특수체육학의 정체성 탐색
Identity Exploration of Adapted Physical Education
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초록
본 연구는 국내외에서 특수체육학을 어떻게 정의하고 있으며, 특수체육지도자(특수체육 교사와 장애인체육지도자를 포함)를 양성하기 위해서는 어떠한 교육내용을 포함해야 하는지 선행연구를 통해 고찰 및 탐색한 후, 이를 한국 실정에 맞는 특수체육학의 정체성을 탐색하는데 그 목적이 있다. 연구방법으로는 국내외에 발표된 문헌고찰을 통해 특수체육학의 정체성을 탐색하였다. 연구결과는 다음과 같다. 첫째, 특수체육 용어는 SPE, APE, APA가 사용되었으며, 2001년부터는 공식적으로 APA라는 용어를 사용하고 있음을 확인할 수 있었다. 둘째, 특수체육이란 신체활동에 있어서 개인차의 규명과 해법에 관한 다학문적 지식기반을 가지고 있으며, 혁신적이고 협력적인 서비스 전달 프로그램과 역량 강화 시스템을 증진하는 서비스 전달의 전문성과 학문적 연구분야이고, 기존의 학교체육의 범위를 넘어서서 장애인의 평생 신체활동을 강조하는 개념으로 발전함을 알 수 있었다. 셋째, 특수체육을 보는 관점은 신체활동과 서비스의 측면, 전문직의 측면, 그리고 연구 및 지식체계의 측면으로 이해할 수 있었다. 넷째, 미국의 특수체육지도자 양성과정은 1997년 전미장애인체육 및 레크리에이션협회(NCPERID)가 주관이 되어 미국 특수체육지도자를 위한 표준 지식(APENS)을 개발하여 양성하고 있음을 발견하였다. 다섯째, 한국의 특수체육학 정체성은 아직 그 논쟁이 이루어지지 않았으며, 미국의 특수체육 개념을 차용해 사용하고 있는 실정이었다. 미래에 우리는 특수체육학의 정의를 내릴 때에는 그 나라 특수체육학의 특수성을 기반으로 인류의 보편적인 가치를 반영할 수 있는 용어 정의가 중요할 것으로 사료되며, 이 연구가 앞으로 한국특수체육학의 정체성에 관한 논쟁에 불을 지피는 기폭제가 되기를 소망한다.
Abstract
The purpose of this study was to explore how adapted physical education is defined in Korea and America, to include any contents for training adapted physical educators through reviews of previous research, and then to search identity of adapted physical education which fits Korea is actual circumstances. Research method was a review of previous literatures. Research results of this study were as follows: First, terminology of adapted physical education uses adapted physical education, special physical education, and adapted physical Activity interchangably. Second, adapted physical activity is cross-discipline approach, professional and academic service delivery emphasizing life-span physical activity for individuals with disabilities. Third, viewpoint of adapted physical education is physical activities and services, professional and field of study or discipline. Fourth, training course of American adapted physical educators uses 15 subjects based on Adapted Physical Education National Standards (APENS) by National Consortium for Physical Education and Recreation for Individuals with Disabilities (NCPERID). Fifth, the identity of Korean adapted physical education has had no identifiable discourse of direction, or terminology of adapted physical education borrowed from American terminology for adapted physical education, and also Korea adapted physical education uses different APENS subjects from American adapted physical education. As a review, we found out Korean adapted physical education should have more discussion for identifying the concepts and identity of Korean adapted physical education for the future.
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