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엘리트 축구선수의 환경요인이 학교생활적응에 미치는 영향

Title
엘리트 축구선수의 환경요인이 학교생활적응에 미치는 영향
Other Titles
The Effects of Environmental Factors on School Life in Elite Soccer Player
Author
주효준
Alternative Author(s)
Joo, Hyo Jun
Advisor(s)
이성노
Issue Date
2015-02
Publisher
한양대학교
Degree
Master
Abstract
본 연구는 엘리트 축구선수들의 학교생활적응 증진을 위하여 선수와 밀접한 연관이 있는 선수환경요인이 학교생활에 어떠한 영향을 미치는 지 살펴보고, 학교생활적응에 도움을 줄 수 있도록 중·고등학교 엘리트 축구선수들의 선수생활환경요인을 조사·규명하고, 축구선수들의 학업성취향상을 비롯한 다양한 진로 계획, 사회에서 요구되는 지식과 경험 그리고 규범과 질서 등을 습득하는데 그 목적이 있다. 연구의 대상은 서울, 경기도와 이외 기타지역(충청도, 경상도, 전라도) 총 5개 지역에 위치한 중‧고등학교 15개교 축구선수들을 선정하여 설문조사를 실시하였다. 설문은 총 406부를 배부하였으며 응답내용이 불성실한 설문지 22부를 제외하고 중학교 264부, 고등학교 120부를 합산한 총 384부를 최종 선정하였다. 설문지는 국내 선행연구에서 설문지의 신뢰도와 타당도 검증을 실시하여 사용했던 도구들 가운데 본 연구의 목적에 맞게 수정하고 보완하여 사용하였다. 자료처리는 SPSS 20.0 통계프로그램을 사용하였으며 자료 분석은 t-test와 일원변량분석, 사후분석, 다중회기분석을 실시하였다. 이와 같은 연구방법을 거쳐서 다음과 같은 결론을 얻었다. 첫째, 중, 고등학교 축구선수 간 선수생활환경과 학교생활적응은 중학교 축구선수가 모든 요인에서 유의하게 높게 나타났다. 둘째, 운동참여 동기(타인권유, 본인스스로)에 따른 선수생활환경과 학교생활적응은 유의한 차이가 나타나지 않았다. 셋째, 운동경력(2년 이하, 3년, 4년, 5년 이상)에 따른 선수생활환경과 학교생활적응은 선수생활환경의 동기부여를 제외한 모든 요인에서 유의한 차이가 나타났다. 넷째, 지역에 따른 선수생활환경과 학교생활적응은 선수생활환경의 동기부여를 제외한 모든 요인에서 유의한 차이가 나타났다. 다섯째, 포지션(공격수, 미드필더, 수비수)에 따른 선수생활환경과 학교생활적응은 모든 요인에서 유의한 차이가 나타나지 않았다. 여섯째, 중학교 축구선수의 학년에 따른 선수생활환경과 학교생활적응은 선수생활환경의 동기부여와 조직풍토, 학교생활적응의 학교규칙준수를 제외한 모든 요인에서 유의한 차이가 나타났다. 일곱째, 고등학교 축구선수의 학년에 따른 선수생활환경과 학교생활적응은 모든 요인에서 유의한 차이가 나타나지 않았다. 마지막으로 선수생활환경요인과 학교생활적응요인의 상관관계에 대한 결과는 다음과 같다. 첫째, 선수생활환경의 복지환경요인은 학교생활적응 요인 중 학교규칙준수에 유의한 영향을 미쳤다. 둘째, 선수생활환경의 지도자스타일요인은 학교생활적응의 모든 요인에 유의한 영향을 미쳤다. 셋째, 선수생활환경의 동기부여요인은 학교생활적응 요인 중 학습활동에 유의한 영향을 미쳤다. 넷째, 선수생활환경의 주거환경요인은 학교생활적응 요인 중 교사와의 관계와 학교규칙준수에 유의한 영향을 미쳤다. 다섯째, 선수생활환경의 조직풍토요인은 학교생활적응 요인 중 교우와의 관계에 유의한 영향을 미쳤다. 결론적으로 학교생활적응에 영향을 미치는 중·고등학교 엘리트 축구선수의 생활환경을 개선을 통하여 학교생활적응을 향상을 기대할 수 있고, 축구 지도자의 역할과 숙소생활에 대한 만족도가 학교생활적응을 위해 가장 우선적으로 개선되어야 할 과제이다.|The object of this study is to find the closely related effects the environmental factors have on elite soccer players’ school life, to benefit the middle/high school athletes in their school-life adaptation by identifying the living situational factors, and to achieve their scholarly improvement, post-graduation path, and factors commonly demanded by society- such as knowledge, experience, rules, orders, and etc. In this study, soccer players in 15 different schools (middle school and high school) located in 5 different region(Seoul, Gyeonggido, Chungcheongdo, Gyeongsangdo, and Jeonlado) were selected to complete a survey. While total of 406 surveys were completed, 22 surveys were disregarded due to their insincerity. The remaining 384 surveys were selected: 264 surveys from middle school and 120 surveys from high school. The questionnaire was chosen among reliable and variable tools from previous reearches, and revised to be suitable for the purpose of this study. SPSS 20.0 version for Windows was used for data processing. For the collected data, frequency analysis, one-way ANOVA, posteriori tests multiple regression analysis was performed. Results are as follows: First, soccer players in middle school have better environment and school adaptation than those of high school players. Second, players’ motivations (other’s, self) did not affect players’ environment and adaptation in school. Third, players’ experience in soccer (less than 2 years, 3, 4, more than 5 years) affected all factors of their environment and adaptation in school except for motivation factor. Fourth, difference in regions affected all factors of players’ environment and adaptation in school except for motivation factor. Fifth, players’ positions (forwards, midfielders, and defenders) did not affect their environment and adaptation in school. Sixth, grades affected all factors of middle school players’ environment and adaptation in school except for motivation, communal atmospheric, and regulation factor. Seventh, grades did not affect high school players’ environment and adaptation in school. Lastly, players’ environment