호신술 수업을 통한 여대생의 자기방어 체화 과정에 관한 근거 이론적 접근

초록

Purpose: This study aims to explore how self-defense training develops female learners’ self-protection capabilities through the process of embodied cognition, using a Grounded Theory methodology. Methods: Seven female university students from S. Women's University in Seoul with experience in self-defense classes were selected as participants. In-depth experiential data was collected through semi-structured interviews, and a three-stage analysis―open coding, axial coding, and selective coding―was conducted according to the Grounded Theory procedures of Strauss and Corbin (2015). Results: The core category of the self-defense embodiment process was identified as ‘The Bridge Connecting Body and Mind: Embodied Cognition.’ Through this process, participants developed into three practical types: ‘Physical Development Seekers,’ ‘Psychological Function Enhancers,’ and ‘Safe Environment Builders.’ This study presents this multi-layered process as a theoretical model termed ‘The Embodiment Dumbbell.’ Conclusion: The findings suggest that self-defense education, beyond mere technical skill acquisition, holistically strengthens self-efficacy and emotional regulation capabilities through embodied cognition mechanisms.

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