여자고등학생의 체육수업 참여형태가 신체적 자기 효능감 및 성역할 유형에 미치는 영향

Abstract

The study investigates the changes of academic highschool girls' physical self-efficacy and gender-role types among the girls' high-schools which have no PE class, have an hour PE class a week, and have two-hour PE class a week, and finds the pertinent and desirable time allotment of PE class. The conclusions of the study are followings:

First, all of the schools which have no PE class, an hour PE class, and two-hour PE class didn't show significant difference in the changes of physical self-efficacy. In the analysis of perceived physical ability, schools with an hour of PE class recorded higher score than schools which have no PE class and two hours of PE class. The conclusion of physical self-efficacy implied important difference among the groups, and schools with no PE class recorded higher score than schools which has two hours of PE class. However, it didn't indicate meaningful difference between before and after periods, and there are no interaction effect between groups and periods.

Second, changes of gender-role types among the schools which have no PE class, an hour or two hours of PE class didn't suggest noteworthy difference. In femininity, there was significant difference among the groups. Schools with one or two hours of PE class recorded higher score than schools with no PE class. During before and after periods, it didn't reveal meaningful difference, and there are no interaction effects between groups and periods.

The above conclusions show that an hour PE class doesn't have an effect on the changes of physical self-efficacy, perceived physical ability and physical self- presentation confidence. 'J' girls' highschool which has two hours of PE class didn't indicate the significant difference of perceived physical ability, physical self-presentation confidence, and physical self-efficacy. In the gender-role types, schools which have no PE class, and one or two hours of PE class didn't reveal significant difference, either.

Unlike the result of a previous study that a systematic participation on exercise improves physical self-efficacy and masculinity in gender-role types, the school PE class is systematic but interrupted because of a testing period, vacations, trial examinations and all kinds of school events. Owing to the importance of academic reports and the burden of admission examination, students feel pressure to make a better grade than to enjoy exercise in the PE class. Students cannot be satisfied with their grades except those who have superior grades. Therefore, it is the major reason for negative changes in physical self-efficacy and gender-role types.

Since there are officially no three hours of PE class in highschool, the study of the changes of gender-role types and physical self-efficacy need to be carried out for the first and second grade of middle school students who have three hours of PE class. The study of physical self-efficacy which is dependent on physical education achievement and the changes of masculinity in gender-role types need to be arranged.