본 연구의 목적은 중학교 남·여 학생들의 실기종목별 체육목표 인지도를 알아보고자 목표 과정중심 교육과정 모형을 토대로 하여 실기종목간 남·여학생의 체육목표 인식의 차이와 체육목표 요인별 실기종목간의 인식 차이를 분석하는데 있다. 이상의 과정을 통해 도출된 본 연구의 결론은 다음과 같다. 실기종목별 남녀학생간의 채육목표 인식도에서는 첫째, 육상종목에서 남학생은 생리적 효율성, 여학생은 집단상호작용 목표요인을 가장 높게 인하였다. 둘째, 체조, 축구, 배드민턴종목에서 남녀학생 모두 공간적 정향 목표요인을 가장 높게 인식하였다. 셋째, 배구, 농구, 무용종목에서 남학생은 공간적 정향, 여학생은 집단 상호작용 목표요인을 가장 높게 인식하였다. 넷째, 수영종목에서 남학생은 심리적 안정성, 여학생은 생리적 효율성 목표요인을 가장 높게 인식하였다. 다섯째, 핸드볼 종목에서 남학생은 집단상호작용, 여학생은 공간적 정향 목표요인을 가장 높게 인식하였다. 여섯째, 태권도종목에서는 남학생은 공간적 정향, 여학생은 문화의 참여 목표요인을 가장 높게 인식하였다. 체육목표요인별 실기종목간 인식도에서는 첫째, 생리적 효율성 목표요인에서 축구, 배드민턴, 수영종목이 높게 나타났다. 둘째, 심리적 안정성 목표요인에서 배드민턴과 핸드볼, 축구와 핸드볼 종목간의 유의한 차가 나타났으며 축구, 배드민턴, 수영종목이 높게 나타났다. 셋째, 공간적 정향 목표요인에서 축구, 배드민턴, 체조종목이 높게 나타났다. 넷째, 물체조작 목표요인에서 농구와 수영, 체조와 수영, 축구와 수영, 축구와 무용종목간의 유의한 차가 나타났으며, 축구, 체조, 농구종목이 높게 나타났다. 다섯째, 의사소통 목표요인에서 배드민턴과 핸드볼종목간의 유의한 차가 나타났으며, 축구, 배드민턴, 농구종목이 높게 나타났다. 여섯째, 집단상호작용 목표요인에서 축구와 태권도종목간의 유의한 차가 나타났으며 축구, 농구, 배드민턴종목이 높게 나타났다. 일곱째, 문화의 참여 목표요인에서 축구, 농구, 태권도종목이 높게 나타났다.

The aim of this study is to analyze the difference of the recognition level on physical education purpose concepts between boy students and girl students at each type of physical trainings and the recognition level on each type of physical trainings at the elements of physical education purpose concept to verify the level of recognition to the aim of physical education at many different types of physical trainings of middle school students based on Purpose Process Curriculum Framework. On the basis of the analyzed data, the conclusions were following. 1. The level of recognition on physical education purpose concept between boy students and girl students at each type of physical trainings. In field and track boy students have higher level of recognition on physical education purpose concept than girls. Physiological efficiency was highly recognized by boy students, but group interaction was highly recognized by girl students. In gymnastics, soccer, and badminton boys have a higher rating of recognition level than girls. Boys and girls are all highly recognizing physical education purpose concept on spatial orientation. In volleyball, basketball boys have higher level of recognition, but girls have higher one in dancing. Boys are highly recognizing physical education purpose concept on spatial orientation, but girls have higher level of recognition on group interaction. In swimming boys have higher level of recognition than girls. Psychical equilibrium is highly recognized by boys, but physiological efficiency is recognized by girls. In handball boys have high level than girls. Group interaction is recognized by boys, but spatial orientation is recognized by girls. In Taekwondo boys are highly recognizing physical education purpose concept. Boys have higher level of recognition on spatial orientation and girls have higher level of recognition on cultural involvement. 2. The level of recognition on each type of physical trainings at the elements of physical education purpose concept The soccer, badminton and swimming, physiological efficiency purpose is highly recognized. There was meaningful difference between badminton and handball, soccer and handball on psychical equilibrium purpose element. And it was highly recognized in soccer, badminton, swimming. In soccer, badminton, and gymnastics spatial orientation purpose element is highly recognized. There was meaningful difference on object manipulation purpose element between basketball and swimming, gymnastics and swimming, soccer and swimming, soccer and dancing. And object manipulation is highly recognized in soccer, gymnastics, and basketball. On communication purpose element, there was meaningful difference between badminton and handball. And it is highly recognized in soccer, badminton, basketball. On group interaction purpose element, there was meaningful difference between soccer and Taekwondo. And it is highly recognized in soccer, basketball and badminton. Cultural involvement purpose element is highly recognized in soccer, basketball, and taekwondo.