PURPOSE This study aimed to explore the effective and pragmatic idea regarding the development of physical education teacher education (PETE) programs in China. These programs share both similarities and differences in China and Korea, and they are also discussed here. METHODS Six universities reflecting the regional specificities of Korea and China were selected following consultation with experts. Data collected through in-depth interviews, non-participatory observation, literature, and local documents were analyzed and interpreted by using the comparative analysis research method. RESULTS First, when comparing the curriculum, which was divided into liberal arts, major, and teaching subjects in both countries, the ratio of liberal arts and teaching subjects was similar in Korea following major subjects. As for China, major subjects came in first, followed by liberal arts and teaching subjects. Second, the relative pros and cons of preliminary sports teacher education in Korea and China were aimed at nurturing competent sports experts with both expertise and personality. They were generally similar in terms of content dimensions; however, they were found to be different in several areas. Particularly in the case of China regarding the teaching subject, practical subjects that were of pragmatic help to the school field were found to be relatively insufficient. Third, the implications for improving China's preliminary PETE were to emphasize the importance of personality in educational goals at the goal level, and as for the content level, it was necessary to replaced them with classes that could be of pragmatic use in the existing teaching method. Furthermore, at the methodological level, professional training of physical education teachers should be proposed, training them to cultivate character. Finally, more positive changes can be pursued if efforts at the environmental level are well-matched and improved. CONCLUSIONS To improve China's preliminary PETE program, it is necessary to enhance the environment and institutions using various teaching methods to cultivate expertise, such as practical aspects of university-field linkage and preliminary teacher personality education.
PURPOSE This study comprehensively compared the perception and interaction of player–coach in the development of mental toughness in soccer. METHODS Data were collected through semi-structured individual interviews from 12 participants (6 athletes and 6 coaches), analyzed using the grounded theory by Strauss and Corbin, and they were compared to the group of athletes and coaches, respectively. RESULTS The following results were obtained: (1) Both athletes and coaches recognized that the experience of coping with the pressure present in competition was a central phenomenon in the development of mental toughness. (2) Regarding the situation and condition that lead to coping with pressure, the athletes emphasized the individual's goal orientation in the context of competitive situations and environmental conditions, while the coaches emphasized the athletic attitude toward competition and development in childhood. (3) The athlete–coach interaction was identified as an intervening condition affecting the experience of coping with pressure. (4) As the action–reaction strategy for the development of mental toughness, the optimistic thinking was emphasized for athlete and achievement-oriented thinking for coach; thus, it differed in the characteristics of mental toughness. CONCLUSIONS This study presented the results of an integrated comparison of mental toughness, which can vary depending on the contextual specificity (soccer) and the subject of perception (athlete– coach), especially indicating the importance of the player–coach interaction, which can contribute to the strategy to be used in mental toughness development.
PURPOSE This study examined the effect of sports life skills and life skills transfer of student-athletes and coaches, applying Actor-Partner Interdependence Model (APIM). METHODS Korean student-athletes and coaches from middle and high school sports teams participated in this study. There were 300 student-athletes (Mage=15.44, SD=1.64; male=218, female=82), with an average of 5.46 (SD=2.40) years of athletic career. Meanwhile, 33 coaches were (Mage=39.70, SD=8.36; male=26, female=7), with an average of 13.52 years of coaching career (SD=10.01). Measures included the Life Skills Scale for Student-Athletes (LSSSA; Jang et al., 2020) and Korean Life Skills Transfer Survey (KLSTS; Lim et al., 2018). Descriptive analysis, correlation, and APIM were undertaken by using the SPSS and AMOS programs. RESULTS First, the correlation between athletes’ and coaches’ life skills was not significant. Second, athletes’ life skills significantly affected their life skills transfer, similar to coaches’ life skills significantly affecting their life skills transfer. Fourth, coaches’ life skills did not significantly influence athletes’ life skills transfer, and the converse was not true either. CONCLUSIONS This study verified the effect of life skills development for two groups of athletes and coaches, on transfer in sports, and attempted statistical verification of whether it affects sports life skills and transfer between athletes and coaches. Although no statistically significant results were found in the partner effect, it is meaningful in that, it provided important implications for conducting a follow-up study on the relationship between athletes and coaches. In other words, it is expected to be a cornerstone for research on building a new model, along with investigating the interactive relations between athletes and coaches on life skills in the sports field.
