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 purpose of this study was to understand how physical education can contribute to healthy emotions and activities of human beings. Methods We analyze Eva Illouz's emotional capitalism theory, the position and role of emotions in Spinoza, and Durkheim's theory of religious sociology. Results Illouz shows that emotions are coordinated by rationality through the analysis of emotional capitalism, and that expressions of natural emotions are restricted and controlled even in the area of intimacy. In Spinoza, emotions are divided into three emotions: joy, sadness, and desire as concepts of body movements. Emotions reveal that they are closely related to human activity, and emotions of joy are calculated for human emotional development Emphasize the need to organize meetings of possible bodies. Durkheim argues that while society is placed in a religious position, society is the subject of individual praise and the reality of baptizing individuals into morality. At this time, festivals and rituals reveal individuals to be a powerful mechanism that leads to devotion to society and strengthens individual’s sense of community and morality. Conclusions Making physical education classes as festivals enhances students' sense of community. It can also be an activity that allows students to have healthy moral and emotional energy.
PURPOSE This study aimed to analyze research trends in physical education within small schools from 1992 to the present, offering insights and directions for future research in this domain. METHODS To achieve this objective, we gathered data from 22 domestic journals utilizing keywords such as “small school,” “combined class,” “farming and fishing village,” “physical education,” and “sports.” Subsequently, the collected data encompassing topics, keywords, methods, subjects, and research areas, were organized using Excel. We employed the Word-Cloud program for the analysis of frequency by period and subject words by period. RESULTS Trends in physical education within small schools were categorized into three primary aspects: subject, method, and research area. Firstly, concerning research topics, the predominant focus centered on the application of teaching and learning as well as the curriculum management, with less emphasis on pre-service and incumbent teachers. Secondly, research methods shifted from quantitative to qualitative approaches starting in the 2000s. However, the utilization of qualitative research methods displayed limited diversity. Lastly, we analyzed the research area by classifying it into the region where the research subject is situated and the region to which the researcher belongs. The Gyeongsang and Gangwon regions constituted the majority in both categories, with over half of the researchers hailing from Gyeongbuk. CONCLUSIONS This study underscores the growing necessity for research into physical activity within small schools, given the increasing proportion of such institutions. It offers valuable insights for future research endeavors in the realm of physical activity within small schools.
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.
There has been a growing advocacy for a critical approach to physical education teacher education(PETE) in the era of globalization and ubiquitous society. Drawing on critical pedagogy, the purpose of this paper was to explore the meanings and methods for developing critical professionalism in PETE through identifying the definitions and features of critical professionalism. The notion of critical professionalism includes four crucial components: critical reflection, social sensitivity, critical thinking, and practicability. This paper suggests an inquiry-oriented physical education teacher education to develop per-service teachers’ critical professionalism in terms of providing a range of teaching methods centered on microteaching, discussion-based lessons, critical reading and writing, and using media materials. Building on findings, it was concluded that there is a need of programs for the development of policy literacy understanding complex social and cultural contexts of school physical education. Furthermore, PETE should focus on the processes of critical reflection on the teaching and learning act itself within wider social contexts, by using an inquiry-oriented approach to PETE, which will contribute to fostering teachers’ critical capacities needed to guard the educational aims of physical education against political interference.
PURPOSE This study analyzed research on physical activities for elementary school students 1st and 2nd-graders to explore teachers’ perceptions and instructional practices in physical activity classes. METHODS Twelve studies published in academic journals conducted between 2000 to 2022 were selected for analysis. RESULTS The research articles were categorized into three domains: perception of physical activity in lower grades, operational features, and factors influencing practices from a didactic perspective. Challenges identified include dilemmas between curriculum documents and actual practice, a lack of practical teaching expertise, and a teaching culture discouraging physical activity in lower grades. Operational patterns were restructured into “avoidance-style classes,” “ad-hoc classes,” “textbook-dependent classes,” and “textbook-reorganization classes.” Factors influencing physical education for early elementary students included “teacher support factors,” “environmental factors,” and “administrative factors.” CONCLUSIONS In conclusion, this study advocates for policies that systematically improve perception, administration, and support classes for activating physical activities in lower elementary school students. The findings suggest the need for strategies such as adapting integrated curricula, creating training programs and educational materials, ongoing professional development activities for teachers, and specific research focused on physical activities for lower grade elementary students.
