The purpose of this study is to analyze the physical education avoidance factors and the types of them for seeking the efficient teaching methods of physical education and making an appropriate learning environment which result in vitalized physical education. For this purpose, this study is planned to gain specific evidences. From May to July in 2013, the research has been conducted in Gangseo, Yangcheon, and Mapo area of Seoul. Among 420 of female middle school students who are the subjects originally, 349 of students are used as a data of spss 12.0 statistics. The conclusion is deducted by one-way ANOVA, corelation analysis, and multiple regression analysis based on the analysis contents and purpose. the conclusions were as follows; Firstly, as examining the avoidance factors of female middle school students from the background variables, the second grade students of middle school recognize the avoidance factors highest among sub factors based on the grades. In respect of the avoidance factors based on the school form, female students of coeducation school perceive the avoidance factors more than ones of girls' middle school. While female middle school students taught by male teachers are more aware of students factors, course contents factors, and weather factors, the students who are taught by female teachers recognize facility-instrument factors, teacher-teaching factors highly. In the avoidance factor based on whether a school has gym or not, middle school female students without gym perceive course content factors, teaching factors, and weather factors highly. On the other hand, middle school female students who do not have gym recognize student factors more than others. Secondly, in the case of avoidance types of middle school female students, second graders mark the highest states on not only the active avoidance but the passive one. While first graders are higher than third graders on the active avoidance, third graders appear highly on the passive avoidance compared to first graders. According to the types of school, middle female students in coeducation school avoid more on both active and passive avoidance. Based on the gender difference of the teachers, middle school female students who are taught by male instructors show the higher passive avoidance than ones taught by female instructors. Inversely the latter show higher avoidance on the active avoidance. Middle school female students who don’t utilize a physical training facility turn out having high tendency on both the active and passive avoidance. Thirdly the meaningful positive relationship between the physical education avoidance and the avoidance types exists. In the case of the active avoidance of physical education, students are influenced by teaching and weather factors meaningfully. Students factors, course content factors, and weather factors have meaningful influence on the passive avoidance. From all the features above, middle school female students have different avoidance factors based on the background variables. Also their avoidance types of physical education vary depending on the background variables. The avoidance factors of physical education have effects on the types of the avoidance.

This study investigated factors affecting the behavior hurdles by six male high school student athletes and six average high school students using the ground reaction force and video analysis equipment. The conclusions by comparative analysis of kinematic and kinetic elements for stable operation of the high school men's hurdles to help effective guidance are as follows. 1. The analysis of Kinematics. First, required time of the athlete by all each section in the duration from ground of the stamping foot to stamping of landing foot appeared to be shorter than average students. Second, variation of height in variable distance from the center of the body changes the height of the cloud initiative is high ground and not out in the player. After that, the highest score of body-centered rather was recorded by general student. However, athlete showed higher score again in landing and stamping by landing foot. Third, athlete showed higher sway velocities in all section at variable speed. General students showed higher landing speed at the landing position. Fourth, athlete maintains the leaning forward upper body position at the stamping and landing situation. Especially in the highest score in body-centered, athlete showed over 20 degree than general students. Fifth, Athlete showed faster angular view than general student in all section. 2. The analysis of kinetic variable First, the athlete exerts rear position in the variation of before and after ground reaction force of stamping foot. In contrast, general student exerts front position. Second, Fx, Fy, Fz of the resultant change in the maximum measurement of R (max) values in the ground reaction force of stamping foot showed much stronger stamping food force in athletes than in the general student. Third, athlete and general student exerts outside and inside direction, respectively, at the variation of ground reaction force from landing and stamping position. Forth, athlete recorded higher than 1.5 time than general student at the variation of combined force of Fx, Fy, and Fz of ground reaction force of laning foot. In conclusion, the instruction of raising stamping foot to the forward direction to lean the upper body in the forward is needed for the general student to natural hurdle action. At that time, undisturbed balance at the center body must be maintained by both arms and flexibility training should be concurrent for forward dirction attention. General student should practice to roll shortly and strongly when they are stamping. In order to instruct the student proper posture through the hurdles classes, the exercises for basic strength and flexibility should be conducted simultaneously. Also, the instruction will be effective, if let the students practice the hurdle motion with understanding of principle of the body for jump.

