유아 신체활동 프로그램의 구성 및 효과 : 유아의 지각운동능력과 신체적 자아개념을 중심으로

다국어 초록 (Multilingual Abstract)

The goal of the study was to investigate whether there was any difference between an experimental and a comparison group in preschoolers' perceptual-motor ability and physical self-concept. In order to reach the goal of the study, a physical activity program for preschoolers was developed and performed on five-year old children for 10 weeks. The major research questions of the study were as follows:
1. How can a physical activity program be constructed?
2. Will the physical activity program affect preschoolers' perceptual -motor ability?
3. Will the physical activity program affect preschoolers' physical self concept?
The subjects of this experiment were 40 five-year old children who were selected from one kindergarten in Seoul (experimental group 20, comparison group 20). During the pre-test, there were no statistically significant differences noted between the experimental group and the comparison group in the physical self concept. However, there were statistically significant differences between the experimental group and comparison group in the perceptual-motor ability. Therefore, the post-test was analyzed using ANCOVA (Analysis of Covariance).
Before the program performance, the physical activity program was given to 15 five-year old children at a kindergarten in Seoul for nine weeks to check the suitability of the program.
The children in the two groups involved in the experiment were made to perform throughout a variety of processes for 10 weeks. That is, the children in the experimental group participated in a physical activity program twice a week. The children in the comparison group participated in traditional physical education once a week. Activities given to the experimental group consisted of exploration and discussion with subject matter and material using a guided discovery teaching method. Also, the subject theme of the activities was integrated into the kindergarten curriculum's subject.
The result of this treatment was checked twice by means of a perceptual motor ability pre-test and post-test as well as a physical self concept pre-questionnaire and post-questionnaire (referenced from the Physical Self-Description Questionnaire developed by Marsh and Richard). The data gained from the research was analyzed using the SPSS (Statistical Package for the Social Sciences) computer program.
Two main discoveries were made during this study.
First, in the post-test of perceptual motor ability, the children in the experimental group received significantly higher scores than the children in the comparison group. In order words, all four sub-domains of perceptual-motor abilities improved in the experimental group. However, only one sub-domain improved in the comparison group.
Second, in the post-test of the physical self-concept, the children in the experimental group received significantly higher scores than the comparison group. That is, the sum of physical self concept scores improved in the experimental group. However, the score of only one sub-domain improved in the comparison group.
This result showed that the physical activity program affected the perceptual motor ability and the physical self concept more than the ordinary physical education program in kindergarten. It can be implied that the physical activity program planned for preschoolers' development can greatly improve their physical ability.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• A. 연구의 필요성 및 목적 = 1
• B. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 6
• A. 유아기의 신체활동 = 6
• 1. 신체활동의 중요성 = 6
• 2. 신체활동의 원칙 = 9
• B. 유아신체활동을 위한 교육과정 = 11
• 1. 움직임 교육의 목적 = 11
• 2 . 움직임 교육의 내용 = 12
• a. 기본운동능력 = 13
• b. 체 조 = 16
• c. 건 강 = 17
• 3. 움직임 교육의 교수방법 = 19
• a. Gallahue 의 발달에 적합한 신체교육방법 = 19
• b. 극적인 접근방법 = 21
• c. 발견적인 방법 = 23
• d. 통합적인 방법 = 25
• 4. 교사의 역할 = 27
• C. 유아신체활동의 효과 = 30
• 1. 지각운동능력 = 30
• a. 지각운동능력의 개념 및 요소 = 30
• b. 지각운동능력의 발달 = 34
• 2. 신체적 자아개념 = 39
• a. 신체적 자아개념의 정의 = 39
• b. 신체적 자아개념 모델 = 42
• D. 선행 연구 = 43
• Ⅲ. 연구문제 및 가설 = 47
• Ⅳ. 연구방법 및 절차 = 49
• A. 유아를 위한 신체활동 프로그램의 구성 = 50
• B. 신체활동 프로그램의 효과 검증 = 52
• 1. 연구 대상 = 52
• 2. 실험설계 = 53
• 3. 검사도구 선정 및 제작 = 53
• 4. 실험절차 = 58
• 5. 결과처리 및 분석방법 = 64
• Ⅴ. 결과 및 해석 = 66
• A. 신체활동 프로그램 = 66
• 1. 프로그램의 목적 및 목표 = 66
• 2. 프로그램의 내용 = 67
• 3. 교수-학습방법 = 69
• a. 활동의 구성원칙 = 69
• b. 활동내용 및 자료 = 70
• c. 교사의 역할 = 76
• 4. 평 가 = 76
• 5. 프로그램의 실제 = 77
• B. 신체활동 프로그램의 효과 = 79
• 1. 유아의 지각운동능력과 신체적 자아개념에 관한 사전 검사 = 79
• 2. 신체활동 프로그램이 유아의 지각운동능력에 미치는 효과 = 80
• 3. 신체활동 프로그램이 유아의 신체적 자아개념에 미치는 효과 = 85
• Ⅵ. 논의 및 결론 = 91
• A. 요 약 = 91
• B. 논 의 = 93
• C. 결론 및 제언 = 100
• 참고문헌 = 104
• Abstract = 113
• 부 록 = 116

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