상황학습 이론 기반 스포츠 인성교육의 원리, 효과, 전이 과정에 관한 통합적 고찰

An Integrative Review on the Principles, Effects, and Transfer Process of Sports Character Education Based on Situated Learning Theory

연구목적: 본 연구는 전통적 인성교육이 지닌 ‘지식-실천의 괴리’ 문제를 극복할 대안으로서 상황학습 이론에 기반한 스포츠 인성교육의 원리, 효과, 그리고 학습의 전이 과정에 대한 이론적 고찰을 목적으로 한다. 연구방법: 국내외 153편의 논문을 통합적 문헌 고찰을 수행하였으며, 내용 분석 및 주제 분석의 절차를 거쳐 자료를 수집하고 분석하였다. 연구결과: 상황학습 기반 스포츠 인성교육은 ‘맥락 적합 실천 과제’를 핵심 원리로 하여, ‘실천 공동체 활동’, ‘학생 주도 체육활동’, ‘반성적 실천 활동’을 통해 내재적 동기와 인성 덕목의 체화를 촉진하는 효과적인 모델이 될 수 있다. 특히, 스포츠 상황에서 학습된 인성이 일상생활로 성공적으로 전이되기 위해서는 학습자의 동기, 지도자의 명시적 교육 전략, 그리고 사회적 지원 체계가 유기적으로 상호작용해야 하며, 이 과정에서 교사의 ‘맥락 설계자’ 및 ‘성찰 촉진자’로서의 역할이 결정적임을 밝혔다. 결론: 본 연구는 스포츠 인성교육의 이론적 토대를 정립하고 현장 실천을 위한 구체적인 방향을 제시했다는 점에서 의의를 지닌다.

Purpose: This study aimed to address the persistent “knowledge-practice gap” in traditional character education by conducting an integrative review of a sports-based character education model grounded in Situated Learning Theory. It sought to establish a systematic framework by analyzing the principles, effects, and the critical process of learning transfer. Methods: An integrative review methodology was employed to comprehensively synthesize and analyze a wide range of theoretical and empirical literature. The review encompasses foundational theories such as Situated Learning Theory, Social Constructivism, and Self-Determination Theory, as well as recent empirical studies on sports character education and life skills transfer. A total of 153 scholarly articles, books, and reports were systematically selected and thematically analyzed. Results: The analysis identified “Contextually Appropriate Practical Tasks” as the core pedagogical principle, which was actualized through three sub-principles: 1) Community of Practice activities, 2) Student-Led Physical Activities, and 3) Reflective Practice. This educational model was found to be highly effective in fostering intrinsic motivation, positive emotions, and the embodied understanding of character virtues. Furthermore, the study elucidated the multi-stage process of learning transfer—from near to far transfer—and identified key facilitating factors, including learner motivation, explicit instructional strategies by educators, and social support systems. Conclusion: Situated learning-based sports character education presents a robust and effective paradigm for overcoming the limitations of traditional approaches. It reframes character as a holistic attribute developed through practice, social interaction, and reflection. The success of this model hinges on the instructor's role as a “context designer” and “reflection facilitator” who intentionally bridges the gap between sports experiences and real-life application, thereby promoting the transfer of essential life skills.