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여학생의 신체활동 참가 촉진요인과 저해요인의 가설적 모델화를 위한 해외사례 종합 분석

A comprehensive analysis of foreign cases for hypothetical modeling of facilitating and hindering factors of girls’ participating in physical activity

남상우|이해령
국민체육진흥공단 한국스포츠과학원 (Korea Institute of Sport Science)|2018.09|체육과학연구 (Korean Journal of Sport Science)|제29권 제3호|pp. 473-494|DOI 10.24985/kjss.2018.29.3.473

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참고문헌

키워드

질적연구Qualitative research신체활동Physical activity여학생촉진요인저해요인Female adolescentFacilitating and hindering factors
주제분류체육

초록

[목적] 본 연구의 목적은 여학생들에게 활발한 신체활동이 중요하다는 기본 전제를 바탕으로 여학생들의 신체활동 증진을 위한 가설적 모형을 구축하는 것이다. [방법] 체계적 문헌분석 방법에 근거하였으며 2005년부터 2016년까지의 여학생 신체활동 촉진요인과 저해요인이 명시된 해외 연구 26편을 대상으로 분석하였다. 맥락별 요인 분류, 범주별 개념화 후 범주 간 관계를 도식화 하여 모델로 구성하였다. [결과] 여학생의 신체활동 촉진요인은 일곱 개 요인으로 SPORTS로 명명되었다. ‘자기인정(지)(Self-Recognition)’, ‘물리적 환경(Physical Environment)’, ‘기회(Opportunities)’, ‘관계형성(Relationship)’, ‘적합성(Treatment)’, ‘사회적 지지(Social Supports)’이다. 이와는 반대로, 여학생들의 신체활동을 저해하는 요인은 총 아홉 개로 INCAPABLE로 명명되었다. 구체적으로 ‘내면화된 시선(Internalized Gazes)’, ‘부정적 피드백(Negative Feedback)’, ‘경쟁성(Competitiveness)’, ‘대체활동성(Alternativeness)’, ‘위험성(Perceived Danger)’, ‘외모(Appearance)’, ‘불쾌한 감정(Bad Feeling)’, ‘기회 부족(Lack of Opportunities)’, ‘여성적 규범(Effeminate Norms)’으로 세분화되었다. [결론] 여학생들이 신체활동을 주체적으로 해석하는지 타인의 평가에 종속되어 대상화되는지에 따라 신체활동 양상이 달라지며 여학생들의 주체화를 증진하기 위한 개인적, 관계적, 환경적 차원에서의 노력이 필요함을 시사한다.

Abstract

[Purpose] The purpose of this study was to develop a comprehensive model for facilitating and hindering factors about girls' participation in physical activities. [Methods] Based on systematic analysis, 26 foreign journals published from 2005 to 2016 were comprehensively analyzed. The journals were directed to facilitating and hindering factors of girls' physical activities. A model was developed by categorizing various factors in the previous studies, and by conceptualizing those categories, and by creating visualization of relations between the categories. [Results] Seven facilitating factors are referred to as 'SPORTS', including ‘Self-recognition’, ‘Physical environment’, ‘Opportunities’, ‘Relationship’, ‘Treatment’, and ‘Social supports’. In contrast, nine hindering factors are conceptualized as 'INCAPABLE' which includes 'Internalized gazes’, ‘Negative feedback’, ‘Competitiveness’, ‘Alternativeness’, ‘Perceived danger’, ‘Appearance’, ‘Bad feeling’, ‘Lack of opportunities’, and ‘Effeminate norms'. [Conclusions] It is suggested that the girls' physical activity patterns vary depending on whether the girls subjectively interpret the physical activity or girls are being objectified by other's evaluation. And those individual, relational, and environmental levels are needed to strengthen the subjectification of girls.

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