ScholarWorks@숙명여자대학교

초록

Purpose: The purpose of the study is to determine which value orientiaotns disabled sports instructors prefer for inclusive physical education class and what the hierarchy of value orientations is. Method: Review of a literature and reviews from a panel of 3 experts in the physical education field were carried out to investigate the sub-factors of each value orienattion. Thereafter, an analytic hierarchy process (AHP) was done with 23 para sports instructors. The collected data were analyzed with Expert Choice 11.5 to understand the hierarchy of five different value orienations and the sub-factors belonging to each value orientation. Results: Firstly, the participants prioritized Self-Actualization (.438), while Ecological Integration (.061) was least prioritized. Social Reconstruction (.247), Learning Process (.171) and Disciplinary Mastery (.083) were placed between the top and the bottom of the hierarchy order. Secondly, fifteen different sub-factors were found: Self-Regualtion (.692) ranked highest while Democratic Behavior (.060) was lowest in the sub-factor hierarchy. However, Self-Understanding (.272) took hte first place in the global hierarchy fo r the subfactors while Balance (.008) was placed at the bottom of the rank. Conclusion: The disabled sports instructors participating in this study ocnsider the value orientation o f Self-Actualization most critical, since what the handicapped ned to do is to overcome others’ prejudice and regain self-confidence, self-efficacy and other self-related concepts. However, they need to consider there are unhandicapped as well in the class. The adapted physical educators need to provide diverse activities and programs to invite the unhandicapped as well as the handicapped.

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