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KMID : 1135520100060030063
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Korean Journal of Exercise Rehabilitation
2010 Volume.6 No. 3 p.63 ~ p.79
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A Study on the Perception of Athletic Instructor and Realities of Athletic Club in Special School for Mental Retarded?Emotional Disturbed Children
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Kim Seung-Jae
Im Hyow-Kyonug
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Abstract
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The purpose of this study was to grasp the perception of athletic instructor and realities of athletic club in special school for mental retarded?emotional disordered children, hereby to provide the plan for efficient management and operation of athletic club in special school. The questionnaire used in this study was revised based on previous research and frequency analysis was conducted by four variables with 173 teachers. The results of analysis were as followed. First, instructors recognized athletic club activities to be 'very important', and 'very useful' in improving physical strength of students, and considered 'improving social adaptability' to be the most important among significant value of sports activities. Also, instructors answered that 'desirable instruction view and enthusiasm by themselves were the most required qualities, and most of them replied that 'assuming physical education' was the main reason why they came to manage athletic club. Many of them answered that the degree by which they were satisfied with its operation was 'normal', but some responded that they were not satisfied because of heavy work, and insufficient treatment for instructors. Second, many answered that intellectual disability, and absence of full-time coach and assistant coach besides special teacher were the major obstacles. Academic achievements of student players were mostly in mid-upper class, and most answered that 'early semester' was the fittest chance to select players, and that 'instructors scout players in person.' Also, many replied that they 'respect the student's mind' when participating in athletic club, and that 'aggravation of illness' makes it difficult to choose and organize players. Most parents were positive in actively supporting athletic club. Third, most players exercised averagely '1~2 hour' a day, 2~3 days a week after school. They were continuing exercises straight through semesters except vacation, during which they, in many cases, paused due to difficult management. Players took part in two competitions on average annually, most of which was 'Special Olympics'. Track and field was the most directed event, and many responded that a single player was participating multiple events, and majority of them were actively engaged in the training. Fourth, many replied that athletic clubs were getting passive administrative? financial support, practically offered by school, and education office, and that firm principles on the manger's athletic club operation and institutional concern for instructors were necessary.
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KEYWORD
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Mental Retarded, Emotional Disturbed, Special School, Athletic Club
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