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복합학
학제간연구 과학기술학 뇌인지과학 기술정책 기타 복합학

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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국초등체육학회 한국초등체육학회지 한국초등체육학회지 제15권 제1호
발행연도
2009.1
수록면
93 - 104 (12page)

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초록· 키워드

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This study applied specific strategies of TPSR such as all-touch, self-officiating, handicap, and time-out in a physical education class in a primary school and then observed and analyzed the change in student’s sense of responsibility in order to investigate the effect of strategies on any change in student’s sense of responsibility. To achieve the purpose, a fifth grader class was chosen as a study subject and the TPSR strategy was implemented in a primary school of the D-metropolitan city from May to July, 2008. The data were collected by qualitative methods including participant observation, observation without participating, descriptive observation, in-depth interviews, and related literatures. The collected data were analyzed by the constant comparative method and the data reliability was verified by member check, peer debriefing and triangulation. After the application of TPSR, behavior pattern was as follows: In connection with ‘Self-control’ and ‘Respect’, companion’s emotion and right were respected and students had the ability to solve their problems through conversation rather than to use abusive language or violence in troubleshooting. Negative students recognized ‘Right to be included’ and acted as a main role in activity. In ‘Participation’ and ‘Effort’, passive students was participated actively in activity and showed the image that tried and set a goal that is own level and then tasted the delight of accomplishment. In ‘Self-direction’, students took part in activity with own certain goal. Students tried to actively solve problems of oneself and team, and could progress a game with making handicap and game rule on their own level. In ‘Caring’ and ‘Helping’, students offered an opportunity of activity to companions who got isolated and hurt in game, and helped the teacher a lot for the smooth progress of the class. In ‘Outside the gym’, students controled their own emotion in relation with family and friends. Students cared and helped persons more often than before and thought game rule and promise more seriously.
#TPSR #Responsibility

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참고문헌 (21)

참고문헌 신청
Clancy, M. E. / 1998 / Adapting games for diverse student needs / Teaching Elementary Physical Education : 9 ~ 12 google schola DeBusk, M. / 1989 / Implementing a physical education self-responsibility model for delinquency-prone youth / Journal of Teaching in Physical Education 8 : 104 ~ 112 google schola Gilligan, C. / 1982 / In a different voice: Psychological theory and wimens development / Harvard University Press google schola Hellison, D. / 1985 / Goals and strategies for teaching physical education / Human Kinetics google schola Hellison, D. / 1993 / The coaching club-Teaching responsibility to inner-city students / Journal of Physical Education, Recreation, & Dance 64 (5) : 66 ~ 70 google schola

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