동시촉진 절차를 활용한 경쟁 영역 체육수업이 발달장애 학생의 여가스포츠 역량에 미치는 영향 및 경험 분석

Abstract

The purpose of this study was to investigate the impact of competitive physical education classes, using the simultaneous prompting procedure, on the leisure sports competencies of students with developmental disabilities and to understand the meanings of their experiences in physical education and leisure. To achieve the research objectives, the effectiveness of the simultaneous prompting procedure on leisure sports competencies was quantitatively examined, and the experiences of participation in physical education and leisure were qualitatively analyzed. The study was conducted with three high school students with developmental disabilities, employing the multiple probe design across subjects to investigate the impact of the competitive physical education class, utilizing simultaneous prompting procedure, on their leisure sports competencies. In addition, individual interviews, group interviews, and total interviews were used to collect data and conduct a qualitative study to understand the meaning of participation in physical education classes and leisure experiences. The results of the study were as follows. First, the competitive physical education class using the simultaneous prompting procedure improved students with developmental disabilities' leisure sport competencies in badminton, including basic badminton skills, rules of the game, and sportsmanship. These results were generalized and sustained until 3-4 weeks after the end of the intervention. Second, the qualitative analysis of the meanings of physical education participation and leisure experiences of the students with developmental disabilities revealed five main themes and 16 subthemes. The major themes were: changes towards a healthy lifestyle, a sense of achievement from activities, satisfaction from leisure sports, improvement in relationships, and change in attitude toward leisure activities. This study demonstrated the effectiveness of the physical education class for students with developmental disabilities by utilizing the evidence-based practice of simultaneous prompting. This research signifies the scientific evidence for the usefulness of the simultaneous prompting procedure as a teaching and learning method in the field of physical education and school physical education classes for students with developmental disabilities. Furthermore, the qualitative analysis of the students' experiences in the physical education classes was conducted to categorize the meaning of their thoughts and feelings by topics. These research results are expected to have a positive impact on the field of physical education and leisure for students with developmental disabilities in the future.