지적장애 학생의 체육수업 상호작용, 표정 정서 인식력, 친사회적 행동과의 인과 모형 검증

Abstract

The aim of this study was to verify relationship among exercise participation experience, facial expressionrecognition and pro-social behaviors in students with Intellectual Disabilities. A total of 208 students including 102students with intellectual disability in special school and 106 students with intellectual disability in specialeducation class of ordinary schools were responded in facial expression recognition test. Also class teacher wereresponded in inventory of pro-social behavior and the behaviors at school life of his students. Collected data wereanalyzed by using SPSS 18.0 and AMOS 18.0 programs. The obtained results were as follows. First, there wasa difference in the facial expression recognition depending on the exercise participation time of students withintellectual disability. The more exercise participation time had, the higher facial expression recognition showed. Second, there was a difference partially in the facial expression recognition depending on the exercise event ofstudents with intellectual disability. Third, there was interrelation in verification of cause-and-effect relationbetween exercise participation experience, facial expression recognition and pro-social behaviors of students withintellectual disability. This results indicate that exercise participation experience was an important means andopportunity to recognize such expression emotions.