생활체육지도자의 학교스포츠클럽 지도 경험과 교육적 의미

초록

The purpose of the study is two-fold. First, it attempted to understand the experiences of sport club leaders in regards to coeducational sports club after school. The second, it analyzed the educational meaning of sport club in connection with sport for all. To accomplish such purposest,h is study conducted a study with an inquirin g process on the basis o fa narrative approach targeting a sports club leader who did’nt have an on-site instructional experience in school physical education. This study coelcl ted data through official & unofficial interviews ,documents of the instructional process, on-site notes, and electronic mails. This study utilized Spradley(1980)’s taxonomic analysis method as a major analysis method. The results were roughly divided into 4 sorts of narrative. First, the research participants experienced a ‘Shock’o f having to understand and accept his/her ow n gender stereotype. Second, they experienced sex discriminationa nd reverse discrimination at the same time in the instructional process that is in pursuit of gender equiatyl education; thus, the participants experienced it s subsequent ‘Conflict.’ Third, the participants experienced a ‘Challenge’ in which the leader compromised with him/herself using the instructional method of ‘Mingling’ and ‘Distinction.’ Fourth, the participants experienced ‘Discovery’ of the instructional method, which was authentically gender-equal within the framework of students. Viewed from the pedagogical perspective, such experiences should w ork as a basis on which a sports clu b leader could improve his/her specialization that can connect school physical education and sports for all.

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