PURPOSE This study aimed to develop an evidence-based content framework for physical education to substantiate the educational rationale for establishing a physical activity–centered integrated curriculum for Grades 1 and 2 in Korea. The study also sought to provide concrete foundational data to inform future curriculum revisions and instructional practice. METHODS To ensure educational validity and practical applicability, a multi-layered evidence-based approach was employed. This included a comparative analysis of domestic and international curricula, a systematic review of relevant literature, and a synthesis of key theoretical perspectives. RESULTS The analysis identified four core content areas appropriate for Grades 1 and 2: (1) fundamental movement skills, (2) game-based activities, (3) movement expression, and (4) health and safety. These areas are grounded in the theoretical frameworks of Physical Literacy and Fundamental Movement Skills, and are consistent with the developmental characteristics of early childhood, the national Nuri Curriculum, and the revised Korean physical education curriculum for Grades 3–4. The proposed framework also reflects international curricular trends and contemporary academic discourses, thereby ensuring both structural coherence and practical applicability. CONCLUSIONS To maximize the effectiveness of this initiative, it is necessary to challenge the prevailing perception that “physical education equals play,” strengthen teacher expertise through practice-oriented training and cueing systems, secure adequate instructional time (at least three sessions per week), and build collaborative networks linking schools with local communities. With these support mechanisms in place, physical education in Grades 1 and 2 can serve as a foundational platform for fostering children’s holistic development and lifelong well-being through meaningful movement experiences.
PURPOSE This study aimed to analyze the sport biomechanics questions in the ‘Secondary Physical Education Teacher Recruitment 1st Exams’ and find the orientation for future exams. METHODS Twenty-one sports biomechanics questions (49 detailed questions) in the last 7 years (2016-2022) were classified into four types (evaluation content factors, classification of educational goal, sports application or not, classroom connection, and including calculation) and analyzed. RESULTS The recruitment exams had the following characteristics. First, only approximately 22.4% of the questions were related to the secondary physical educational field. Second, only 34% were sports-applied questions. In addition, according to Bloom's classification of educational evaluation, 36.7% of knowledge-level questions, 40.8% comprehension-level questions, and 22.4% application-level questions were accounted for. Finally, the questions tended to be considerably biased towards specific items (kinetics and kinematics understanding and application of linear and angular motion). CONCLUSIONS Sport biomechanics questions in the ‘Secondary Physical Education Teacher Recruitment 1st Exams’ should be based on questions that are likely to occur in the field of secondary physical education, to occur in real sports situations, and to be asked by students. Additionally, rather than asking for simple knowledge or comprehension, the proportion of questions in the application level should be increased.
