A Pedagogical Study on the Conflict Experiences of Adapted Physical Activity Instructors
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초록
The purpose of this study is to deeply understand and analyze the meaning of various conflict experiences that adapted physical activity instructors face in the field of physical education through a phenomenological method and to fundamentally explore these conflicts from an educational perspective. The participants in this study included two physical education teachers working in special schools for individuals with disabilities and two instructors operating adapted physical education programs, totaling four participants. The research utilized Colaizzi’s phenomenological method within the qualitative research methodology. The results of this study are as follows. First, general conflicts were categorized as conflicts between adapted physical activity instructors and students with disabilities, specifically relating to student guidance and interpersonal relationships. Second, job conflicts were identified as conflicts between instructors and were categorized into instructor culture and communication. Third, relationship conflicts emerged between adapted physical activity instructors and parents, categorized as role expectations and the exercise of power. In conclusion, by deeply analyzing the patterns of conflict experienced by adapted physical activity instructors, this study highlights the necessity of effectively resolving these conflicts. In particular, minimizing conflicts in adapted physical activity settings is essential to creating a more positive educational environment for individuals with disabilities.
Abstract
The purpose of this study is to deeply understand and analyze the meaning of various conflict experiences that adapted physical activity instructors face in the field of physical education through a phenomenological method and to fundamentally explore these conflicts from an educational perspective. The participants in this study included two physical education teachers working in special schools for individuals with disabilities and two instructors operating adapted physical education programs, totaling four participants. The research utilized Colaizzi’s phenomenological method within the qualitative research methodology. The results of this study are as follows. First, general conflicts were categorized as conflicts between adapted physical activity instructors and students with disabilities, specifically relating to student guidance and interpersonal relationships. Second, job conflicts were identified as conflicts between instructors and were categorized into instructor culture and communication. Third, relationship conflicts emerged between adapted physical activity instructors and parents, categorized as role expectations and the exercise of power. In conclusion, by deeply analyzing the patterns of conflict experienced by adapted physical activity instructors, this study highlights the necessity of effectively resolving these conflicts. In particular, minimizing conflicts in adapted physical activity settings is essential to creating a more positive educational environment for individuals with disabilities.
참고문헌 (20)
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