선수 이후의 삶을 준비하는 대학운동부 학생선수의 학습권에 대한 인식 탐색: 교육과정의 3요소를 중심으로

초록

The purpose of this study was to examine how college student-athletes preparing for life beyond their athletic careers perceive their right to learn, through the lens of the three key components of curriculum development: the learner, society, and curriculum. To achieve this, an open-ended survey was conducted with 27 student-athletes who were members of college sports teams and were considering non-athletic career paths. In addition, follow-up interviews were conducted with three of the surveyed student-athletes and three recent graduates within five years who were former athletes. The collected data were analyzed using qualitative content analysis and categorized according to the three components of curriculum theory. Based on the voices of the student-athletes, this study identified both the current realities and potential improvements related to the guarantee of their right to learn. The findings revealed that college student-athletes perceived their right to learn through the following themes: ‘Responsibility now lies with the student-athlete’, ‘Preparing for the possibility of not advancing to the professional level’, and ‘The importance of appropriate training schedules that allow for effective balance between academics and sports’. Student-athletes suggested that the current system should shift from ‘compulsory systems to interest-driven approaches’ and avoid ‘tokenistic policies to genuine participation’. This study highlights the need for learning rights policies to reflect the voices of student-athletes themselves and to be approached from a long-term perspective that prepares them for life beyond their athletic careers.

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