme. And it has a great influence on the development of fundamental and expressive movement by making them learn the fundamental movement function and express their own feelings initiatively in their peers. It is expected that the integrated movement will be very effective if applied systematically in educational field in the future.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 통합적 동작활동 = 6
• 2. 정신지체아의 기본운동능력과 신체표현능력 = 23
• Ⅲ. 연구 방법 = 28
• 1. 연구 대상 = 28
• 2. 연구 설계 = 28
• 3. 연구 도구 = 29
• 4. 연구 절차 = 32
• 5. 자료 처리 = 34
• Ⅳ. 결과 및 논의 = 35
• 1. 통합적 동작활동에 따른 기본운동능력 = 35
• 2. 통합적 동작활동에 따른 신체표현능력 = 35
• 3. 기본운동능력과 신체표현능력간의 상관관계 = 45
• Ⅴ. 결론 및 제언 = 48
• 1. 요약 = 48
• 2. 결론 = 49
• 3. 제언 = 50
• 참고문헌 = 52
• 영문초록 = 56
• 부록1 통합적 동작활동 프로그램 = 59
• 부록2 기본운동능력 검사 = 91
• 부록3 신체표현능력 검사 = 92