and adaptation factored in school correlates as following: First, welfare factor of environment affected regulation factor of adaptation. Second, leadership style factor of environment affected all factors of adaptation. Third, motivation factor of environment affected learning activities factors of adaptation. Fourth, housing factor of environment affected the relationship between the instructors and students and regulation factor of adaptation. Fifth, communal atmospheric factor of environment affected the relationship between classmates. In conclusion, through improving the environment of the middle/high school elite soccer players, enhancement of the adaptation can be expected. Soccer instructor’s role and housing satisfaction should be primarily enhanced for school life adaptation.; The object of this study is to find the closely related effects the environmental factors have on elite soccer players’ school life, to benefit the middle/high school athletes in their school-life adaptation by identifying the living situational factors, and to achieve their scholarly improvement, post-graduation path, and factors commonly demanded by society- such as knowledge, experience, rules, orders, and etc. In this study, soccer players in 15 different schools (middle school and high school) located in 5 different region(Seoul, Gyeonggido, Chungcheongdo, Gyeongsangdo, and Jeonlado) were selected to complete a survey. While total of 406 surveys were completed, 22 surveys were disregarded due to their insincerity. The remaining 384 surveys were selected: 264 surveys from middle school and 120 surveys from high school. The questionnaire was chosen among reliable and variable tools from previous reearches, and revised to be suitable for the purpose of this study. SPSS 20.0 version for Windows was used for data processing. For the collected data, frequency analysis, one-way ANOVA, posteriori tests multiple regression analysis was performed. Results are as follows: First, soccer players in middle school have better environment and school adaptation than those of high school players. Second, players’ motivations (other’s, self) did not affect players’ environment and adaptation in school. Third, players’ experience in soccer (less than 2 years, 3, 4, more than 5 years) affected all factors of their environment and adaptation in school except for motivation factor. Fourth, difference in regions affected all factors of players’ environment and adaptation in school except for motivation factor. Fifth, players’ positions (forwards, midfielders, and defenders) did not affect their environment and adaptation in school. Sixth, grades affected all factors of middle school players’ environment and adaptation in school except for motivation, communal atmospheric, and regulation factor. Seventh, grades did not affect high school players’ environment and adaptation in school. Lastly, players’ environment and adaptation factored in school correlates as following: First, welfare factor of environment affected regulation factor of adaptation. Second, leadership style factor of environment affected all factors of adaptation. Third, motivation factor of environment affected learning activities factors of adaptation. Fourth, housing factor of environment affected the relationship between the instructors and students and regulation factor of adaptation. Fifth, communal atmospheric factor of environment affected the relationship between classmates. In conclusion, through improving the environment of the middle/high school elite soccer players, enhancement of the adaptation can be expected. Soccer instructor’s role and housing satisfaction should be primarily enhanced for school life adaptation.
URI
https://repository.hanyang.ac.kr/handle/20.500.11754/129578http://hanyang.dcollection.net/common/orgView/200000426390
Appears in Collections:
GRADUATE SCHOOL OF EDUCATION[S](교육대학원) > MAJOR IN PHYSICAL EDUCATION(체육교육전공) > Theses(Master)
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