본 연구는 민첩성 도전활동 체육수업을 인문적 체육의 관점에서 비평하여 바람직한 도전활동 체육수업의 방향을 탐색하는데 그 목적을 두었다. 구체적으로 민첩성 도전활동의 수업내용을 인문적 체육 관점에서 탐색해보고, 인문학적 측면에서 지향해야 할 부분을 제안하는데 관심을 집중하였다. 수도권 소재의 Y초등학교 5학년 학생 4명(남2, 여2)을 연구 참여자로 선정하여 연구 참여 학생과의 심층면담과 연구자의 체육일지를 통해 자료를 수집하였고, Spradley(1979)가 제안한 영역 분석과 분류 분석을 토대로 자료를 분석하였다. 민첩성 도전활동의 가치 탐색의 준거에서는 인문적 체육의 관점을 도전활동의 인문적 개념, 인문적 목표, 인문적 내용, 인문적 방법 등의 본질을 탐색하여 비평의 준거를 마련하였다. 민첩성 도전활동 수업의 비평에서는 민첩성 도전활동 체육수업의 가치와 인문적 체육 관점에서 바라본 민첩성 도전활동 체육수업 등으로 나누어 탐색하였다. 민첩성 도전활동 체육수업의 가치에서는 체육교육의 모습을 되돌아보고, 무엇을 어떻게 가르쳤는가? 에 대한 반성의 자료로 활용하고자 하였다. 민첩성 도전활동은 학생들에게 체력과 건강의 변화, 신체활동 기능의 습득, 직접 체험의 경험 등을 제공하였다. 인문적 체육 관점에서 바라본 민첩성 도전활동 체육수업에서는 신체활동의 가치, 정신과 안목의 형성, 직․간접적인 체험활동 그리고 체육의 본질 이해 등이 도출되었다.

The purpose of this study was to examine the direction of a desirable challenge activities physical education(P.E.) class by criticizing an agility challenge activities physical education class in terms of humanistic P.E. This study, specifically, focuses on suggesting directions with a humanistic approach. The participants of this study were 4 fifth graders (2 boys and 2 girls) at Y elementary school in a metropolitan elementary school. The data were collected through depth interviews, participants' journal of physical education lessons, and document analysis. The data were analyzed domain analysis and classification analysis suggested by Spradley(1979). As the study result, with respect to standards for examining values of agility challenge activities, this study established standards for critique by investigating the essence of humanistic concepts, humanistic goals, and humanistic methods of challenge activities from the perspective of humanistic P.E. To review the agility challenge activities class, it was divided into values of an agility challenge activities PE class and an agility challenge activities PE class in terms of humanistic P.E. The values of an agility challenge activities PE class aimed to look back on P.E and use it as the data of an introspection about what P.E has taught? Agility challenge activities provided students with strength, changes in health, acquisition of physical activities, and experiences of direct activities. An agility challenge activities PE class with a humanistic approach drew values of physical activities, creation of sprit and discernment, and direct and indirect activity experiences as well as understanding of the essence of P.E.

The purpose of this study was to examine the direction of a desirable challenge activities physical education(P.E.) class by criticizing an agility challenge activities physical education class in terms of humanistic P.E. This study, specifically, focuses on suggesting directions with a humanistic approach. The participants of this study were 4 fifth graders (2 boys and 2 girls) at Y elementary school in a metropolitan elementary school. The data were collected through depth interviews, participants' journal of physical education lessons, and document analysis. The data were analyzed domain analysis and classification analysis suggested by Spradley(1979). As the study result, with respect to standards for examining values of agility challenge activities, this study established standards for critique by investigating the essence of humanistic concepts, humanistic goals, and humanistic methods of challenge activities from the perspective of humanistic P.E. To review the agility challenge activities class, it was divided into values of an agility challenge activities PE class and an agility challenge activities PE class in terms of humanistic P.E. The values of an agility challenge activities PE class aimed to look back on P.E and use it as the data of an introspection about what P.E has taught? Agility challenge activities provided students with strength, changes in health, acquisition of physical activities, and experiences of direct activities. An agility challenge activities PE class with a humanistic approach drew values of physical activities, creation of sprit and discernment, and direct and indirect activity experiences as well as understanding of the essence of P.E.

agility challenge activities, humanistic concepts, direct and indirect activity