음악 줄넘기 심상훈련이 초등학생의 성취동기 변화에 미치는 영향

서지정보

ㆍ발행기관 : 한국초등체육학회 ㆍ수록지정보 : 한국초등체육학회지 / 15권 / 1호
ㆍ저자명 : 정상원, 송광섭

목차

Ⅰ. 서론
Ⅱ. 선행연구 고찰
Ⅲ. 연구방법
Ⅳ. 연구결과
Ⅴ. 논의
Ⅵ. 결론 및 제언
참고문헌
ABSTRACT

한국어 초록

운동학습은 신체적 기능습득이 주가 되기 때문에 체육교사에게 기대되는 가장 중요한 역할중의 하나는 학생들의 운동기능 학습을 적극적으로 도와주는 것이다. 그러므로 체육을 지도하는 교사들은 운동기능 학습을 성공적으로 수행하기 위해서 운동학습에 영향을 주는 요인들을 분석하여 다양한 지도 방법 및 전략을 세워야 한다. 이러한 다양한 요인들 중 하나인 성취동기는 스포츠 심리학 분야에서 이미 수많은 연구가 이루어지고 있다. 체력 및 기술이 비슷한 학습자의 경우 심리적 요인이 우수한 사람이 높은 운동수행을 한다는 것은 누구나 공감하는 사실이다. 이러한 심리적 요인의 가장 기본적인 기저에는 ‘무언가 하고 싶은 마음

영어 초록

This paper has undertook prior inspection via survey by dividing grade 5 elementary school students into experimental group A and B each comprised of 30 subjects receiving mental training and physical training respectively and control group C also of 30 subjects to look into the influences of mental training it might have on their achievement motivation. They were subjected to eight weeks of the program, each of 15 minutes duration three times per week, then instructed to complete another identical survey. As a result of conducting the surveys on experimental group A, B and control group C to determine the magnitude of changes in their achievement motivation, the following conclusions have been obtained.
First of all, the achievement motivation in both of the experimental groups A and B had shown an increase in the value by mean 19.70 (p<.01) and 11.33(p<.05) respectively. The control group had shown .13 of increase, indicating that group A had the greatest increment of change. The values of change in achievement motivation in both group A and B were statistically significant.
Secondly, as for achievement motivation improvement as per sex, the males in group A who undertook mental training had shown 32.3 (p<.01) of improvement while those in group B who undertook physical training had shown 20.73(p<.01). Control group C had an improvement of 14.87. The women in group A had an improvement of mean 7.2, those who were in group B had an improvement of 1.93 and those in Control group C had an unanticipated decrease in the value.
Thirdly, by observing the changes of subcategories of achievement motivation between the samples, future orientation in group A had an increase of mean 5.87(p<.01), self-confidence in group A and B showed 4.67 (p<.05) and 4.13(p<.01) increase respectively. Changes in the level of responsibility in all groups were insignificant; adventurousness in the mental training sample had 2.47(p<.01) increase while the physical training sample showed 1.70(p<.05) and challenging spirit in the mental and physical training sample has shown 2.47 (p<.01) and 1.70(p<.05) respectively, all of which were significant.
As a conclusion, both music rope skipping mental training and physical training were effective in that they have shown significant increases in achievement motivation compared with the control group. Mental training had a marked difference to be specific than physical training, which was seen vividly in male groups.

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