Recent studies focus on Metabolic Equivalent Task (MET) to measure levels of and areas of peoples’ physically active lifestyle because MET more readily translate peoples ’subjectively perceived physicality into standardized scores. MET also allows researchers to clearly understand the relationships between peoples’ physicality and psychological variables. Thus, the purpose of this study was to understand the levels of and areas of MET among Korean middle school students and to analyze the relationships between MET scores and physical self-efficacy. A total of 278 questionnaires were analyzed using SPSS 18.0. Exploratory factor analysis, descriptive analyses, and regression analyses indicated that middle school students’ physically active lifestyle occurred in the order school, leisure, housework, and transportation areas. Female students did more physical activity in the areas of housework and transportation, compared to male students. In contrary, male students did the majority of physical activity in the areas of school and leisure. Physical self-efficacy affected students’ MET scores, especially for vigorous intensity activity. With regard to gender differences, physical self-efficacy affected male students’ MET scores in the area of leisure while female students’ MET scores were affected in the areas of school and housework. The results were discussed in light of methodological and pedagogical perspectives, and future research suggestions were provided in the discussion.
The purpose of this study was (1) to develop a archery lesson using forced connection method-sportcasting for cultivating collaborative problem-solving competencies, and (2) to apply and to examine the responses of students after physical education(PE) lesson. A archery lesson of Understanding-Performance-Appreciation step was developed according to LfPE(Lee, 2014) using backward curriculum design. Participants were tenth grade students (N=148) in a high school. Open-ended question used to collect the data. The analysis of data indicates that students expressed features in lessons. Six features are (a) 朋友信之, (b) 君子不器, (c) 能竭其力, (d) 觀其所由, (e) 溫故知新, (f) 思而不學. In-depth interviewers were carried out for further analysis of the answers to the questionnaires. The results are as follows. First, 朋友信之 means lesson cultivating collaborative problem solving competencies. Second, 君子不器 means pleasant and funny lesson. Third, 能竭其力 means lesson cultivating self management ability. Fourth, 觀其所由 means lesson cultivating appreciativeness for archery. Fifth, 溫故知新 means lesson improving the status of PE teacher and school. This study concluded that a archery lesson generated fun and interest for students. Implication for developing lesson using LfPE, utilize and transform forced connection method-sportcasting in PE were discussed.
There has been a growing advocacy for a critical approach to physical education teacher education(PETE) in the era of globalization and ubiquitous society. Drawing on critical pedagogy, the purpose of this paper was to explore the meanings and methods for developing critical professionalism in PETE through identifying the definitions and features of critical professionalism. The notion of critical professionalism includes four crucial components: critical reflection, social sensitivity, critical thinking, and practicability. This paper suggests an inquiry-oriented physical education teacher education to develop per-service teachers’ critical professionalism in terms of providing a range of teaching methods centered on microteaching, discussion-based lessons, critical reading and writing, and using media materials. Building on findings, it was concluded that there is a need of programs for the development of policy literacy understanding complex social and cultural contexts of school physical education. Furthermore, PETE should focus on the processes of critical reflection on the teaching and learning act itself within wider social contexts, by using an inquiry-oriented approach to PETE, which will contribute to fostering teachers’ critical capacities needed to guard the educational aims of physical education against political interference.
Sportscasting in Physical Education (Lee, 2011) is a class activity that students simulate sports broadcasting (e.g., students report, analyze, and comment on game play). It encourages problem solving (PS) learning for students. Scaffolding is the support with the intention of helping the student achieves his/her learning goals and contributes to problem solving. However, limited studies have examined if sportscasting with scaffolding is effective instructional strategies for PS. The purpose of this study was to examine effects of sportscasting with scaffolding on PS abilities, and on academic achievement. Participants were 46 college students. The static-group comparison design was used: an experiment group (N=26) with supportive scaffoldings (e.g., conceptual explanation, terminology dictionary, visual materials) and a control group (N=20) with reflective scaffoldings (e.g., organizing the environment, using appropriate cues to guide behaviors, and modeling). The results revealed that students in reflective scaffoldings had higher PS abilities than students in supportive scaffoldings. However, two groups were not statistically different in academic achievement. Sportscasting with instructional scaffolding promote a deeper level of cognitive skills and male students performed better than female students. The effective scaffolding types (Lewis, 2010) for sportscasting were discussed to help students to foster PS skills.
