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.
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.
As an attempt to think about the popularization of Korean sport history, this paper discusses three main things. First, it will be introduced what public/popular history is, how it has been developed, and why it is important to history as an academic discipline. Second, it will be summarized how sport historian embraced public/popular history into their practices in terms of what theoretical, critical, and methodological aspects they have focused. Third, I will discus why public/popular history is useful in the ways in which Korean sport history envisions its popularization in Korean society. To be more specific, I highlight two ideas: an insight for understanding sport history as a process and sport historiansʼ role of critic. Based upon these two, I will argue that Korean sport historians might need to actively embrace practices of public/popular history into their studies of the Korean sporting past.
PURPOSE In this study, in-depth interviews were conducted with track-and-field athletes and leaders who participated in the Tokyo Olympics. The study aimed to present practical measures for the development of Korean track and field, which people at the forefront of Korean track and field thought. METHODS In-depth interviews were conducted using semi-structured questions for a total of five track-and-field national athletes and four track and field coaches. RESULTS A total of 39 subcategories and 104 concepts were derived with regard to four research questions: the process up to the Tokyo Olympics, the actual condition of Korean track and field, a comparison with track-and-field power nation, and practical measures for becoming track-and-field power nation. CONCLUSIONS Practical measures are needed to improve and develop the competitiveness of Korean track and field, which is expected to improve its competitiveness and help develop Korean track and field in the future.
Purpose The purpose of the study is to analyze China's school sports policy by dividing it into the era of four leaders before the current regime. Methods Former Chinese leader Deng Xiaoping's reform and opening up is a big axis that distinguishes China's time, more than 70 years after its founding. Therefore, we discussed the history of Chinese school sports policy by considering the background of the times, the ideology of the former Chinese leaders, and the keynote of the sports policy that influenced the school sports policy. Results The Chinese school sports policy history before and after China's reform and opening up is summarized as having a continuity to “sports as an education for all” and a distinction symbolized by “legislation and scientificization.” Conclusion Deng Xiaoping's reform and opening up has been carried on by the regimes since then, and his guiding ideology and sports policy keynote have had a profound impact on Chinese school sports policy.
