스포츠 활동의 참여유형 및 활동정도와 창의적 인성과의 관계

Abstract

The purpose of this study was to identify the relationship between sports activity participation type, level of activities, and creative personality. For the purpose of this study, 300 elementary school children in Incheon were recruited using convenient sampling method, sampling 100 from grade 4, 5 and 6 respectively. We used data of 294 subjects for final analysis. We used questionnaires for the survey and data were analyzed using PASW 21.0 program. Hypotheses were verified with x2 test at p<.05, variance analysis and Scheffe verification. The followings are the results. First, in sports activities participation type and level of activities, there was difference in time per session at p<.001 in the order of group exercise, man‐to‐man exercise and personal exercise. Second, according to participation type, there was difference at adventurous spirit (p<.05), and there was difference among group game > man‐to‐man game. Third, in the result of creative personality according to sports activities, weekly participations showed difference according to self‐confidence (p<.001), patience and persistence (p<.01), and curiosity, humor, adventurous spirit (p<.05). In the post verification, there was difference in curiosity as 3‐4 times, over 5 times > once or none, and in self‐confidence, patience and persistence, and adventurous spirit as over 5 times > once or none. According to elapsed time per episode, there was difference in humor sense of creative personality (p<.001), self‐confidence and patience and persistence (p<.01), and in the post‐verification, there was difference in self‐confidence and patience and persistence over 2 hours > less than 30 minutes, in humor sense among less than 1‐2 hours, over 2 hours > less than 30 minutes. According to participation period, there was difference in imagination of creative personality, self‐confidence, patience and persistence (p<.05), in the post‐verification, there was difference in self‐confidence and persistence as less than 3‐5 years > less than a year, while there was difference in less than 3‐5 years >less than 1‐3 years, and over 5 years. Conclusively, to enhance the creative personality of elementary school students, rules should be applied flexibly in group games. Enhancement of self‐confidence, patience and persistence of creativity can be made through participant centered activities. Therefore, to improve creativity in youth, we need to increase sports activities and provide continuous education.