본 연구의 목적은 국내 적용 사례가 없는 책임감 모형(TPSR)과 스포츠교육 모형과의 통합을 통한 초등학생들의 책임감 변화 과정을 살펴봄으로써, 책임감 모형(TPSR)의 또 다른 현장 적용 방법을 탐구해 보는데 있다. 이를 위해 책임감 모형(TPSR)과 스포츠교육 모형과의 통합을 D광역시에 E초등학교 6학년 6개 반에 2007년 7월부터 2008년 2월까지 적용하였다. 자료 수집 및 분석은 참여관찰, 심층면담, 관련 자료 등을 활용하여 수집하였고, 사례기록과 귀납적 범주 분석 과정으로 자 료를 분석하였다. 연구 결과, 먼저 시즌 전 주장회의와 담임교사와의 대화를 통해 보다 효율적인 합동체육시간 운영 방안을 강구하였고, 학생 중심의 자율적인 경기 운영을 계획하였다. 둘째, 시범시즌, 본시즌, 결승행사를 통해 학생들의 발야구 기능과 심판 판정 향상, 응원 문화 발전 등 심동적, 인지적, 정의적 목표가 모두 향상되었다. 셋째, 책임감 모형(TPSR)과 스포츠교육 모형의 꾸준한 적용으로 모든 학생이 참여하는 ‘모두 다 함께’가 실천되었다. 넷째, 남녀학생 모두 가장 잘 실천한 책임감 단계는 II단계로 나타났다. 다섯째, 역할에 대한 자기평가는 각 역할별, 남녀별 차이가 있었으며, 심판과 기록원은 역할에 대한 책임감 단계가 떨어지는 경향을, 주장과 홍보원은 점점 높아지는 경향을 보였다. 이상의 연구 결과들을 통해 스포츠교육 모형과의 접목을 통한 책임감 모형(TPSR)의 현장 적용 방법은 성공 가능성이 매우 높음을 알 수 있다. 또한, 보다 효율적인 현장 적용을 위해 면밀한 사전계획 및 연간 단위 이상의 장기 계획이 요구된다.

The purpose of this study was to investigate the field application of the TPSR model by examining the changes in the students' sense of responsibility through an integration of TPSR and a sports education model. The integrated model was conducted on a 6th grade PE class at an elementary school in D city from July 2008 to February 2009. Data were collected by using participant observation, in-depth interviews and various types of literature; data were then analyzed by case recording and an inductive category technique. The findings are as follows: First, from a leaders' meeting and a discussion with the homeroom teacher, a combined P.E. class was designed with the students' self-regulating game management, which had been previously planned; Second, throughout the pre-season, main-season and end-of-season events, psychomotor, cognitive and affective objectives, such as playing foot-baseball, making the umpire's decision, and cheering manners were all improved; Third, continuous application of TPSR and the sports education model encouraged all the students to participate and to be more cooperative; Four, the most effective TPSR level for each male and female student appears to be level II; and Five, there is a difference of self-assessment for each role and gender. Furthermore, while the TPSR levels of the referees and the record keeper showed a decreasing tendency, the captain and the promoter showed an increasing tendency. This research reveals that applying TPSR along with the sports education model to a P.E class can be very successful. In addition, extensive preparations and a long-term or a one-year plan are indispensable for successful field application.

The purpose of this study was to investigate the field application of the TPSR model by examining the changes in the students' sense of responsibility through an integration of TPSR and a sports education model. The integrated model was conducted on a 6th grade PE class at an elementary school in D city from July 2008 to February 2009. Data were collected by using participant observation, in-depth interviews and various types of literature; data were then analyzed by case recording and an inductive category technique. The findings are as follows: First, from a leaders' meeting and a discussion with the homeroom teacher, a combined P.E. class was designed with the students' self-regulating game management, which had been previously planned; Second, throughout the pre-season, main-season and end-of-season events, psychomotor, cognitive and affective objectives, such as playing foot-baseball, making the umpire's decision, and cheering manners were all improved; Third, continuous application of TPSR and the sports education model encouraged all the students to participate and to be more cooperative; Four, the most effective TPSR level for each male and female student appears to be level II; and Five, there is a difference of self-assessment for each role and gender. Furthermore, while the TPSR levels of the referees and the record keeper showed a decreasing tendency, the captain and the promoter showed an increasing tendency. This research reveals that applying TPSR along with the sports education model to a P.E class can be very successful. In addition, extensive preparations and a long-term or a one-year plan are indispensable for successful field application.

TPSR, sports education model