The purpose of this study is providing the educational plan for educational understanding and improvement to the students experienced and stopped elite sports until senior year of high school. For this purpose, the understanding of days of introductory courses and athletic experience, exercise in the circumstances to stop the process of setting up the course and after the break to hold on to experienced career barriers is needed. The purposeful sampling, one of the non-probability sampling of nomadic sampling method was performed to achieve the research purpose. The data were collected by way of in-depth interviews from two table tennis experienced student-athletes. Data analysis process to enhance the authenticity of the data from members of the review, expert consultation, the triangular method validation was performed. The first study, participants in two student-athletes were too early draft as athletes. Also, the selection process is the lack of systemicity and dosen’t consider personal speciality and aptitude of the students. Although there are difficulties in athletic life, the experience of accomplishment by win a prize during elementary school helps entrance into a middle school as a sports talent. Study participants were constantly perpetrated violence and hostel life because of the stigma caused by the interruption of the situation of potential movement was to continue his career. Process of social adaptation was categorized as confusion, goal setting, adaptive period and the embodiment process of established target. They feel confused by lack of information for entrance into a higher grade school. But they set a possible target and selected new course in the process of goal setting. Adaptaion process was classified as adaptation for learning, new interpersonal adaptation, and adaptation challenges for the unknown situation. The adaptation to school, there was a difficulty of continuing their studies basic academic skills are in short supply, but the effort went adaptation of schoolwork. There is no experience of student athletes, there is a positive effect, adaptation of new interpersonal relationships, helped in the formation of interpersonal relationships. Process of adaptation and challenge to the status of the unknown, but lack of experience, but it had a willingness to challenge you feel a lot of interest and curiosity to new experiences. Finally, at the stage of implementation of the targets set, attitude through the adaptation process to the society, and embodies the goal, and try to do the best with what we have seen. Third, were classified barriers difficulty of goal setting due to more absence factors of course barriers to movement stop student athletes recognized, wall of learning member, barriers experience the various components. This due to a shortage of information, did not experience most of the learning for the life of the movement part course search that takes into account the special ability or aptitude of the person has been impossible act difficult in the course of academic adaptation of exercise after discontinuation were. Can not be the general experience that not only learning experience, will require experience of school days, and had done gained a new experience to exercise after interruption. It presented a discussion for since the movement stop of study participants, the movement stops through the social adjustment process, to understand the course barriers to student players, it is a scheme seek understanding and education.

This study was to inspect how the portfolio assessment in physical education classes affects the learning attitude and the improvement of motor skills. The experimental group of 40 students utilized the portfolio assessment and the control group of 40 students were tested with a traditional assessment. A test paper on learning attitude and a measure on assessment of motor skills was estimated of reliability and validity. After a vaulting horse-rolling instructions were practiced 11 sessions for 4 weeks that the experimental group were tested with portfolio assessment. The control group were tested with traditional assessment. Each group took a posttest about learning attitude and motor skills. The collected data through the posttest were analyzed with t-test. The findings of this study could be listed as follows; First, the learning attitude of experimental group using the portfolio assessment was better than the control group, and the difference was significant statistically. Second, the motor skills of experimental group using the portfolio assessment were better than the control group, and the difference was significant statistically.

The purpose of this research was to verify the effect of jumping activity on balance of deaf children after providing self-observation. As a process, we chose 20 deaf children and divided them by screening into two different groups self-observation group(10) and non self-observation group(10). We let them do jumping activity for 16 times after self-observation and checked the difference in the counterbalance as a group and as an individual. The self-observation group observed themselves before the test by watching five-minute long videotape of their proper and improper behaviors. After this, the self-observation group did warming-up exercises with non self-observation group and moved into their stages to do jumping activities for three to four times. Jumping activities consisted of six stations and were performed in outdoor stages. The static balance test(standing on one leg with eyes closed) and dynamic balance test(backward walking) were carried out three times before and after the inspection respectively and recorded in velocity of second unit(1/100). Top to the second record was used to get the average score and standard deviation. The improvement of balance rate was calculated by subtracting the average of ante-mortem inspection from that of post-mortem inspection. The independent variable was the jumping activity with self-observation, and the dependent variable was the test result of standing on one leg and its backward walking. We shoot a video of self-observation group activities on each station. The data of this research was handled by sub-program of SPSS. The improvement and difference of each group and individual balance were analyzed by t-inspection. The conclusions were as following; First, from the improvement test as a group, we found out that both of the self-observation and non self-observation group showed similar differences statistically in the static balance test. Speaking of the balance test, the self-observation group showed some differences while non self-observation group did not show. Second, from the improvement test of each individual in the group, there were some differences in improvement statistically between the groups. After putting everything together, we understood that self-observation group had some improvement statistically in jumping activity with self-observation comparing with non-observation group in respective static and dynamic balance tests. This outcome can be interpreted that jumping activity with self-observation had a good influence on deaf children balancing ability of more than 70dB. It is expected that deaf children can develop their balancing ability by performing their jumping activity with self-observation.