Impact of 9-week strength training of racing cyclist candidate during training camp on body composition, racing cyclist specific fitness, and racing cycle performance was examined. Two by two (cyclist experience, y/n and strength training (ST) participation, y/n) experiment design was employed. A total of 20 candidates participated and divided evenly into four groups; 1) experienced cyclist participating ST (CST), 2) non-experience cyclist participating ST (nCST), 3) experienced cyclist no participating ST (CnST), and 4) non-experience cyclist no participating ST (nCnST). Two programs were introduced; 1) non ST containing, pre-existing program emphasizing on sprint and acceleration training and 2) new-program containing ST and sprint and acceleration training. CST and nCST participated the latter program. Before and after the 9-week training, body composition, racing cyclist specific fitness, and racing cycle performance was tested. After 9 weeks, all groups decreased body weight(p<0.05), body fat content(p<0.05), body mass index, and CST and nCST increased lean body mass(p<0.05). Muscular strength measures such as grip strength, low back strength, 1RM of bench press, 1RM of squat, and anaerobic capacity improved after 9 weeks in all groups(p<0.05). The magnitude of changes was greater in order of CST, nCST, CnST, nCnST. Time trial of 200 meter sprint was faster after 9 weeks in all groups except CnST while 500 meter sprint was improved only in nCnST(p<0.05). After 9 weeks, regardless of previous cyclist experience, those who participated in ST ranked high places at racing cycle competition. Both training programs for the candidates improved body composition and racing cyclist specific fitness. When strength training was added to pre-existing training program emphasized on sprint and acceleration, the racing cycle performance was enhanced. Strength training for racing cyclist is highly recommended to improve their racing performance.
The primary purpose of the study was to identify the characteristics of Korean national youth soccer players’ functional movements. The secondary purpose was to examine whether certain tests of Functional Movement Screen (FMS) meaningfully achieve goodness-of-fit for the soccer-specific movements. Korean national youth soccer players (30 male players, 18.37 ± 0.67 yrs, 178.7±7.09 cm, 70.2±6.46 kg), performed FMS tests [deep squat (DS), hurdle step (HS), in-line lunge (IL), shoulder mobility (SM), active straight leg raise (ASLR), trunk stability push-up (TSP), and rotary stability (RS)]. The mean (±SD) FMS composite score and each test score were calculated. Rasch analysis, which was used to determine the goodness-of-fit for the tests, was applied to examine the item difficulty of the FMS tests. The mean FMS composite score was 10.2± 1.79; the mean DS, HS, IL, SM, ASLR, TSP, and RS score were 1.13±0.35, 1.27±0.45, 1.4±0.56, 1.6±0.77, 2.07±0.69, 1.43±0.82, and 1.3±0.47 respectively. According to the results of Rasch analysis, 4 tests (DS, IL, ASLR, and RS) were shown to be within the acceptable range (infit & outfit > 0.5 ~ < 1.5). The other 3 tests (HS, SM, and TSP) were shown to be out of acceptable range. The additional analysis revealed the DS (logit = 2.08) as the most difficult test and ASLR (logit = -3.16) the least. The results of the study showed that the players’ FMS composite score was lower (< 14) than the cut-off points used by previous studies for different athletes. The further study is warranted to examine the relationships between the scores of the tests appeared to be soccer-specific in the present study and the level of performance variables.
The purpose of this study was to evaluate the physical performance and develop the criteria of 4243 middle and high school students across 5 provinces (Busan, Gwangju, Daejeon, Gyeongi and Jeonbuk) in Korea that took part in the talent development project. The data was collected between 2011 and 2014. The criteria was divided by gender and age across different grades, and the mean, standard deviation and 5 evaluation levels were calculated and analyzed.
