논문 상세보기
pp.101-120
The field of physical education in Korea has gone through many cycles over its long history. Changes have occurred as a result of either Korean politics or global trends. These changes have lead to positive results in the field of physical education. However, there are still problems remaining that cannot be solved by only a one time improvement. The problems that have existed in the past shall be considered and the fundamental concept of physical education shall be reinterpreted, deriving a new concept. To do so, first, the history of physical education shall be examined to see in what the established processes of physical education are and what alternatives exist. First of all, in global trends, the concept of physical education has changed from 'Education of the Physical' to 'Education through the Physical'. Today, physical education is discussed in terms of the concepts of 'discipline and profession' but 'Discipline' tends to be more emphasized than profession. However, it should be realized that movement or physical activity in humans is not primarily theoretical, but practical; it is something that is performed and acted upon. Second, physical education in South Korea has changed from the form of the gymnastics of the Enlightenment Period, to the gymnastics and military drill of the Japanese colonial period, to the physical education guidelines of the department of Health and Physical Education after liberation from Japan in 1945 through the concept of 'Education of the Physical' to 'Education through the Physical'. Currently, physical education in South Korea places a greater emphasis on discipline, and seems to have become estranged from frontline education. The quality of physical education will improve when discipline and profession are in balance. Lastly, a new paradigm for the educational justification for teaching physical education in schools is the education of sports culture. Anyone can teach physical activity, but sports culture as a part of physical activity can only be imparted by those who enjoy and understand it. When it is understood that sports culture is that which must be taught in school, then it is obvious why physical education must be offered in school. Sports culture consists of mental factors such as the spirit of sportsmanship, technical factors such as the interaction of health and technology, methodological factors such as fostering participation and enjoyment, and material factors such as up-to-date facilities and equipment. The main purpose of sports culture is to live like a sportsman. Sub-goals are fostering the spirit of sportsmanship, building a sportsman's body, teaching a love of sports, and making a great effort to encourage the development of sports. Even though physical education has so far been successful in many ways, physical education in the future must be more focused on sports culture. Teaching sports culture is a means to help students to understand, enjoy, participate in, and love sports, and to continue the development of sports in the future.