PURPOSE The purpose of this study was to analyze the level and characteristics of physical activity (sedentary, light, and MVPA) of high school students according to physical education (PE) class (DWPE: days with PE class, DNPE: days with no PE class) and sex. METHODS Data were collected on 147 students (65 male and 82 female) from four high schools in Seoul city, and physical activity was measured using a three-dimensional accelerometer. The collected physical activity data were input into SPSS 25.0, and the descriptive analysis and two-way ANOVA according to PE class and sex were performed. RESULTS The descriptive statistical analysis showed that 31% (40.7% male and 23.4% female) of participants met the recommended physical activity durations (MVPA of 60 min/day). In the two-way ANOVA, sedentary activity, light activity, and MVPA showed statistically significant main and interaction effects according to PE class and sex. According to the results of the interaction effect analysis, the gap in physical activity between DWPE and DNPE was large in male students. For male students, light activity and MVPA significantly increased on the day of the PE class, and sedentary activity significantly decreased. However, for female students, DWPE and DNPE did not differ significantly in all levels of physical activity. CONCLUSIONS In conclusion, the level of physical activity of Korean high school students was relatively low, and the effect of daily-life physical activity in the PE class was limited to male students. Accordingly, an alternative should be introduced to increase the physical activity of female high-school students through PE classes.
Purpose This study aims at investing the educational meanings of school physical education policy by analyzing the direction (ideal goal, goal, objective and program) of the policy in Korea and England. Methods The comparative research design was conducted by the policy literature analysis. In order to clarify the significance of the main discourse embedded the school physical education policy to the educational practice, I used qualitative content analysis based on the interpretive paradigm. Results The school physical education policy in Korea is divided into goal for general students and student athletes for 'happy students and school life', while the policy in England seeks to promote participation of competitive sports through school-community linkage for lifelong sports participation. As a result of the discourse analysis, the ambiguity of school physical education policy due to the complexity of various discourses (e.g. moral development, health, sports) diminishes the effectiveness of policy implementation as well as the teachers’ educational practice. In addition, competition sports discourse has been analyzed to limit the participation of many students in sports and to adversely affect lifelong participation in sports. Conclusions In conclusion, It is necessary to activate theoretical and empirical research that is the basis of building the school physical education policy direction and to establish cooperative governance for the policy implementation. In addition, student participation in lifelong sports and evidence-based policy making and practice are required.
PURPOSE This study aimed to develop the theory of child abuse of children with disabilities in Adapted Physical Education (APE). METHODS A grounded theory study was conducted based on a constructivist approach. Data were collected via in-depth interviews. Participants were 20 instructors selected based on theoretical sampling. The collected data were analyzed in the order of open coding, axial coding, and selective coding. RESULTS First, the direct causal conditions of abuse of children with disabilities in APE were the instructors’ and guardians’ distorted perception towards the disabled children along with the individual vulnerability of children with developmental disabilities. Second, the contextual conditions that form the background of the abuse of children with disabilities in APE included the burden of the instructor due to the unjust demands of the guardian of the child, the growth background of the instructor, and the repressive atmosphere of APE. Third, abuse of children with disabilities can be divided into three types: ‘active abuse’ based on the instructor’s distorted viewpoint of the child with a developmental disability, ‘passive abuse’ due to the unjust demands of the guardian, and ‘passive abuse’ due to the structural problems in the APE field. Fourth, the abuse of children with disabilities in APE, which can be distinguished by different characteristics, affects the instructor’s inner conflict and self-reflection. CONCLUSIONS This study approached the phenomenon of abuse of children with disabilities in Korean adapted physical education as a grounded theory, and the theory generated is expected to contribute to the establishment of strategies necessary to design adapted physical education in keeping with human rights.
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.
