Purpose The purpose of this research is to provide implications for the study of the physical education curriculum in Korea and China by comparatively analyzing the revised high school physical education curriculum in the two countries. Methods Using Bereday(1964)’s four steps of comparison model in education, this study focuses on the format and content of the general high school physical education curricula of Korea and China, each curriculum having been revised respectively in 2015 and 2017. Results First, in terms of format, both countries consider PE a necessity and share similarities in regard to course structure, credit allocation and document format. Nevertheless, though both countries are oriented toward competency-centered education, there are some differences with respect to official education curriculum documents, numbers of subjects and hours of study based on the reality and situation of each country. Second, in terms of content, both countries present various teaching methods and evaluation principles for the sake of acquiring core competence. However, the Korean curriculum prefers to advocate learning of the value of physical activity to achieve core competencies, while the Chinese curriculum prefers to focus on acquiring athletic skills and health knowledge for achieving core competencies. Conclusions After comparing physical education curriculum in both countries, two implications could be obtained. One is that the consistency problem in Korea should be solved between the core competency, the teaching and learning methods and evaluation standards. The other is that, in China, integrated value of physical education should be paid more attention and core competency as well as teaching and learning methods should be considered.
Purpose The purpose of this study was to explore the concept of physical education redesign. Methods Studies on curriculum redesign, physical education curriculum redesign and the revised 2015 physical education curriculum were collected and analysed. Results First, three different types of curriculum redesign were discussed. Second, there was no clear concept of physical education redesign. Third, both ‘learning content area’ and ‘standard achievement’ were related to the physical education curriculum redesign. Conclusions Two different aspects of physical education curriculum redesign emerged. Establishing the clear concept of physical education curriculum redesign and presenting the concept in the next national physical education curriculum were suggested.
Purpose The purpose of this study is to suggest issues needed in the process of developing the next national physical education curriculum. Methods Data were collected from three different physical education curricula including the 2007 revised physical education curriculum, the 2011 physical education curriculum based on the 2009 revised curriculum and the 2015 revised physical education curriculum. Results Three findings emerged. Firstly, there was no clear conceptual relationships between physical activity value and subject competency. Secondly, the way in which physical activity value works as learning content area cannot offer helps to set the level of subject competency and to design physical education lessons that based on the subject competency. Lastly, the 2015 revised physical education curriculum has low level of clarity, usability and readability. Conclusions This study suggests the three different findings as issues that should be discussed in the development of the next physical education curriculum.
PURPOSE This study aims to analyze elective courses in overseas physical education curricula and explore directions to improve the national physical education curriculum. METHODS Physical education curricula from the Ontario Ministry of Education and New South Wales Department of Education, and an administrative announcement book of the 2022 Revised Physical Education Curriculum were collected and analyzed. RESULTS The Ontario physical education curriculum offers a range of elective subjects that fit students’ need to enter universities and colleges. It also has a systematic curriculum flowchart within elective courses. The NSW physical education places importance on learning life skills and offers content-endorsed courses that comprises core studies and optional modules. CONCLUSIONS This study clarified the differences between the learning content of elective subjects and suggested the necessity of developing plans to provide students with effective course path.
This study aims to identify the characteristics of character education contained in National Physical Education Curriculum in terms of contents and construction, problems and limitation, and improvement plans by analyzing character texts such as the concept, expression mode, and context of character in goals, contents, teaching and learning methods, and evaluation of Physical Education Curriculum in accordance with the 2009 Revised National Curriculum. For criteria of analysis, character and character education were defined in a conditioning manner in terms of emotion, sociality, and morality, which grasped the implication based on the concept, meaning, and context of character text by using content analysis. The character education of National Physical Education Curriculum has currently compensated the concept of creativity‧character, and core competency as of the 2007 National Physical Education Curriculum, defining the concept of character as desirable personality, sociality, and morality, and setting up self management ability and interpersonal relationship ability as category. However, herein identified were ambiguity of the meaning between character and other concepts and ambiguity of the meaning boundary of detailed virtue in the concept of character in terms of the concept and the range of character, insufficiency of school-level systemicity and sequence between curriculum items in terms of character text selection and organization, and deficiency of the character education principles of physical education and practical teaching and learning methods of it in terms of character education methods. For next revision of National PE Curriculum, a full consideration is required for providing principles of teaching and learning methods on character and evaluation cases based on research on conceptualization of physical character, research on suitability and sequence of content subsystem of character, and cases of field practice.