PURPOSE This study aimed to identify the underlying dimensions of brand (professional sport team) authenticity and to develop a valid, reliable scale to measure these dimensions. METHODS A pool of 67 potential items was drawn through a literature review, content analysis, qualitative research (n=43), and an expert evaluation. The identified items were subjected to exploratory factor analysis (n=248) and confirmatory factor analysis (n=285). In addition, multiple regressions were conducted to examine the criterion validity of the scale. RESULTS The results showed that the brand authenticity scale for professional sport teams consists of 42 items representing 8 dimensions: continuity, originality, quality commitment, heritage, symbolism, credibility, stakeholder-related integrity, and consumer-related integrity. The study has proven evidences of internal consistency and convergent, discriminant, and criterion validity of the scale. CONCLUSIONS The findings suggest that the scale developed in this study offers a vital foundation to understand the structure of brand authenticity in the context of sport fans and its impact on sport consumer behavior.
PURPOSE The purpose of this study was to validate the Korean version of Coaching Life Skills in Sport Questionnaire (KCLSS-Q). METHODS Substantive, structural, and external stages were undertaken to address the purpose of this study. At the substantive stage, the scale was translated by discussing with an expert panel and testing item clarity. Ten coaches (9 males, Mage=33.80, SD=4.21) participated in the item clarity test. At the structural stage, descriptive statistics, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA) were conducted. A total of 249 (214 male, Mage=34.18, SD=6.82) and 232 coaches (186 male, Mage=34.26, SD=7.69) participated in the EFA and CFA, respectively. At the external stage, correlation analysis using other scales (emotional intelligence in sport coaching, EISSC) was conducted to examine concurrent validation. A total of 130 copies of the CFA data were randomly extracted and used for this stage. RESULTS For the EFA, the scale extracted five factors with 27 items. In the CFA, however, five factors with 26 items were identified as an appropriate structure. Finally, the relationships of all sub-factors between KCLSS-Q and EISSC were statistically significant in the correlation analysis. CONCLUSIONS KCLSS-Q should reasonably consists of nine items on structuring and facilitating a positive sport climate, five on understanding life skills, four on practicing life skills, five on understanding life skills transfer, and three on practicing life skills transfer. KCLSS-Q can be used as a valid measure to evaluate the coaching life skills of Korean coaches.
PURPOSE Neuromarketing measures and analyzes the unconscious response of consumer brain waves to marketing stimuli in real time. This study examined how a sensational scene (accident) in a sport game influences the sponsorship effects through electroencephalography (EEG) analysis. METHODS The current study uses an experimental method. First, as an experimental stimulus, a video of F1 racing edited in a total of 9 min and 39 s was used, and an accident scene was inserted in the middle of the video. A total of 46 people participated in the experiment, and all participants watched the F1 video, including the accident scene. Participants' brain waves were observed in two prefrontal and two occipital lobes. The relationship between scene sensation and sponsorship effect was analyzed based on alpha waves and the sponsor brand recall measured by questionnaires. RESULTS First, the accident scene of the race caused the power of alpha wave to be abruptly reduced (i.e., alpha blocking). Second, the difference between the alpha power level of the group that recalled the sponsor brand and that of the group that did not recall was statistically insignificant; hence, the hypothesis was rejected. Third, the right-brain dominance (negative emotion) in the accident scene of the race was statistically insignificant; therefore, the hypothesis was rejected. Finally, the group that recalled the sponsor brand showed a left-brain dominance (positive emotion), which was statistically significant. CONCLUSIONS This study confirmed the marketing communication and neuromarketing theories on the sponsorship effects created by stimulation, attention, and memory in a sport sponsorship setting, observing alpha blocking phenomena in a sensational scene (accidents). In addition, it was revealed that the group that watched the same accident scene relatively positively and exited remembered the sponsor brand better than the group that did not watch it. The result implied that sport fan’s personal trait (e.g., sensation seeking) to sensation in sponsorship activities affects the sponsorship effect. The results also emphasized the importance of selecting target customers of sports fans in sponsorship to maximize sponsorship effects.