The purpose of this study was to research and analyze which classes teachers and students, who are the subjects on the education field, view as ‘good physical education classes,’ and thus analyzing the differences in response, conceptualize the concrete realities and apply them to the actual classes. In order to achieve the stated goal above, a survey was conducted of 190 secondary school physical education teachers and 742 secondary school students of Seoul Metropolis who were chosen through random sampling. The survey was reconstructed with reference to previous researches, after which it was tested with regard to credibility and validity before use. The conclusions were as follows: First, with regard to the values that should be pursued in ‘good PE classes,’ both teachers and students stated that relationships were seen as the most important, with 'transmission' and 'product' viewed as least important on the part of the teachers and students respectively. Second, with regard to the factors hindering ‘good PE classes,’ both groups chose the education policy as the main obstacle, with teachers selecting the available facilities and environment as the second greatest factor, and students in turn choosing reciprocal relationships with teachers. Third, with regard to the subcomponent factor, it was found that students viewed meaningful and interesting class contents as important, whereas teachers were of the opinion that it was important to lay down definite goals and contents. With regard to the teaching method, teachers viewed methods that provoke student interest and take into account individual student aptitude and ability highly, while students viewed interesting classes as ‘good PE classes.’ Both groups felt that active interaction and an atmosphere of mutual respect were important to the class ambience and environment. Although there was a relatively low response rate with regard to the general view on evaluation, teachers were of the opinion that in order to get a thorough evaluation on ‘good PE classes’ there needed to be an assessment on student attitude and emotion in addition to athletic capability, whereas students felt that a reliable, impartial, and objective assessment was the best way to evaluate good PE classes. Thus, based on the research above, we can define ‘good PE classes’ as classes where interesting and meaningful contents can be delivered to students through various, interesting means, where teachers and students can interact actively, and where not only athletic capabilities, but attitudes and emotions can also be evaluated in an impartial and credible way.

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.

The main objective of this study was to investigate the effects of physical self-efficacy of adolescents who joined a school sports club on school violence bullying behaviors. For this purpose, the subjects in this study were 276 students in junior high schools and 154 students in high schools located in Cheonan-si and Gongju-si, Chungcheongnam-do in 2013. Questionnaires on physical self-efficacy factors used in studies by Moon Jin (2008), Seo Cha-Won (2012) and Park Yoon-Kee (2013) and on school violence bullying behavior factors by Do Gie-Bong (2007), Park Jae-Suk (2008), Kim Min-Jeong (2010) and Lee Se-Mi (2013) were used as a research tool with the addition of modification and supplement after verifying the suitability of the component content and items according to expert advice for the purposes of this study. The collected data were computerized using SPSS Statistics were analyzed by applying a descriptive statistical analysis, one-way ANOVA and multiple regression analysis for analytical purposes. The following results were obtained: First, this study examined differences in the physical self-efficacy according to the demographic characteristics. In gender, female students showed a significantly higher physical self-presentation confidence, a sub-factor of the physical self-efficacy, than male students. However, there was no significant difference in perceived physical ability, another sub-factor. In school level, the junior high schools showed higher perceived physical ability and physical self-presentation confidence than the high schools, but they were not statistically significant. Both in perceived physical ability and physical self-presentation confidence, the physical self-efficacy according to the type of sports club was high in individual, interpersonal and group exercises, in descending order, but they were not statistically significant. Both in perceived physical ability and physical self-presentation confidence, the physical self-efficacy according to the physical education grade was high in lower, middle and upper classes, in descending order, but they were not statistically significant. Second, this study examined differences in the school violence bullying behaviors according to the demographic characteristics. In gender, male students showed a higher harassment, verbal-psychological abuse, and bullying, sub-factors of the school violence bullying behaviors. In particular, there were significant differences in the verbal-psychological abuse. In school level, the high schools showed higher harassment and verbal-psychological abuse than the junior high schools as a difference in other school violence bullying behaviors, but they were not statistically significant. The junior high schools showed higher harassment than the high schools, but this was also not statistically significant. Both in the harassment and verbal-psychological abuse, the differences in the school violence bullying behaviors according to the type of sports club were high in individual, interpersonal and group exercises, in descending order, but all of them were not statistically significant. In the harassment, the differences in the school violence bullying behaviors were high in upper, lower and middle classes, in descending order. In the verbal-psychological abuse, the differences in the school violence bullying behaviors were high in middle class and showed the same value in upper and lower classes, but all of them were not statistically significant. Third, this study examined the effects of the adolescent physical self-efficacy on the school violence bullying behaviors. The results showed that the physical self-representation confidence a sub-factor of the physical self-efficacy had a statistically significant effect on the harassment verbal-psychological abuse and bullying. Although the perceived physical ability as another factor had a significant effect on the harassment verbal-psychological abuse and bullying, it was not statistically significant. Based on the above conclusions, the gender showed significant differences in the adolescent physical self-efficacy and school violence bullying behaviors, and the school violence bullying behaviors also increased in the proportion of the physical self-presentation confidence, a sub-factor of the physical self-efficacy. It is considered that this has caused an unexpected negative result the school violence bullying behaviors due to the absence of the system that students can positively release their passionate energy in the current school system. Therefore, it is considered that schools and related organizations should make efforts from various perspectives so that adolescent passion strength and energy from the physical self-efficacy can be released not in the school violence bullying behaviors but in healthy and desirable physical activities and sports participation as a method to reduce the school violence bullying behaviors of adolescent students with high physical self-efficacy.

