PURPOSE This study analyzes the elementary physical education (PE) instructor system and identifies patterns of change and their underlying causal mechanisms. METHODS The study examines the systems that define the qualifications and roles of elementary school instructors, focusing on the subject specialist teacher system, the secondary-to-elementary teacher system, and the sports instructor system. These systems are analyzed using an integrated approach that combines morphogenetic theory and historical institutionalism. RESULTS First, during the implementation of the subject specialist teacher system, structural and institutional conditions created a necessary/incompatible relationship between the government and the education sector. This led to a compromise interaction, resulting in the implementation of the subject specialist teacher system. This change represents a case of morphogenesis, following a pattern of gradual change through displacement. Second, during the implementation of the secondary-to-elementary teacher system, structural and institutional conditions produced a contingent/incompatible relationship between the government and the education sector. Consequently, a competitive interaction occurred, leading to the establishment of the secondary-to-elementary teacher system. This change is also classified as morphogenesis, with a pattern of gradual change through layering. Third, during the implementation of the sports instructor system, structural and institutional conditions fostered a contingent/compatible relationship between the government and the education sector. This resulted in an opportunistic interaction, culminating in the adoption of the sports instructor system. This change is considered morphogenesis and exhibits a pattern of radical change. Fourth, during the coexistence period of multiple elementary PE instructor systems, structural and institutional conditions created a necessary/compatible relationship between the government and the education sector. As a result, a defensive interaction occurred, leading to institutional path dependency and morphostasis. CONCLUSIONS This study presents three key findings. First, the education sector's role as an active agent in shaping changes to the elementary PE instructor system has gradually diminished. Second, institutional changes have been implemented in ways that promote openness and enhance PE expertise. Third, these changes have not addressed the fundamental challenges facing elementary PE.
PURPOSE This study examined the process and cause of change in nationalism in German gymnastics in the 19th century. METHODS The study used a literature study method and analyzed data from previous studies. Eleven articles related to the research topic were chosen for domestic research data by searching RISS for "German gymnastics," "Turnen," and "German nationalism." Overseas research data involved seven articles related to this study and were found by searching for "German gymnastics" and "Turnen" in Google Scholar. RESULTS First, German nationalism was originally divided into liberal nationalism and nationalistic nationalism, resulting in nationalistic nationalism after German reunification. Second, Jahn as a liberal nationalist and Spiess as a nationalist attempted to spread their ideas through German gymnastics. Finally, German gymnastics change from Jahn's liberal nationalism to Spiess' nationalistic nationalism was inevitable due to German gymnastics' external background and inherent limitations. CONCLUSIONS This study illustrated the process and cause of the change in the nationalistic characteristics of German gymnastics in the 19th century. Various historical cases that have not yet received attention but are worthy of investigation must be studied.
