태권도 수련생의 참여 동기 및 수련만족이 자아개념에 미치는 영향

Effect of Self-Concepts on the Trainees' Motives of Participation an Satisfaction Level

Taekwondo does not only fulfill physical needs of children but also fulfills the needs which their textbooks cannot complete such as sentiments and social activities in mental and educational aspects. Therefore, this paper will examine self-concepts of elementary students resulting from their motives of participation and atisfaction levels of Taekwondo and establish their correlation.The object of study for this study is 292 children between 10 to 13 ages who currently live in Seoul Metropolitan and Kyungi area with at least one year of Taekwondo training with the presence of any degrees. The questionnaires are compose of 6 questions from human-statistical features, 15 questions from motives for participation, 15 questions from the satisfaction of training, and finally 45 questions from self-concept. The motives for participation is subdivided into intellectual motives, social motives, and cognitive motives the satisfaction of training is subdivided into psychological satisfaction, social satisfaction and physiological satisfaction; and finally, the self-concept is subdivided into academic self-concept, physical self-concept, and social self-concept. And the followings are the results earned from this study. First, according to the human-statistical features, the motives of participation of the participants vary attentively from different sex, age, degrees and the duration of training within the group. Second, according to the human-statistical features, the satisfaction levels of training varies attentively from different sex, age, degrees and the duration of training within the roup. Third, the motives of participation, the satisfaction levels of training, and the self-concepts of Taekwondo trainees have attentive correlation.Fourth, the motives of participation of Taekwondo trainees attentively influence all three subcategories of self-concepts - academic self-concept, physical self-concept, and social self-concept. Fifth, the satisfaction levels of Taekwondo trainees attentively influence only two out of three subcategories - academic self-concept and social selfconcept. As clearly stated above, there is an attentive difference between the motives of participation and the satisfaction levels of elementary students training Taekwondo according to the human-statistical features. Furthermore, considering the motives of participation and the satisfaction levels of training positively influence the self-concepts, future studies should progress toward generalization of studies than focusing on the outcomes of the studies.