본 연구는 책임감 모형(TPSR)을 초등학교 체육수업에 실행하는 과정에서 교사와 학생의 인식 및 경험을 분석하여 현장 체육수업 개선에 도움을 주고자 하였다. 첫째, 교사들은 책임감 모형(TPSR) 수업을 정의적인 측면을 강조하는 모형으로 인식하고 있었고, 심동적인 영역의 약화를 우려하였으며, 글로 표현하는 문제에 대해 회의적인 시각을 보였다. 둘째, 학생들은 체육수업에서 배운 책임감 단계를 학급, 학교, 가정생활에서 실천 및 노력하였으며, 자신들에게 부여된 권한들에 대해서 용어를 변경하여 사용하거나 적절한 상황에서 사용하는 등 성공적인 경험을 하였다. 셋째, 연구 참여 교사들과 학생들 간에 모임 및 반성 학습단계에 대한 인식에서 차이가 있었다. 보다 효과적인 현장 적용을 위한 개선 사항과 후속연구를 위해서는 책임감 모형(TPSR)을 정의적 영역 평가를 위한 도구로 활용할 수 있는 방안에 대한 연구가 필요하다.

The purpose of this study was to apply Hellison's TPSR to physical education class in elementary school. An educational meaning was attempted to analyze the recognition and experience of teachers and students in their application of the TPSR. The action research's participants consisted of 4 teachers(3 males, 1 female) and their 4 class students(76 males, 50 females). Data were collected by using participant observation, in-depth interview and all sorts of literatures, and analyzed by case recording and inductive category technique. The findings were as follows: First, teachers had never experienced the TPSR before and their recognition of it remained at emphasizing its affective domain. During the TPSR, teachers were anxious about the weakening of motor-skill domain and doubtful of writing at the group meeting and reflection time. But they perceived the TPSR as the possibility of its field application. After experiencing the TPSR, teachers pointed out that several problems need to be more elaborated to apply it to elementary physical education. Second, students had never experienced the TPSR before, either. Experiencing the TPSR, students made an efforts to practice the levels of responsibility at class, school and home. They were also successful in altering the term 'time-out' through empowerment. After experiencing the TPSR, students made an efforts from level Ⅰ to level V. As for the educational meaning through action research of the TPSR, the teachers as the action researcher of physical education class should empower more their rights to students. And they are required to convert the recognition of the affective domain neglected so far. For more effective field application and following research, the TPSR will be developed as an assessment tool for affective domain.

The purpose of this study was to apply Hellison's TPSR to physical education class in elementary school. An educational meaning was attempted to analyze the recognition and experience of teachers and students in their application of the TPSR. The action research's participants consisted of 4 teachers(3 males, 1 female) and their 4 class students(76 males, 50 females). Data were collected by using participant observation, in-depth interview and all sorts of literatures, and analyzed by case recording and inductive category technique. The findings were as follows: First, teachers had never experienced the TPSR before and their recognition of it remained at emphasizing its affective domain. During the TPSR, teachers were anxious about the weakening of motor-skill domain and doubtful of writing at the group meeting and reflection time. But they perceived the TPSR as the possibility of its field application. After experiencing the TPSR, teachers pointed out that several problems need to be more elaborated to apply it to elementary physical education. Second, students had never experienced the TPSR before, either. Experiencing the TPSR, students made an efforts to practice the levels of responsibility at class, school and home. They were also successful in altering the term 'time-out' through empowerment. After experiencing the TPSR, students made an efforts from level Ⅰ to level V. As for the educational meaning through action research of the TPSR, the teachers as the action researcher of physical education class should empower more their rights to students. And they are required to convert the recognition of the affective domain neglected so far. For more effective field application and following research, the TPSR will be developed as an assessment tool for affective domain.

TPSR, elementary physical education