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.
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.
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.
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.
PURPOSE This study sought to explore elementary school (ES) teachers' avoidance of teaching model-based instruction (MBI) in physical education (PE) lessons. METHODS An open-ended questionnaire (n=93) and three focus group interviews (FGI ) were conducted with seven ES teachers. The collected data were analyzed using grounded theory analysis procedures (Strauss & Corbin, 1997). RESULTS Accordingly, we derived a grounded theory paradigm model composed of the core phenomenon (ES teacher’s avoidance of MBI in PE lessons), causal conditions (traditional difficulties of Elementary PE lessons, mismatch between MBI and ES teachers/PE lessons, lack of experience and teacher knowledge for/in MBI), contextual conditions (complex instructor organization, powerful trend of play), intervening conditions (value orientation for fun-focused PE, misunderstanding about PE curriculum), interactive strategies (focus on screening physical activities, preparing for PE lessons with YouTube rather than teacher guide book), and results (learner inclusive effects and de-curricularization). CONCLUSIONS ES teachers’ avoidance of MBI in PE lessons is a result of several reported problems with elementary PE lessons and is likely to be a recurring problem in the future. To encourage ES teachers’ MBI in PE lessons, efforts should be made to build practical knowledge of model use in pre- and in-service teacher education.
Purpose Philosophical inquiries into physical education and sport pedagogy(PESP) have not been active until lately. A renewed interested has grown as scholars in UK and European countries have begun philosophical analysis since 2000. This study purports to review the philosophical studies in PESP during the last 50 years, and to forecast the future of SP in Korea based on its strength and weakness. Methods Literature review is adopted as the main method, as the philosophical study requires the conceptual analysis on the ideas. The past research, current main studies and future prospects are analyzed according to the three layers of the professional, the theoretical, and the personal dimensions. Results First, in the professional dimension, the philosophical inquiry by the SP philosophers and the educational inquiry by the sport philosophers are identified. Second, in the theoretical dimension, the exploration on the nature of research in PESP, the suggestions of PE models, the examination of teaching-learning in PE, the promotion of teacher/coach education and professional development, and the analysis of PE curriculum issues and policies are actively produced. Third, in the personal dimension, the practitioner research by PE teacher/professor/coach and the self-study of sport coaches have are begun to be conducted. Conclusions For the prospect of PESP in Korea, it can be said that study in the first dimension would not be bright, where as those of the second and the third would be very good for the near future.
The importance of a health problem is emphasized in youth. Unfortunately, healthy activity physical education is not well utilized and is not popularly being researched. In order to improve these problems, this study attempted to explore the validity and applicability of SPARK program by designing and practicing the SPARK based P.E. classes. This study employed a mixed method research method based on a qualitative research strategy. Physical activity and physical fitness level were measured by accelerometers and FITNESSGAM. Additionally, empirical data were collected and analyzed by both Photovoice technique and recording. Findings of this study were divided into designing and practicing perspectives. First of all, the PE classes based on SPARK program was designed by 2009 national physical education curriculum and studies associated with the SPARK program. Further, I attempted to specify teaching strategy for enhancing physical activity level, power of execution and motivation. Second, PE class which has higher physical activity level, more participation and achievement, and successful fulfillment were emerged as consequences. Based on the study results, I discussed the validity and applicability of Physical Fitness based SPARK program and proposed suggestions for future studies.
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.
