축구부 학생선수의 학업 경험 관점에서 본 최소성취수준 보장지도 적용 실태와 향후 과제

초록

This study explored how the Minimum Achievement Level Guidance (MALG) is applied and understood in the academic experiences and learning processes of student-athletes in a high school soccer program, in the context of the full-scale implementation of the high school credit system. A focus group interview (FGI) was conducted with 36 student-athletes, and the collected data were analyzed using thematic analysis. Three main themes and six sub-themes were identified. First, a gap was observed between awareness of MALG and actual academic experiences. While student-athletes recognized the existence and standards of the system, they had little experience with practical learning support, and the guidance was often perceived as a “minimum standard to avoid failing” rather than a tool to ensure basic academic achievement. Second, the duality of academic engagement and prioritization of sports was evident. Student-athletes acknowledged the importance of academics but realistically prioritized sports, perceiving academic work as a “necessary but burdensome domain.” Third, the study highlighted the demand for MALG and the need for its structural reorganization. Student-athletes regarded the current system as a “meaningless formal requirement” while emphasizing the importance of contextualized support, such as supplementary explanations during class, individual guidance during breaks or after school, peer-assisted learning, and small-group sessions specifically for student-athletes. These findings suggest that MALG should be restructured from a mere standard-monitoring system to a process-and relationship-oriented support framework that reflects the actual academic experiences and learning processes of student-athletes.

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