사회적 촉진이 정신지체 학생과 비장애 학생의 운동기능 수행에 미치는 영향

The Effects on Social Facilitation for Motor Skill Performance of Mentally Retarded Students and Non-Disabled Students(Elementary) in Special School

본 연구는 운동기능 수행과 관련된 사회심리학적 연구로 특수학교 초등부 정신지체학생과 비장애학생의 타인의 존재에 대한 정․부적 영향을 규명하기 위한 것이었다. 첫째, 정확투과제 수행에서 정신지체학생은 타인의 수가 적을 때, 타인의 거리가 멀 때, 타인의 성이 동성일 때에 더 높은 수행수준을 보였으며, 비장애 학생은 타인의 수가 적을 때, 타인의 거리가 가까울 때, 타인의 성이 동성일 때에 더 높은 수행수준을 보였다. 둘째, 평형성과제 수행에서는 정신지체 학생과 비장애 학생 모두 타인의 수가 적을 때, 타인의 거리가 멀 때, 타인의 성이 동성일 때에 더 높은 수행수준을 보였다. 이상의 결과를 전체적으로 교육현장에 조명해 볼 때, 초등부 정신지체 학생의 운동기능 수행 학습에 있어 사회적 촉진에 대한 부정적 요인을 최소화하기 위한 보다 구체적인 방안 모색이 필요하다.

This study was an experimental research on social facilitation with the intention to analyze the effects of the presence of other persons on the motor skill performance of mentally retarded students and non-disabled students. The purpose of this study is to provide basic data for devising methods to minimize anxiety-causing factors that may occur in mentally retarded students when they perform motor skills. This study results were as follows; First, in the case of accurate throwing tasks, mentally retarded students(elementary) showed higher levels of performance when fewer other persons were present and at a further distance from the said persons and also if the other persons were of the same gender. In contrast, non-disabled students showed higher performance levels when other persons were closer to them. Secondly, in the balance tasks, mentally retarded students(elementary) presented higher levels of performance in the presence of fewer other persons who were at a further distance from them and of the same gender. In contrast, non-disabled students showed higher performance levels when other persons were closer to them. Thus, social facilitation of mentally retarded student was adversely affected when they had higher levels of consciousness toward other persons. Younger chronological ages are shown to be more adversely affected by the presence of other persons. In conclusion, a more practically integrated education should be designed and implemented to minimize the adverse effect of social facilitation experienced in motor skill performance by mentally retarded students. In addition, more consideration should be taken of the number of other persons present, the distances between them and the gender in designing internal and external class learning activities for mentally retarded students.