The aim of this study is to examine the directions of Physical Education Teacher Education (PETE) programs in Korea through the historical changes of each one PETE institute in England and Korea from the 1970s to 2010s based on academicisation. Document analysis and grounded theory were used to analyse historical sources and interviews. I identify four findings. First, the amounts of hours in curricula in both PETE courses have been reduced. Second, discipline knowledge in England was a first priority in the 1970s but has urgently reduced since the 1980s because of the growth and adoption of sport pedagogy. In Korea, discipline knowledge has still kept as a first priority for 40 years. However, professional knowledge in Korea has increased to enhance PETE since the middle of 2000s. Third, teaching experiences in England has increased by nearly double from 15 weeks to 32 weeks. In Korea, student have, and continue to participate in only four weeks of teaching experience. Fourth, education studies in England abolished in the 1990s. In Korea, they urgently increased in 2009. I conclude by confirming the need to study a structure and content of units of discipline knowledge and professional knowledge. I propose a system for selection of majors in the Department of Physical Education.
Purpose The purpose of this study is to investigate the direction of elective courses of high school physical education in preparation for high school credit system by examining the awareness of physical education teachers of general high school and the selection of elective courses by school for elective courses of 2015 revised high school physical education. Methods We surveyed the perceptions of physical education teachers through questionnaires and examined cases of the current status of 65 general high school programs, The results were analyzed by frequency. Results The results of the study are as follows: First, physical education teachers know the purpose of the course, but they know only about the nature of the subject for some subjects. Second, There was little need to open specialized subject courses for general high school students wishing to enter the physical education field. It should be helpful to cultivate 'basic skills for physical education' in selection of elective subject according to the course of physical education. Students in general high schools regarded ‘attention and interest’ as the most important factor when selecting physical education subjects. Third, the selection schedule of physical education elective courses was the highest in <physical education>, and in most schools, 10 to 12 units of physical education degree were organized. Conclusions The conclusion of this study is that the high school physical education elective subjects need to fully reflect the social needs of the physical education and students' preferences, and the physical education and elective courses for general high school students wishing to enter the physical education department should be reconstructed.
The purpose of this study was to analyze and confirm whether the items used in final paper and pencil test was determined to DIF when school sports clubs in each school operated by discriminatory curriculum in accordance with gender. Participants were 8th middle school students(male=135, female=141). They joined in school sports club every week from freshman to sophomore 1st semester. At that time, boys of them participated in soccer and basketball, and girls played dodge ball. They studied soccer unit at sophomore 1st semester, and had a final examination consisting of 5 soccer items. Using the data, differentially functioning item by the population difference between male and female were analysed quantitatively and qualitatively. The results showed that Mantel-Haenszel method(using classical test theory), comparison of item characteristic curve and likelihood ratio test(using IRT) determined item number 4 and 5 to differentially functioning item. Finally, item number 4 were identified differentially functioning item in favor of male students in intensive qualitative analyses. That item have low content validity and application-level of cognitive behavior classification. The result provides that application-level item can be functioning differentially to female students with little sports experience than male students in paper and pencil test of PE.
PURPOSE Professional Identity Formation (PIF) has become a core concept in various professional education fields as it emphasizes professionals’ dispositions as well as abilities. This study provides an overview of PIF and explores the characteristics of professional education programs that highlight PIF. Through this overview, the purpose of this study is to propose the ‘Professional Identity Matrix for Physical Education Teacher (PIMPET)’, which helps identify PE teachers’ Professional Identity (PI). METHODS This study suggests a guideline to understand PE teachers' PI based on the analysis of the current literature on PI and PIF. RESULTS The characteristics of PIF-based professional education programs were described according to three criteria: teaching content, method, and assessment. On the PIMPET framework, the components of PI formed by PE teachers can be categorized into nine domains which encompass the three identity dimensions (competence, knowledge, and disposition) and the three task areas (teaching, student, and administration). CONCLUSIONS The PIMPET framework allows for a comprehensive understanding of PE teachers’ PI and provides implications for the professionalism of PE teachers and PE teacher education.
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.
