체육 교사의 관계성지지가 청소년의 욕구 만족, 자기 결정 동기와 정신적·신체적 건강에 미치는 영향

Abstract

In physical education class, especially physical education teachers lead and control physical education classes to form a certain climate in physical education activities. The climate affects the motivation, skill performance and future physical activity intentions of the participants. Based on the theory of relationship motivation within theory of self-determination this study examined how the support of relational support and autonomy created by physical education teachers affect students' basic psychological needs, self-determinated motivation, physical health and mental health. To this way, a survey was conducted on 596 middle and high school students attending high schools located in Zhengzhou, Henan Province of China. In the survey, 7 items of support for the relationship asking my thoughts and actions for my physical and mental health were surveyed in total of 105 questions, including 34 questions for 5, 6, 7, 3, 4, 4, and 5 questions respectively, 30 questions for the satisfaction of my desire for psychological needs, 30 questions for the motivation of sports activities, and 10 questions for physical and mental health. The collected data were analyzed in the order of technical statistics, exploratory and confirmatory factor analysis, correlation and structural model analysis. The results of the analysis showed that the reliability and validity of the scale were appropriate in the exploratory and confirmatory factor analysis, and the correlation between the variables was also found to be consistent with the theoretical basis. The data analysis found that the support of the relationship of physical education teachers significantly affects both students' basic psychological needs, autonomy, ability and relationship. Specifically, it was confirmed that the support for relationality had the ability to explain in order of autonomy, ability and relevance within basic psychological needs. And these basic psychological needs have significant relevance to the motive for sports activities, the motivation for self-reliance, control, and inactivity. Specifically, autonomous motivations showed high relevance, autonomy, ability and static explanation, while control motivations were found to have negative explanatory power. In addition, support for the relationship of physical education teachers has been shown to have a static effect on students' internal motivation and physical and mental health. These results suggest that the support of the relationship of physical education teachers has a great influence on students' basic psychological needs, internal motivation, and physical and mental health. This means that the relationship support environment for physical education teachers can lead to positive behavior for students participating in physical education classes. The results of this study suggest the importance of autonomous support environment and peer-motivated environment to the field of physical education, and it is expected to be useful data for designing educational programs to promote emotional, psychological and physical improvement and intrinsic behavior of students in the future.

이 연구는 체육수업 상황에서 체육 교사의 관계성지지 교수 행동이 학습자의 심리적 욕구 만족, 자기 결정 동기와 신체적 및 정신적 건강에 미치는 효과를 검증하였다. 이를 위해 중국 정주시 및 인근 지역에 재학 중인 중고등학생 596명을 대상으로 학생이 인식하고 있는 체육 교사의 관계성지지, 심리적 욕구, 자기 결정 동기와 신체적 및 정신적 건강에 관한 설문을 진행하였다. 수집된 자료는 SPSS와 AMOS 통계 프로그램을 이용하여 자료를 분석하였다. 분석 결과, 첫째, 체육 교사의 관계성지지 교수 행동은 학생의 자율성, 유능성과 관계성을 포함하고 있는 심리적 욕구 만족에 정적 상관 및 영향을 미치는 것으로 나타났다. 둘째, 체육 교사의 관계성지지 교수 행동은 자기 결정 동기 내 자율성 동기에 정적 영향을 미치지만, 통제 동기와 무동기에는 부적 영향을 미치는 것으로 밝혀졌다. 셋째, 체육 교사의 관계성 지지에 영향을 받은 자기 결정 동기유형은 학생의 신체적 및 정신적 건강에도 영향을 미치는 것으로 드러났다. 이러한 결과는 체육수업에서 교사와 학생의 긍정적인 관계 지지 및 형성은 학습자의 심리적 욕구, 자기 결정 동기와 신체적 및 정신적 건강에 긍정적인 역할을 하는 것을 시사한다. 체육수업에서 학습자들의 적극적인 수업참여와 학생의 동기, 성취와 건강을 위해서는 교사가 제공하는 관계성지지 교수 방법이 중요한 역할을 한다는 것을 실증적으로 검증했다는 점에서 의미가 크다. 향후, 관련 연구가 다양한 측면에서 수행되길 기대한다.