중도탈락 학생선수의 인권 및 학습권 보장에 관한 연구

Abstract

The objective of this following study lies in offering alternative arrangements that can reform situations that violate human rights which arise when student athletes dropout of the athletic program. These alternatives were drawn from the structural problems of our country’s athletic departments and the situations dropout student athletes face based on students’ personal experiences. The questionnaire was distributed to 400 dropout student athletes currently enrolled in middle school and high school. Discrepancies in experience surfaced contingent to the t-test and ANOVA test results, student’s genders, grade years in school, GPAs, types of sports, years of experience in sports, family circumstances and retirement age. Dropout students seemed to live in disgrace with the stigma that follows a dropout athlete and faces the social barriers and constraints that segregates them from everyday life.. The following four suggestions were constructed in response to the situations these dropout student athletes come to face with. First, supervision of the education system of school athletic departments is critical. Students’ fundamental human rights and education rights should be ensured through adequate platforms and supervision. Second, students’ education and learning should be properly supported and overseen. Education and learning are crucial elements to life after a student drops out of the athletic program. Structural changes need to take place so that practicing sports will not interfere with a student athlete’s education. Third, student athletes should receive decent character education. Educations in moral, civic, and social skills need improvement. Fourth, assistance measures for dropout student athletes should be put in place. Active measures that help alleviate the problems and difficulties these students undergo are urgently needed.

The objective of this following study lies in offering alternative arrangements that can reform situations that violate human rights which arise when student athletes dropout of the athletic program. These alternatives were drawn from the structural problems of our country’s athletic departments and the situations dropout student athletes face based on students’ personal experiences. The questionnaire was distributed to 400 dropout student athletes currently enrolled in middle school and high school. Discrepancies in experience surfaced contingent to the t-test and ANOVA test results, student’s genders, grade years in school, GPAs, types of sports, years of experience in sports, family circumstances and retirement age. Dropout students seemed to live in disgrace with the stigma that follows a dropout athlete and faces the social barriers and constraints that segregates them from everyday life.. The following four suggestions were constructed in response to the situations these dropout student athletes come to face with. First, supervision of the education system of school athletic departments is critical. Students’ fundamental human rights and education rights should be ensured through adequate platforms and supervision. Second, students’ education and learning should be properly supported and overseen. Education and learning are crucial elements to life after a student drops out of the athletic program. Structural changes need to take place so that practicing sports will not interfere with a student athlete’s education. Third, student athletes should receive decent character education. Educations in moral, civic, and social skills need improvement. Fourth, assistance measures for dropout student athletes should be put in place. Active measures that help alleviate the problems and difficulties these students undergo are urgently needed.