현대 사회에서 인간은 점점 신체의 움직임을 멈추어 가고 있다. 편리한 교통수단은 이곳에서 저곳으로의 이동에서조차 움직임을 정지시켰고, 가정에서의 가전제품들은 번거로운 움직임을 축소시켰으며, 컴퓨터 및 인터넷 등의 발달은 실제 공간에서의 움직임을 가상공간으로 옮겨감으로써 현대인들을 고정된 자리에 묶어 두고 있다. 특히 신체 발육 상 가장 중요한 시점에 있는 청소년들이 지나치게 정적인 생활을 하는 것은 사회적으로도 큰 문제를 낳고 있다. 한창 뛰어 놀 아이들이 방과 후 각종학원에서 대부분의 시간을 보내고 노는 시간 역시 컴퓨터 게임과 텔레비전에 쏟아
The purpose of this study was to analyze physical education classes stress factors and the difference between that felt by elementary school students and that by middle school students and to activate the physical education classes. This study collected and analyzed questionnaire data on the target of 588 students enrolled in elementary school students and middle school students located in C city. Results of the analyses were as the following. First, all of the elementary school students and middle school students felt physical education class stresses, and the analysis of the groups showed the difference between middle school students and elementary school students. All of the factors showed the stress in the second graders of middle schools, the first graders of middle schools, and elementary school students in order. It meant that the higher their grades were, the more physical education class stresses students felt. Second, the analysis of the stress difference based on gender showed that girl students felt more physical education class stresses as compared with boy students. Third, elementary school students and middle school students showed the difference in the factors of 「learning contents」, 「Insufficient confidence」, 「burden on examinations」, 「condition of facilities and circumstances」, and 「dissatisfaction with teachers」, and middle school students felt more stresses as compared with elementary school students. Fourth, elementary school students responded that two factors of 「dissatisfaction with teachers」and 「burden on examinations」 had an influence on the satisfaction with physical education classes and middle school students responded that so did three factors of 「learning contents」, 「burden on examinations」, and 「dissatisfaction with teachers.」 ※ Key words : stress factors
Ⅰ. 서론 Ⅱ. 연구방법 Ⅲ. 결과 및 논의 참고문헌 ABSTRACT
