셀프코칭 유지요인에 대한 현상학적 연구
A Phenomenological Study on Self-coaching Maintenance Factors
0
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
연구 목적: 이 연구의 목적은 셀프코칭을 장기 유지한 이들의 경험에 대한 의미와 본질을 도출하여 ‘셀프코칭 유지요인’을 현상학적으로 분석하는 것이다. 연구 방법: 이를 위해 셀프코칭을 장기 유지 중인 6명을 대상으로 심층면담을 실시하였고, 수집된 심층면담 자료를 Giorgi의 기술적 현상학 방법으로 분석하였다. 연구 내용: 분석결과 72개의 의미단위, 34개의 하위범주, 7개의 상위범주로 최종 도출되었다. 본 연구에서는 7개의 상위범주를 4개의 주제로 나누어 제시하였다. 4개의 주제는 ‘기술적 요인’, ‘결과적 요인’, ‘심리적 요인’, ‘상황적 요인’이었다. 결론 및 제언: 연구결과 셀프코칭을 본인의 성향, 목표, 상황 등에 맞게 활용 가능한 ‘자기화’가 중요하며, 이것을 가능하게 하는 코칭기술과 선행되는 셀프코칭 개인 맞춤화 기간이 중요했음을 알 수 있었다. 이를 통해 스스로 셀프코칭을 활용, 평가, 수정하여 ‘결과 만족’을 느끼면 자발적으로 반복하며 장기유지로 이어지게 되었다. 더불어 이 모든 과정 및 결과에서 심리학적 이해 및 개입은 매우 중요했다. 결과를 토대로 셀프코칭의 기초 및 활용 연구에 대해 제언하였다.
Abstract
The purpose of this study is to phenomenologically analyze self-coaching maintenance factors by deriving the meaning and essence of the experiences of those who have maintained self-coaching for a long time. To this end, in-depth interviews were conducted with 6 people who were maintaining self-coaching for a long time, and the collected in-depth interview data were analyzed using Giorgi’s descriptive phenomenology method. As a result of the analysis, 72 meaning units, 34 sub-categories, and 7 supper-categories were finally derived. In this study, 7 supper-categories were presented by dividing them into four themes. The four themes were ‘technical factors’, ‘consequential factors’, ‘psychological factors’, and ‘situational factors’. As a result of the study, it was found that 'individualization' that can utilize self-coaching according to one's inclination, goal, situation, etc. is important, and the coaching skill that enables this and the personalization period of self-coaching that precedes it are important. Through this, self-coaching was used, evaluated, and modified, and when they felt ‘satisfied with the result’, they voluntarily repeated it, leading to long-term maintenance. In addition, psychological understanding and intervention were very important in all these processes and results. Based on the results, basic and utilization research of self-coaching was suggested.
참고문헌 (18)
- 김지현, "셀프 코칭 프로그램이 개인 및 조직의 성과에 미치는 효과", 석사, 커리어상담, pp.2010
- 신경림, "질적 연구 방법론" (2004), 이화여자대학교출판부
- 정경순, "신규간호사를 위한 셀프코칭 프로그램 개발 및 효과", 박사, pp.2015
- 최영희, "질적간호연구" (1993), 수문사
- 탁진국, "코칭심리학" (2019), 학지사
- Ahrabi-Fard, I., "Teaching athletes to coach themselves", Coaching Volleyball, ~ (2011)
- Diener, E., "Subjective well-being : Three decades of progress", Psychological bulletin, 125(2), pp.276~ (1999)
- Fukuda, S. T., "Developing self-coaching skills inuniversity EFL classrooms to encourage out-of-class study time", Innovationin Language Learning and Teaching, 13(2), pp.118~132 (2017)
- Giorgi, A., "Phenomenology and psychological theory", Duquesne studies inphenomenological psychology, 3, pp.60~80 (1979)
- Griffiths, K., "Personal coaching : A model for effective learning", Journal ofLearning Design, 1(2), pp.55~65 (2005)
- Jenkins, S., "Digging it out of the dirt : Ben Hogan, deliberate practice and thesecret", Annual Review of Golf Coaching, 5(supplement 2), pp.1~21 (2010)
- Jones, H. B., "How Former Students Attain Goals Through a Process ofSelf-Coaching When Training has Ended: A Case Study", Doctor, pp.2017
- Executive coaching: Developing managerial wisdom in a worldof chaos, "Kilburg, R. R.", American Psychological Association, ~ (2000)
- Koroleva, N., "A new model of sustainable change in executive coaching : Coachees’ attitudes, required resources and routinisation", InternationalJournal of Evidence Based Coaching and Mentoring, 10, pp.8497~ (2016)
- Lieser, C., "Lernprozesse im Selbstcoaching- Eine Qualitative Studie ImRahmen der Cahier-Methode" (2012), Springer VS
- Moore, M., "Coaching the multiplicity of mind: A strengths-based model", Global Advances in Health and Medicine, 2(4), pp.78~84 (2013)
- Sloboda, J., "Acquiring skill" (1986), Oxford University Press
- Sue-Chan, C., "The relative effectiveness of external, peer, and self-coaches", Applied Psychology, 53(2), pp.260~278 (2004)