Values, such as development and social responsibilities, are added on victory-oriented Korean sport. Those change of values are along with discussions regarding improvement of players’ training environment, however, discussions on improvement of players’ training environment so far rather focused on ideological concepts, such as players’ holistic human development and human rights, therefore, there was a lack of discussion on practical training methods or teaching methods. This study focused on mental coaching as a specific method for improvement of players’ training environment. Mental coaching provides players with performance enhancement, personal growth, and self-actualization utilizing mental training, consulting, and mentoring in their training processes. This study examined a possibility of introduction of mental coaching as a training camp method for players by creating a training camp reflected on mental coaching perspectives and verifying the program effects of application. First of all, a mental coaching training camp was created through consultations with mental coaches, supervisors, and coaches. Goals of the mental coaching training camp were development of competition-routines, establishment of competition-circumstance coping strategies, comprehension of elite-players’ psychological resources, goal-setting, and motivation and the program consist of badminton competitions, mental education, a special lecture by an Olympic gold medalist, tracking, and sharing. The mental coaching training camp proceeded with middle and highschool badminton players and 31 coaches during three-days and four-nights. As results, the training camp was effective for players’ performance enhancement, personal growth, and self-actualization and team coaches realized a necessity of improvement in terms of their training and teaching behaviors. In other words, mental coaching training camp played a role as a source of long-term change as well as short-term results, thus, this study verified that the mental coaching can be introduced as a training camp method. It is anticipated that this study can provide sport fields and academic sport areas with an opportunity to consider both training contents and methods when it comes to discussion players’ training environment development.
The purpose of this study was to identify the structure of knowledge in Sport Pedagogy field. Using bibliometric and social network analysis this study analyzed the keywords and citations appeared in Korean Journal of Sport Pedagogy and Korean Journal of Sport Science during 2006-2015 period. Total of 341 research papers which include 1301 keywords and 14826 citation were analyzed utilizing social network analysis as well as keywords frequency analysis, keyword co-occurrence, citation and co-ictation analysis. Results of this study showed that teaching, curriculum, and teacher education were three central theme in Sport pedagogy field. Key words such as physical activity, PE teacher, action research, and after school sport club activity were prominent research interests for scholard in the field. Quadradic Assignment Procedure analysis showed major research interests has not been changed between two periods of 2006-2010 and 2011-2015. Choi(2010)'s and You(2007)' books were most cited individual work and have influenced sport pedagogy researchers over the five years.
PURPOSE This study theoretically explains the relationship between Keirin players’ core competencies and their performances. It also analyzes the impact of interaction between objectively identifiable core competencies and players’ efficiency toward their results, that is, the ability to convert their resources into performance. METHODS Using Python 3.11.1, 20,185 race records were collected of cyclists who competed at Gwangmyeong Velodrome in 2022 and 2023, and player efficiency was estimated using the R 4.3.1 package. Subsequently, the impact of players’ physical abilities (200 m records) on performance and player efficiency’s influence on the relationship between physical ability and performance were analyzed using Model 1 of PROCESS 4.1 Macro installed in SPSS 26.0. RESULTS First, players’ physical ability had a statistically significant impact on their performance. Specifically, the 200 m record significantly influenced the likelihood of finishing in the top 1 (coef = –.68 , p<.01 ), top 2 (coef = –.56, p<.01), and top 3 (coef = –.46, p<.01). Second, player efficiency moderated the relationship between players’ 200 m record and the likelihood of finishing within the top ranks. Specifically, the interaction term’s influence was empirically demonstrated between 200 m records and player efficiency on the likelihood of finishing within the top 1 (coef = –.47, p<.05), top 2 (coef = –.28, p<.05), and top 3 (coef = –.28, p<.05) for players with similar speeds, in that it significantly increased. CONCLUSIONS This study pioneers research that explains the relationship between players’ key competencies and performance based on resource-based theory, and it empirically demonstrates that player efficiency serves as a moderating variable in the relationship between key competencies and performance.
