장애인수영클럽 참여자의 경험에 따른 안전관리 교육이 운동지속참여에 미치는 영향

This study aimed to investigate the impact of safety management education on continued activity based on the experiences of individuals taking part in a club program for para-swimming. To derive the results of this study, the researcher visited the site where the para-swimming club program was being conducted and conducted in-depth interviews and self-assessment questionnaires with 500 participants, and based on the results of the survey, the findings that follow can be made. First, a total of 491 respondents were surveyed, with 387 males (78.9%) and 104 females (21.2%) in terms of gender. In terms of age, 275 respondents were aged 10-20 (56.1%), 93 respondents were aged 30-40 (19%), 76 respondents were aged 50+ (15.5%), and 47 respondents were aged other (9.6%). In terms of disability type, 192 (39.2%) were retarded, 115 (23.5%) were developmentally disabled, 94 (19.2%) were hearing impaired, 58 (11.9%) had vision impairments, and 32 (6.6%) were other. The significance level between the educational experience of safety management education and the athletic ability of continuous exercise participation was lower than 0.05, so the relationship between them was significant (t=4.787, p<.05) and had a positive effect. Second, the significance level between the cognitive experience of sports participation and the athletic ability of continuous exercise participation was lower than 0.05, so the relationship between them was significant (t=4.241, p<.05) and had a positive effect. Third, as a result of the control analysis of Hypothesis 3, the independent variable control variable was mean-centering. Models 1 and 2 both have independent variables, Model 3 has interaction terms in Model 2, and Model 2 has adjustment variables in Model 1. Looking at the models, the explanatory power of model 1 is 37.3%, the explanatory power of model 2 is 42.4%, which is a 5.1% increase in explanatory power and is statistically significant, and the explanatory power of model 3 is 43.8%, which is a 1.4% increase in explanatory power and is statistically significant. Fourth, mean-centering was performed for the analysis of the control variables of Hypothesis 4. Model 1 is a model with independent variables, Model 2 is a model with control variables in Model 1, and Model 3 is a model with interaction terms in Model 2. Looking at the models, the explanatory power of model 1 is 33.3%, and the explanatory power of model 2 is 37.8%, which is an increase of 4.4% in the amount of change in explanatory power, and there is a statistically significant difference. Based on the results of this study, the following suggestions are made.