PURPOSE This study aimed to develop physique and basic physical fitness evaluation criteria for middle school soccer players, providing a foundation for training and player development to be used by coaches in the field. METHODS The study involved 440 middle school soccer players (Grade 1=178, Grade 2=132, and Grade 3=130). Measurements were conducted on seven physique and ten basic physical fitness factors. Measurement results were organized using Windows Excel 2021 and descriptive statistics were performed using Windows SPSS 26.0. Based on the descriptive statistics of the measurement results, the Cajori 5-Grade evaluation method was applied to establish evaluation criteria for each grade and fitness component. RESULTS The study results provide evaluation criteria for middle school soccer players based on the measured data, considering grade, physique, and basic physical fitness. CONCLUSIONS The criteria established in this study are expected to be widely utilized by coaches in the field to set training goals for areas such as player selection, development, injury prevention, and rehabilitation.
PURPOSE This study aimed to develop a team building program for a middle school soccer team in order to verify its effects. METHODS A total of 50 middle school soccer players participated in the needs analysis, and 10 middle school soccer players participated the preliminary program. In addition, a total of 37 ‘S’ middle school soccer players and 2 coaches participated the final team building program to identify its effects. The team building program was developed through the following sequence: program goal setting, organization of program activities, and the pretest. Three types of questionnaires and a self-report were utilized to verify the effects of the team building program. RESULTS The team building program was developed based on interpersonal relationships, goal setting, and communication. The level of team cohesion, team communication, and coach-athletes interaction significantly increased through this program. Furthermore, the effects of stress relief and self-improvement were revealed through the self-report. CONCLUSIONS The team building program was determined to be effective and has various benefits. It is expected to contribute to the growth of middle school soccer players if coaches actively participate in the program with their athletes.
The purpose of this study was to examine the current status of school sport club(SSC) participation and to explore relationship between school sport participation and positive youth development. In order to do this, a survey was conducted with 403 elementary, middle, and high school teachers who are currently taking charge of SSCs, and also individual interviews were conducted with 22 students. In addition, the youths' developmental asset questionnaire was administered with 412 middle school students. The survey results from 403 teachers showed that SSCs have potential to contribute to positive youth development because teachers are placing an emphasis on character development as well as physical and social development through SSC activities. In addition, participants who regularly participate in physical activities had higher internal and external developmental assets than non-participants or irregular participants. Specifically, students participated in SSC more than twice a week had higher internal and external assets than students participate once a week. In addition, participants who engage more than one hour per session had higher internal and external assets except constructive use of time and social competence. Discussion and implications for organizing SSCs to provide developmental contexts and contents for positive youth development were provided.
Purpose The purpose of this study was to investigate characteristics of levels of physical activity in considering gender and different types of competition-oriented physical activity classes using three-dimensional accelerometers. Methods A total of 981 students(505 male students, 476 female students) in six different types of physical education classes were participated in this study. All of the six different types of physical education classes were competition-oriented classes, and levels of physical activity were accessed by three-dimensional accelerometers. Data were analyzed using t-test and ANOVA. Results First, descriptive analyses of participation time of levels of physical activity showed that MVPA of physical education classes is 10.26 mins (22.89%) on average, and, MVPA showed differently in different types of physical education classes in the order of T ball(14.61 mins), flying disk(12.61 mins), soccer(10.78 mins), volley ball(10.56 mins), basketball(9.64 mins), and table tennis(5.73 mins). Second, female students showed significantly lower levels of MVPA in all the different types of physical education classes. Third, post-hoc analyses showed that significantly higher levels of MVPA were found in T ball physical education classes and significantly lower levels of MVPA were found in table tennis physical education classes, compared to other types of physical education classes. Conclusions MVPA in physical education classes is not satisfied with recommended MVPA, and MVPA in Korean physical education classes is lower than MVPA in same types of physical education classes in other countries. In addition, significant mean differences of MVPA are found between male and female students, and new sports physical education classes show higher levels of MVPA compared to classic sports physical education classes. These results indicate that competition oriented physical education classes widely used in Korea need to find ways to increase MVPA and to overcome different levels of MVPA between male and female students.
Purpose The purpose of this study is to investigate the factors for setting proper training duration of frequency that can guarantee the student athletes' right to study and performance, and to derive the ranks of setting proper training duration of frequency of student athletes by school level. Consequently, to provide basic data for the development of training guidelines for the growth period of Korean student athletes. Methods Delphi and Analytic Hierarchical Process(AHP) techniques were used. The Delphi survey was conducted in three phases, and collected data through Delphi survey were computed by SPSS win ver. 22.0 and Excel, using the mean, standard deviation, median, and coefficient of variation. Using the AHP technique, we classified the factors for setting proper training duration of frequency derived through Delphi survey, and calculated the importance by using Microsoft Excel 2010. Conclusion First, elementary students should be guaranteed regular class participation, have basic after school training, and be provided with adequate rest so that they do not lose interest in the exercise. Second, middle school students are required to decide whether to continue exercise based on their ability to exercise and abundant experience. Therefore, when abandoning the exercise, students should be able to faithfully carry out their academic performance. Third, high school students are directly related to college entrance and employment, so they have to concentrate on performance rather than on academic performance.
