The purpose of this study is to investigate the process of students’ conflict in team sport activities at physical education class and its educational meaning, and to understand the causes and types of students’ conflicts based on the results to use them as basic data in instructional design. 319 people who had experience of team sports activity in middle school in Gyeongsangnam - do were selected as research subjects. The survey tool used was the team sports experience questionnaire. Analysis of the data was conducted through inductive content analysis methods, such as open coding, category generation, and topic extraction.
First, 91% of the students in the team sports activity experienced conflict. This shows that students are very concerned about team sports activities. Second, the causes and types of conflicts in team sport activities varied, but more conflicts occurred between teammates than against other team. “I disagree with my friends when making team tasks” were most replied case. Third, most of the team sports activities were solved through conversation. This is interpreted that students are trying to resolve the conflicts in a positive way. Fourth, it was revealed that the students'' actions to solve conflict had a positive effect on the team activities. This shows that there is meaning to look at conflicts positively and use it educationally. Fifth, the most cases of the problem of team sport activities were “opinions (ideas) differ.” Sixth, what students learned most through team sport activities were teamwork and cooperation. Seventh, students thought consideration, understanding, and concession were the most important things to learn through team sport activity. This means that they learn teamwork and cooperation through team sports, but what they think is important in team sports is consideration, understanding, and concession. Based on these results, students discussed the process of the conflict and the educational meaning in team sports activities.