The purpose of this study is to analyze the physical education avoidance factors and the types of them for seeking the efficient teaching methods of physical education and making an appropriate learning environment which result in vitalized physical education. For this purpose, this study is planned to gain specific evidences. From May to July in 2013, the research has been conducted in Gangseo, Yangcheon, and Mapo area of Seoul. Among 420 of female middle school students who are the subjects originally, 349 of students are used as a data of spss 12.0 statistics. The conclusion is deducted by one-way ANOVA, corelation analysis, and multiple regression analysis based on the analysis contents and purpose. the conclusions were as follows; Firstly, as examining the avoidance factors of female middle school students from the background variables, the second grade students of middle school recognize the avoidance factors highest among sub factors based on the grades. In respect of the avoidance factors based on the school form, female students of coeducation school perceive the avoidance factors more than ones of girls' middle school. While female middle school students taught by male teachers are more aware of students factors, course contents factors, and weather factors, the students who are taught by female teachers recognize facility-instrument factors, teacher-teaching factors highly. In the avoidance factor based on whether a school has gym or not, middle school female students without gym perceive course content factors, teaching factors, and weather factors highly. On the other hand, middle school female students who do not have gym recognize student factors more than others. Secondly, in the case of avoidance types of middle school female students, second graders mark the highest states on not only the active avoidance but the passive one. While first graders are higher than third graders on the active avoidance, third graders appear highly on the passive avoidance compared to first graders. According to the types of school, middle female students in coeducation school avoid more on both active and passive avoidance. Based on the gender difference of the teachers, middle school female students who are taught by male instructors show the higher passive avoidance than ones taught by female instructors. Inversely the latter show higher avoidance on the active avoidance. Middle school female students who don’t utilize a physical training facility turn out having high tendency on both the active and passive avoidance. Thirdly the meaningful positive relationship between the physical education avoidance and the avoidance types exists. In the case of the active avoidance of physical education, students are influenced by teaching and weather factors meaningfully. Students factors, course content factors, and weather factors have meaningful influence on the passive avoidance. From all the features above, middle school female students have different avoidance factors based on the background variables. Also their avoidance types of physical education vary depending on the background variables. The avoidance factors of physical education have effects on the types of the avoidance.

The purpose of this study is to find out the effects of physical education (PE) class obstacles on female students’ involvement in sports. To this end, the study investigated the differences of PE class obstacles and involvement in sports according to dem

본 연구는 체육과 여대생의 저체중집단과 상집단의 섭식행동 및 섭식장애를 분석하여 바람직한 식이습관 및 건강생활을 위한 근거를 제시하고자 위한 것으로 첫째, 집단에 따른 체육전공 여대생의 섭식행동과 섭식행동에 대한 차이를 분석하고 둘째, 집단에 따른 섭식행동과 섭식장애에 대한 관계를 분석하였다. 본 연구의 연구대상은 서울시내 체육과 여대생을 대상으로 유층집락무선표집에 의해 총 302명을 설문조사한 후 저체중집단 121명, 정상집단 181명을 대상으로 분류하여 분석하였다. 회귀분석을 한 결과 집단에 따른 섭식행동은 절제적, 정서적 요인에서 집단 간 유의한 차이가 나타났으며, 섭식장애에서는 거식증과 폭식증의 모든 변인에서 유의한 차이를 나타났으며, 섭식행동과 섭식장애에 관계분석에서는 저체중 집단과 정상집단 모두에서 섭식행동이 영향력이 있는 것으로 나타났다.

본 연구의 목적은 체육수업의 맥락에서 여학생들이 어떠한 개별정서를 경험하고, 경험한 정서의 빈도가 어느 정도 인지를 확인하며, 여학생들이 경험한 개별정서의 심리 내적인 과정을 Lazarus의 인지평가이론에 따라 분석하는 것이다. 이를 위해 2명의 여학생을 대상으로 수업일기, 면담, 관찰을 통해 자료를 수집하고 분석하는 사례연구를 수행하였다. 연구의 결과는 첫째, 여학생들은 피구수업에서 자부심(3회), 희망(2회), 공포(3회), 두려움(2회), 수치심(1회), 분노(2회), 행복(4회)을 경험하는 것으로 나타났고, 허들수업에서 슬픔(5회), 분노(1회), 두려움(3회), 행복(1회)을 경험하는 것으로 나타났다. 둘째, 여학생들의 개별정서 경험은 체육수업에서의 경험에 대한 개인적 의미를 어떻게 부여하느냐에 따라 다양한 개별정서가 유발되는 것으로 확인되었다. 이러한 연구의 결과가 갖는 교육적 의미에 대해 논의하였다.