가상현실 스포츠실을 활용한 학교스포츠클럽 운영 사례 연구 = A Case Study on the Operation of School Sports Clubs Utilizing Virtual Reality Sports Rooms

국문 초록 (Abstract)

연구목적: 이 연구는 초등학교 가상현실 스포츠실 활용 학교스포츠클럽 운영 사례 분석을 통해 가상현실스포츠실의 활용도 및 학교스포츠클럽 운영 제고를 위한 기초자료를 제공하는 데 연구의 목적이 있다.
연구방법: 이를 위해 2023년 2학기 동안 세 학교에서 가상현실 스포츠실 활용 학교스포츠클럽을 운영하고 전문가 9명으로 구성된 전문가협의회를 통해 질적 자료를 수집하고, 반복적 비교분석법으로 자료를분석하였다. 연구결과: 첫째, 가상현실 스포츠실 학교스포츠클럽은 건강체력교실 성격으로 학년군별 12명씩 모집하여 15주 주3회 40분 동안 운영되었으며, 1∼4학년 기본움직임기술, 5∼6학년 건강체력을 중심으로 운영하였다. 둘째, 가상현실 스포츠실 학교스포츠클럽대회는 학년군별 남녀 5명씩 10명이 한 팀이 되어 각각 대박터트리기(공 던지기), 붐붐베이스볼(공 차가), 농구대잔치(농구) 종목에 참여하였으며, 실시간비대면으로 이루어졌다. 셋째, 가상현실 스포츠실 학교스포츠클럽 운영은 날씨에 구애받지 않고, 체육기피학생의 참여를 촉진하며, 즉각적 피드백으로 과정중심평가에 용이하다. 또한 학교스포츠클럽 종목 및대상을 다양화하고 온라인 비대면 대회가 가능하다. 끝으로 초등학생 기본움직임기술 및 건강체력 향상에 적합하다. 결론: 가상현실 스포츠실 학교스포츠클럽은 신체활동을 처음 접하거나 기피하는 초등학생에게 신체활동 참여를 촉진하고, 기본움직임기술 및 체력을 향상시켜 평생체육의 기반을 조성해 준다. 따라서 초등현장에서는 건강체력교실, 늘봄교실, 돌봄교실, 저학년 신체활동 수업 등에서 이를 적극 활용할필요가 있다.

다국어 초록 (Multilingual Abstract)

Purpose: The purpose of this study is to provide foundational data for enhancing the utilization of virtual reality (VR) sports rooms and the operation of school sports clubs in elementary schools. This is achieved through an analysis of case studies on the operation of school sports clubs utilizing VR sports rooms. Methods: For this purpose, school sports clubs using VR sports rooms were operated in three elementary schools during the second semester of 2023. Qualitative data were collected through an expert council consisting of nine specialists. The collected data were analyzed using a repetitive comparative analysis method. Result: First, the VR sports room-based school sports clubs were structured as health fitness classes, recruiting 12 students per grade group. The program was conducted for 15 weeks, three times a week, with 40-minute sessions. The focus was on fundamental movement skills for grades 1-4 and health-related physical fitness for grades 5-6. Second, VR sports club competitions consisted of teams with ten students per grade group (five boys and five girls). Participants competed in events such as Big Hit (ball throwing), Boom Boom Baseball (ball kicking), and Basketball Festival (basketball), conducted in real-time through non-face-to-face formats. Third, the operation of VR sports clubs was advantageous as it was unaffected by weather conditions, promoted participation among students who tend to avoid physical activity, and facilitated process-based assessment through immediate feedback. Moreover, it allowed for diversification of sports events and participants, enabling online, non-face-to-face competitions. It was also found to be suitable for improving fundamental movement skills and health-related fitness among elementary students. Conclusion: The VR sports room-based school sports club promotes participation in physical activities among elementary students who are either new to or reluctant to engage in physical activities. It improves fundamental movement skills and physical fitness, laying the foundation for lifelong physical activity.
Therefore, it is recommended that VR sports rooms be actively utilized in elementary school settings, including health fitness classes, after-school programs, extended care classes, and physical activity sessions for lower-grade students