초등 체육수업에서의 뉴스포츠를 활용한 스포츠교육 모형에 대한 실행연구

Abstract

This study aims to examine the affective, psychomotor and cognitive changes in elementary school students after applying the Sports Education Model in physical education classes using the new sports “tee-ball”. The Sport Education Model strategy was implemented in a sixth grade class in an elementary school of the D-metropolitan city from September to October 2009. The data were collected using qualitative methods including participant observation,non-participant observation, and descriptive observation, in-depth interviews, and related literatures. The collected data were analyzed using the constant comparative method and the data reliability was verified through member-checking, peer debriefing and triangulation. To apply the Sports Education Model, the new sports "tee-ball" was selected as the sport to be used. In a class discussion, a whole game season was planned. Teams were formed to address student participation. Students planned their game strategies through drill techniques and practice games, and the games resembled an actual league tournament. The final game was played as part of a special festival in which everyone could participate. Psychomotor changes observed included enhanced game performance, resulting from the students developing an eye for the flow of the game and continuously carrying out their role within the team.. Peer evaluations increased students' motivation for achievement, which also led to improvements in game performance. In the cognitive domain, each student became more knowledgeable about their team role which enhanced both team management and game quality. Students showed an improved awareness and understanding of the game and its rules, and developed an eye for the game. In terms of the affective changes in the students, there were increases in the preference for the class, and in levels of enthusiasm, enjoyment, satisfaction, and spontaneity during classroom participation and progress. Students worked harder, showed greater cooperation and a greater number of students acted with a sense of responsibility. With the application of the Sports Education Model, the benefits of sports were maximized through students carrying out various team roles. There was potential for the application of the model to become a classroom method that can encourage full student participation. The above results can be expected to become a foundation on which stable management of physical education classes and applications of the Sports Education Model in elementary schools may be built.