Purpose The purpose of this study is to analyze the performance contents of men's floor exercise and to provide basic materials for achieving excellent results at world competitions. Methods Teams ranked 1 - 12 who participated in the World Championships' floor movement group competition selected a total of 59 players by the convenience sampling method and carried out technical statistics, frequency analysis, member variable variance analysis, and post hoc analysis. Results First, as a result of frequency analysis of the difficulty of each group, all the teams ranked 1 to 12 liked the most difficulty of C and found that they do not like the F difficulty the most. Secondly, there was a difference in average for each group's start score, ranking 1st to 4th> 5th to 8th> 9th to 12th place. Thirdly, there was a difference in average of difficulty levels for each group B, C, E, and it became very significant with E difficulty.Results of post hoc analysis B difficulty (9th to 12th> 1st to 4th, 5th to 8th), C difficulty (9th to 12th> 1st to 4th), E difficulty (1st to 4th> 5th to 8th ·9th to 12th). Conclusion These results show that in floor exercise, the art of more than C difficulty and the connection technology of A, B, C, difficulty, E and F, difficult difficulty such as difficulty, creative and dynamic performance composition is excellent It clearly states that it is a condition for getting results.
Circadian rhythm (CR) is an intrinsic process that changes in a cycle of approximately 24h/day to maintain body homeostasis. It is mainly controlled by the central command through the suprachiasmatic nucleus, and modern society features can disturb the central CR, contributing to various diseases. Recent studies have provided evidence that extrinsic factors, such as regular physical activity (RPA) and timerestricted feeding (TRF), can also alter the CR peripherally, emphasizing RPA and TRF as the non-therapeutic methods for circadian misalignment (CM). Therefore, this review scrutinizes the regulatory mechanism of CR and summarizes the relationships between CM and various diseases. In addition, by reviewing studies investigating the prevention or improvement of CM via RPA and TRF, the value of circadian biology research that can directly affect health, physical function, and lifespan is summarized. By introducing the scientific evidence for RPA and TRF to maintain and improve CR, we tried to emphasize the importance of regular exercise and healthy eating habits to people in the modern world who have difficulty maintaining CR.
Purpose The purpose of this study was to further understand how out-of-school adolescents’ self-esteem and interpersonal relations have changed in a peer mentoring basketball program and what they have experienced for the program It was action research of qualitative research method. Methods 4 out-of-school adolescents in the adolescents Center of C-si were selected as the participant. The data was collected by in-depth interviews, participant observation, and research journal. The collected data was then analyzed by an inductive categorical system. Results The findings were summarized as follows: the out-of-school adolescents showed somewhat low self-esteem and difficulties of interpersonal relations at an early stage participating in the peer mentoring basketball program. However, their self-esteem and interpersonal relations have been gradually changed during the program. First, they participated in various mentoring activities and self-expression activities. Their self-esteem has been improved as they found their real values, communicated with others, and lived with their confidence. Second, they overcame personal relations with fear and indifference of others, extended personal relations, and sympathized with others to solve the problem that they had as interpersonal relations. Conclusions The out-of-school adolescents has positively changed their self-esteem and interpersonal relations through the peer mentoring basketball program. We expect that out-of-school adolescents could overcome their difficulty and live well their life in the future.
Purpose The present study explores educational values of professional coaches from perspectives as educators while they are giving the players sports coaching. Since free agent system was introduced in 1999 at Korean Baseball Organization(KBO) league, the socio-economical differences between players and coaches are getting bigger and bigger. In this situation, professional coaches tend to have more difficulties in interacting with the players. The study focuses on looking into professional coaches' educational agony and reward. Also, it highlights their educational values as educators rather than coaches. Methods Two professional baseball coaches and a TV commentator participated in the study: all past professional players, and professional coaches for more than 10 years. The researchers collected data through semi-structured in-depth interviews; each participant was interviewed three times. The researchers recorded and transcribed all of the interviews; then, the researchers reread the interview transcripts and inductively produced codes for themes whenever emergent codes appeared. Verbatim quotations from the interviews are excerpted in the present research report. Results The findings indicate that, first, the participants are all highly motivated in giving lessons to the players. They all helped the players overcome the difficulties and be good players. They emphasized the importances of endeavors and attitudes during their lessons to be well-received by the players. Second, the participants agreed that good coaches should have the ability to find the potentials of the players and have personality to gain the players' trust. They always have to work and study hard to keep expertises. Conclusions This study argues that the participants are playing their roles in a sport coaching area not only as coaches, but also as educators.
The purpose of present study is to develop the'Golf Mental Scale'that measures and assesses golf players' cognitive, emotional, behavioral response per golf mental factor experienced while competing in depth. In order to achieve this research purpose, Researcher collected raw data of golf mental question through literature review and interview with 8 members of Korean male national golf team and gathered questions per factor through Deductive-Inductive Content Analysis for the raw data. Then, Researcher conducted first and second questionnaire survey targeting 253 of elite & pro golf players and conducted Rasch Model and Confirmatory Factor Analysis for the data collected using SPSS 21.0, Winsteps Ver. 3.65 Program, AMOS 18. The conclusion reasoned out through these research process was as follows: First, golf players' psychological factor structure identified was revealed as Concentration, Self-confidence, Anxiety and Arousal control, Emotion control, Thought control. Total 37 questions were determined. Second, 5 point scale was revealed to be a good fit for Golf Mental Scale. Third, the result of Construct Validity Verification of CFA showed that Golf Mental Scale model was a good fit. Fourth, Reliability of Golf Mental Scale showed high level by recording Cronbach' α value .936. Fifth, Internal Consistency of Convergent Validity and Discriminant Validity was revealed to be satisfied. Eventually, Golf Mental Scale is expected to be used practically as a functional test tool that provides participant's response toward each situation-specific questions concretely and an objective evaluation of participant's golf mental ability per factor considering questions'level of difficulty and participants'characteristic.
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.
