Purpose The purpose of this study is to classify the subjectivity of re-socialization barriers among retired footballers. Methods Q methodology was conducted to identify constraint factors contributing to social adjustment and reemployment perceived by 28 P-samples. Results Re-socialization barriers were classified as ‘Type I: Internal-constraint’, ‘Type II: External-constraint’, ‘Type III: Internal-conflict’, and ‘Type IV: External-conflict’. These types provided a variety of academic and practical discussions, depending on where the barriers are taken from (internal and external) and what depends on them (objective conditions and subjective ideas). Conclusions This study focused on the subjective structure of retired footballers and complemented traditional methodology focusing on hypothesis testing. Therefore, each type found in this study provides useful information not only in follow-up study on retired athletes, but also in policy-making decision such as support projects.
PURPOSE This study aimed to explore the re-socialization process of college soccer players who rejoin college soccer clubs after dropping out. METHODS A case study approach was employed, and participants were selected using the snowball sampling method. Data were collected through in-depth interviews, participant observation, and literature reviews. The authenticity of the data was validated through triangulation, member checking, and peer debriefing. All research procedures were conducted following approval from the institutional review board. RESULTS The study revealed several key findings. First, participants faced numerous challenges during the re-socialization process into sports, including interpersonal, academic, and emotional difficulties. Second, distinctive features of the re-socialization process emerged, including the determination and effort required for adapting to university life, support from socialization agents within the university, and rapid re-socialization following dropout. Third, experiences within collegiate soccer clubs indicated low barriers to entry for former athletes, academic success through complementary relationships, a hierarchical culture familiar to student-athletes, and enhanced satisfaction in interpersonal relationships and a sense of belonging. CONCLUSIONS This study underscores the importance of institutional support that enables college athletes to participate in sports clubs, facilitating the successful re-socialization of athletes who have dropped out.
Purpose This study seeks to explore the process where drop-out elite athletes collect their life skills obtained during their sports career and transfer them to their daily lives. Methods An open-ended questionnaire survey was conducted on a total of ninety retired elite athletes and the responses were analyzed. Based on the results of inductive analysis, five subjects were selected for a follow-up in-depth interview. The responses to the open-ended questionnaire were analyzed by the inductive content analysis method and the results from in-depth interviews by the deductive content analysis method. Results A total of 478 life skills were collected from the drop-out elite athletes and structuralized into four general categories: psychological skill, social skill, self-management skill, and goal-setting skill. The results of this study have revealed that life skills positively transferred to their future courses of lives and daily lives. Conclusion It is believed that the results of this study will be helpful to understanding the concept of sports life skills, studying the possibility of transfer, and provide the basic data for helping drop-out elite athletes with re-socialization and positive adaptation.
Purpose The purpose of this study is to conduct a typological classification of female recreational sport participants' coaching experience. Methods Q methodology was conducted using 25 Q-samples and 25 P-samples. Data were analyzed using PQmethod software. Results Four types were categorized: communication and character-oriented (I), function and immersion-oriented (II), process and fun-oriented (III), and function and inclusion-oriented (IV). These types were re-categorized as 'non-functional value-oriented (I, III)' and 'functional value-oriented (II, IV)'. Conclusion This study also made efforts to explore the value and norm that female participants expect from sport participation, which provided a variety of perspectives on social, psychological and philosophical discussions about woman sport. In addition, each type and its characteristics can be used as meaningful basic data in teaching method (coaching theory) for woman sport.
Drawing on the studies of implicit ways of teaching (Choi, 2002; Fenstermacher, 1990; Hasen, 2001; Oakeshott, 1989; van Manen, 1991), the aim of this study is to examine the educational effects of indirect teaching behavior (ITB), a new approach of researching teacher behavior, in order to better understand well-rounded education in the field of physical education. An ethnographically informed case study based on participant observation (eight months, 8th grade two co-ed physical education classes) was employed to produce a thick description of the ITB. Participant observation was supported by video recordings of classes, photos of students, questionnaires and interview, and teacher's self-report. Through inductive analysis of the data, we found that ITB had a powerful influence on forming a positive classroom atmosphere in relation to fun, active and moral. The positive atmosphere played a pivotal role in encouraging students' social and moral development including respecting their teacher, cooperating with other friends, learning the intrinsic value of physical education, and reflecting themselves. An understanding of ITB will help expand the way in which educators view teaching methods and studies in physical education beyond the dominant approach to techniques-oriented teaching in that ITB can be seen as essential content for holistic development of students. In this sense, this paper suggested that researchers and teacher educators need to re-examine the power of ITB in regard to teacher's professional competence in physical education and teacher education (PETE). For future research of ITB, it is necessary to explore what and how key personal and social-cultural factors impact teachers' ITB as is currently being conducted in the realm of teaching.
Based on the expanding concept of public value in most of areas as well as in public administration, the purpose of this study is to explore the meaning and functions of public value in sport pedagogy in Korea. For doing this, this paper has classified the concept of public value into classical and modern concepts and re-conceptualized it throughout diverse concepts implemented in several areas (e.g., social welfare, media, & culture-arts). Thus, this paper has explored the meaning of public value in sport pedagogy for analyzing the common element among the public values of sport, education, and scholarship. The public value of sport pedagogy is conceptualized as ‘the discipline that has inquired the public knowledge and also that has been served the instrumental role for making better society’. In addition, this paper has suggested the conceptual framework to extend the areas that can be applied the public value of sport pedagogy inside and outside in Kinesiology with reflection about academic and practical activity of Sport Pedagogy. Lastly, this paper has searched the multiple functions of public value in Sport Pedagogy such as educational, cultural, integrative, and global functions that could connect the academic and professional activity of Sport Pedagogy into making the public value of Sport Pedagogy.
Purpose A number of start-ups in the form of introducing sports contents in Korea as a new market are in progress, and appropriate support for each step is needed to increase the chances of a success. Therefore, the purpose of this study is to explore the entrepreneurial process of introducing and spreading newly created or developed sports content into a new market, Korea, by focusing on the innovation diffusion process model. Methods To derive the results, a qualitative research method was used, data were collected through in-depth interviews, literature search, and observation methods, and analyzed through categorization and itemization in stages based on content analysis results. Results Looking at the results, content recognition and problem identification were derived in the exogenous shocks stage, and the organization unity of internal and external stakeholder was confirmed in the formal coalition of opinion leaders stage. At the stage of internal communication between the opinion leaders of the social system, the expert communication in the same or similar field and external area appeared and the indirect experience also derived. In the decision to select a specific innovation stage, activities to belong to an international organization, to establish a new organization, and to secure idle space appeared, and at the stage of recruitment and/or the establishment of boundary spanners, efforts to secure internal and external human resource within the organization and to build an organization form appeared. In the stage of develop and introduce the innovation, online communication channels were established. In the stage of using mass media outlets, media articles, lectures, and academic conferences were used, and in the stage of actual diffusion of an innovation, experience and education programs were conducted, competition and exhibitions were held, venues were built, and actual international competitions were participated. At the stage of decisions to continue, discontinue, or re-invent the existing innovation must occur, evaluation was made by personnel inside and outside the organization. Conclusions It is possible to increase the success of start-up by creating a support system that can fill the necessary parts for each stage of start-up based on the derived activities for each stage.