PURPOSE This study aimed to investigate user perceptions regarding the mobile healthcare application of public health centers by using big data. METHODS The study data included 1,089 users’ reviews (from September 27, 2016 to December 23, 2021), which were analyzed using Python, Textom, KrKwic, UCINET 6, and the Net-draw program. RESULTS First, the evaluation of the application showed a higher number of “Good” responses (677 times) compared to “Bad” (329 times) and “Normal” responses (83 times). Second, network structures related to “Good” were “Like,” “Health care,” “Help,” “A sense of purpose,” “Grateful,” “Diet management,” “Exercise management,” “Easy,” “Recommendation,” “Satisfaction,” “Diet,” “Useful,” and so on. Third, network structures related to “Bad” were “Execution error,” “Request improvement,” “Question,” “Slow speed,” “Interlocking error,” “Lack of food type,” “Login error,” “Inconvenience,” “Delete and reinstall,” “Update error,” “Irritation,” “Connection error,” “Problem occurred,” “Direct input request,” “Not available,” “Waste of stars,” “Lack of function,” “Not enough,” “Stuffy,” “Lack of exercise,” and so on. Fourth, as a result of structural equivalence analysis, four clusters appeared: cluster 1 (negative function), cluster 2 (negative emotion), cluster 3 (positive function), and cluster 4 (positive emotion). CONCLUSIONS It is necessary to respond quickly in order to reflect on the users’ reviews, and active efforts are required to improve the program quality so that users can use it conveniently.
PURPOSE This study aimed to apply a capacity building program to sport life skill leaders and to provide cases of this process. METHODS The study participants included four leaders (male=2, female= 2, Mage=37.5) who were managing a sport life skills program at a university. They participated in a capacity building program, which consisted of (a) understanding (leader seminar), (b) application (managing the sport life skills program), and (c) evaluation (leader’s self-reflection), which were conducted in eight sessions. Four leaders conducted self-evaluations using program quality assessment (PQA) during every session, and quantitative and qualitative data were collected. Qualitative data were derived using a cross-case analysis, and quantitative data were used for calculating the effect size after performing the paired t-test. RESULTS Analyzing the reported cases of sport life skill leaders, the use value of the capacity building program was identified. Furthermore, the cases reported by the four leaders enabled observation of how the leader’s capabilities were strengthened. In the paired t-test, the effect size of physical and psychological safety, appropriate structure, supportive relationship, opportunities to belong, support for efficacy mattering, opportunities for life skill building, excluding integration of family, school, and community effort, were all significant. All effect sizes were found to have “very large effects.” CONCLUSIONS The capacity building program played a positive role in strengthening the leaders’ life skill coaching capabilities. These findings have practical implications—chiefly, it is important to strengthen leaders’ or coaches’ capabilities in order to foster life skill development and transfer of student-athletes.
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.
PURPOSE This study aimed to identify the decision-making process for consumers participating in sports centers based on an extended goal-directed behavior model (EMGB), and to provide empirical data for establishing effective operation strategies for sports centers, including additional risk perception of consumers during pandemic. METHODS A total of 446 surveys were used as the final sample. For data analysis, SPSS 21.0 and AMOS 21.0 were used for frequency analysis, correlation analysis, confirmatory factor analysis, and structural equation model analysis. RESULTS Except for hypothesis 2 and 9, all of the hypothesis were chosen. CONCLUSIONS The findings suggested that extended goal-oriented behavior models can increase consumers' cognitive and emotional factors through emotional aspirations, suggesting that a lower risk perception of COVID19 increases their desire to participate in sports centers, and provides academic fundamental data on how to increase and activate sports centers.
