본 연구는 커뮤니티 스키핑 프로그램을 개발하여 지적장애아동에게 적용시킴으로써 그에 따른 이동운동능력과 또래놀이 상호작용에 미치는 효과를 규명하는데 목적이 있다. 이를 위해 부산시에 소재하고 있는 H스포츠센터와 H특수학교에 소속된 지적장애아동을 편의표집하여 총 16명(실험군8, 통제군8)의 연구대상을 선정하였고, 커뮤니티 스키핑 프로그램은 실험집단을 대상으로 주2회(50분) 12주간 적용하여 전체 24회기로 구성하였다. 측정도구는 Ulrich이 개발한 대근운동능력측정 검사도구인 TGMD-Ⅱ의 하위요인 중 이동기술검사지와 Fantuzzo, Manz 그리고 McDermott(1998)의 설문지를 수정․보안하여 사용한 신은수, 권미경, 정형빈(2010)의 설문지를 사용하였으며, 자료 분석방법은 SPSS 18.0을 이용하여 공변량분석을 실시하였다. 이를 통해 나타난 결과는 첫째, 프로그램에 참여한 지적장애아동은 참여하지 않은 지적장애아동보다 이동운동능력의 하위요인(달리기, 갤롭, 멀리뛰기, 홉, 립, 슬라이드)에 유의한 영향을 미치는 것으로 나타났다. 둘째, 프로그램에 참여한 지적장애아동은 참여하지 않은 지적장애아동보다 또래놀이 상호작용의 하위요인 중 놀이단절은 감소하여 유의한 영향을 미치는 것으로 나타났으며, 놀이상호작용과 놀이방해는 유의한 영향을 미치지 않은 것으로 나타났다. 이에 추후 연구에서는 지적장애아동의 지속적인 관찰과 측정을 통해 다양한 프로그램으로 접근하여 차별화된 교육을 실시할 수 있는 커뮤니티 스키핑프로그램의 개발과 적용에 대한 연구가 필요할 것으로 생각된다. 또한 다양한 장애유형과 장애등급별 프로그램을 적용하여 그 효과를 검증하는 지속적인 추후 연구가 이루어져야 할 것으로 생각된다.
The purpose of this study was to find out how a community skipping program influences the changes in the locomotion skills and interactive peer play of children with intellectual disabilities and to develop and apply appropriate community skipping programs on to the basis of accurate analysis and education programs. For this purpose, 16 children with intellectual disabilities from the ‘H’ welfare center and the ‘H’ special education school in the city of Busan in the way of convenient sampling, and they were divided into 8 experiment group members and 8 control group members were sampled. The community skipping program was applied for the experiment group two times a week (50 minutes each day) for 12weeks, consisting of a total of 24 times of application. For measuring tools, TGMD-Ⅱ(Test of Gross Motor Development-Ⅱ) test sheet of Ulrich(1985) and the survey sheets of Eun-Soo Shin, Mi-Kyung Kwon, Hyun-Bin Jeong(2010) which were recomposed by revising and supplementing referred to PIPPS(Penn Interactive Peer Play Scale) of Fantuzzo, Manz and McDemott were used. The method of data analysis was implemented for the covariate analysis by using SPSS 18.0. The results are as follows. Firstly, participants with intellectual disabilities in the experimental group in the program showed a higher capacity for locomotion skills (running, galloping, horizontal jumping, hopping, leaping, and sliding) than the children those who did not participate in. Secondly, the children with the intellectual disabilities that participated in the program showed more declining rate for play disconnection than those who did not participate, while did not show any significant changes in play interaction and disruption compared to those who did not participate in. When all the results were combined, significant results in the play interaction and play disruption, sub-factors of the interactive peer play by increasing the experiment period were expexted. So it will take a variety of trials to complete the differentiated community skipping program. And also, it will need continued researches to verify the effects from different programs according to types and ranks of disability.
The purpose of this study was to find out how a community skipping program influences the changes in the locomotion skills and interactive peer play of children with intellectual disabilities and to develop and apply appropriate community skipping programs on to the basis of accurate analysis and education programs. For this purpose, 16 children with intellectual disabilities from the ‘H’ welfare center and the ‘H’ special education school in the city of Busan in the way of convenient sampling, and they were divided into 8 experiment group members and 8 control group members were sampled. The community skipping program was applied for the experiment group two times a week (50 minutes each day) for 12weeks, consisting of a total of 24 times of application. For measuring tools, TGMD-Ⅱ(Test of Gross Motor Development-Ⅱ) test sheet of Ulrich(1985) and the survey sheets of Eun-Soo Shin, Mi-Kyung Kwon, Hyun-Bin Jeong(2010) which were recomposed by revising and supplementing referred to PIPPS(Penn Interactive Peer Play Scale) of Fantuzzo, Manz and McDemott were used. The method of data analysis was implemented for the covariate analysis by using SPSS 18.0. The results are as follows. Firstly, participants with intellectual disabilities in the experimental group in the program showed a higher capacity for locomotion skills (running, galloping, horizontal jumping, hopping, leaping, and sliding) than the children those who did not participate in. Secondly, the children with the intellectual disabilities that participated in the program showed more declining rate for play disconnection than those who did not participate, while did not show any significant changes in play interaction and disruption compared to those who did not participate in. When all the results were combined, significant results in the play interaction and play disruption, sub-factors of the interactive peer play by increasing the experiment period were expexted. So it will take a variety of trials to complete the differentiated community skipping program. And also, it will need continued researches to verify the effects from different programs according to types and ranks of disability.
