청소년 게이트볼 참여의 경험가치 탐색과 활성화 전략

Abstract

The aim of this research is to explore characteristics and experience values of gate ball as a youth sport in depth, and to present activation strategies. Seven middle and high school students who have joined gate ball for over two years, and four physical education teachers of middle and high schools with over four years of experience in instructing gate ball, were chosen as research participants. Data was collected from the in-depth interview with each subject, and for analysis of data, the method devised by Spradley(1979) was used, and member checking was performed after double-check of research subjects. Then, data authenticity and validity were established through auditing by one university professor with experience in joining and teaching gate ball, two doctors in Sport Sociology and one doctor in History of Physical Education. As a result, firstly, teenagers' experience in participating gate ball created experience values such as fusion of proper physical activity, technique and strategical thinking, a cooperative game requiring acceptance of mutual opinions, improvement of concentration, a multiple view-based game, thrill and fun of gate ball, conflict on the social bias against gate ball and overcoming. Secondly, as strategies for activating youth gate ball, it was found that effort and support from physical education teachers, development of school education materials and tools for diffusion, and development of 'sports for harmony' of families and local communities were needed.

The aim of this research is to explore characteristics and experience values of gate ball as a youth sport in depth, and to present activation strategies. Seven middle and high school students who have joined gate ball for over two years, and four physical education teachers of middle and high schools with over four years of experience in instructing gate ball, were chosen as research participants. Data was collected from the in-depth interview with each subject, and for analysis of data, the method devised by Spradley(1979) was used, and member checking was performed after double-check of research subjects. Then, data authenticity and validity were established through auditing by one university professor with experience in joining and teaching gate ball, two doctors in Sport Sociology and one doctor in History of Physical Education. As a result, firstly, teenagers' experience in participating gate ball created experience values such as fusion of proper physical activity, technique and strategical thinking, a cooperative game requiring acceptance of mutual opinions, improvement of concentration, a multiple view-based game, thrill and fun of gate ball, conflict on the social bias against gate ball and overcoming. Secondly, as strategies for activating youth gate ball, it was found that effort and support from physical education teachers, development of school education materials and tools for diffusion, and development of 'sports for harmony' of families and local communities were needed.