중·고등학교 검도 선수의 지도자에 대한 친밀감이 운동몰입 및 학교생활적응에 미치는 영향

Abstract

The purpose of this study is to find out the impact of the kendo players' intimacy with the leaders of middle and high schools on their immersion and adaptation to school life, and to provide empirical data to help the athletes' relationship with the leaders, immersion in sports, and adaptation to school life. In this study, 200 middle and high school kendo athletes were surveyed for a month in December 2019 and 163 copies were used as final analysis data, excluding 37 of the 200 questionnaires retrieved. Data processing was processed through frequency analysis, factor analysis and reliability analysis, t-test and one-way layout analysis, correlation analysis, and multiple regression analysis according to the purpose of the study, and the following conclusions were drawn. First, the perception of leader intimacy according to the general characteristics of the study subjects (gender, grade, guidance period, participation time, prize-winning experience) was partly different. The intimacy of leaders by gender was found to be no different, and the intimacy of high school students was higher by grade. In terms of leadership intimacy over the period of leadership, less than two to three years were found to be higher than in less than one to two years, while the difference in leader intimacy over the daily exercise time was the highest in less than three to four hours, and there was no significant difference in leadership intimacy depending on whether they won a prize or not. Second, the perception of exercise immersion based on the general characteristics of the study subjects (gender, grade, guidance period, participation time, and standing experience) showed a difference only in daily exercise hours. Both cognitive and behavioral immersion, which are lower factors of exercise immersion according to daily exercise hours, were found to be higher in less than four hours than in more than four hours, and exercise immersion according to gender, grade and guidance period was found to be unchanged. Third, there was a partial difference in the perception of school life adaptation according to the general characteristics of the study subjects (gender, grade, guidance period, participation time, and prize experience). Differences in school life adaptation by gender showed that boys were higher in school life fun than girls, and in the guidance period, both school life fun and school norm compliance were higher in other periods than in less than a year or two. In terms of daily exercise hours, all students adapt to school life less than four hours than four hours. In terms of school life adaptation based on prize-winning experience, it was found that students who did not have experience perceived school standard compliance higher than those who did not have experience, and there was no difference in grade. Fourth, the intimacy of the leaders of middle and high school kendo athletes was found to have a partial impact on the immersion of exercise, and in particular, both emotional and behavioral intimacy were found to affect the immersion of cognition. Fifth, the closeness of middle and high school kendo players to the leaders was found to affect the fun of school life during school life adaptation and not to the compliance of school norms.