This study aims to comparatively analyze lower extremity joint moment during the take-off phase in high jump and thus to provide the basic data for enhancement of highschool students' high jump skills. 2 highschool students - one males and one females - were chosen for the experiment in which the 3D image analyzer and ground reaction force measuring unit were adopted. The results are as follows: Similar to the changing patterns from lower extremity joint moment but, moment values it turned out that male were better than female. The flexion and extension moment of lower extremity were most significant, abduction and adduction, medial rotation and lateral rotation were relatively small. The moment value in sagittal plane, frontal plane, transverse plane were appeared larger in the order of hip joint-knee joint-ankle joint. The muscle activity of knee joint and hip joint were acts in conjunction with sequential knee joint-hip joint.

Korea' sport pedagogics has been developed mostly focusing on the area of physical education in schools. In the research area, the social capability education in the sport activity has been conceptualized as a educational term. The traditionally conceptualized affective domain education, the correct social attitude education and the recently appeared character education can be mentioned as examples. While such concepts, that are, the affective and social attitudes and character are effect to showing the direction of education in the ideology or goal level due to the inclusiveness of the concepts, the concepts are limited for securing the reality of education along with the content and the method of education. In other words, in the level of such concept, it is hard to define the reality of social capability education through the sports as required in our society. From such aspect, an alternative concept to guide to the reality of education is required in the sport pedagogics of Korea in the future. Therefore, in this study, the introspection is performed on what are the current meaning and limits following the trend of social capability education through sport activities of the sport pedagogics area in Korea while the future direction is suggested.

The purpose of this research is to verify the meaning and attraction of school sports club games in review of the specific inside of school sports club games where students can fully show off their developed skills and high satisfaction effect in school life. We have conducted a survey to find sports fun factors among 88 middle school students advanced to the quarterfinals of 'The 7th Education Support Commissioner's Cup Baseball Tournament' in G city of Gyeonggi-do and analyzed the results by one-way ANOVA and t-test. The research results are as follows. First, all 5 sports fun sub-factors among students participated in the sports club games showed relatively high scores in the order of victory and competition, team atmosphere, practice and recognition of its effectiveness and parental support. Second, there were no significant differences in sports fun factors by grades of participating students. Third, there were no significant differences in sports fun factors by types of participation.

This study aims to comparatively analyze lower extremity joint moment during the take-off phase in high jump and thus to provide the basic data for enhancement of highschool students' high jump skills. 2 highschool students - one males and one females - were chosen for the experiment in which the 3D image analyzer and ground reaction force measuring unit were adopted. The results are as follows: Similar to the changing patterns from lower extremity joint moment but, moment values it turned out that male were better than female. The flexion and extension moment of lower extremity were most significant, abduction and adduction, medial rotation and lateral rotation were relatively small. The moment value in sagittal plane, frontal plane, transverse plane were appeared larger in the order of hip joint-knee joint-ankle joint. The muscle activity of knee joint and hip joint were acts in conjunction with sequential knee joint-hip joint.

The purpose of this study was to investigate the effect of combined exercise training during 12weeks on physical fitness, body composition and bone mineral density in university students. Nineteen male university students who were enrolled of 1st grade at department of physical education in Korea National University of Education were participated in this experiment. Subjects were performed combined exercise training - running, physical training using plyometrics and resistance training - of 5days per week, 70min per 1 time, during 12weeks. The measurement items were health related fitness(muscle strength, muscular endurance, cardiovascular endurance, flexibility), motor skill fitness(power, balance), body composition(% body fat, muscle mass) and bone mineral density(T-score). On the basis of the results analyzed in this study and consideration of many pre studies related it, the result were as follows. First, data analysis of 12 week combined exercise training on health related fitness, post level was revealed more significant increase than pre level at muscle strength(p<.05), muscular endurance(p<.05), cardiovascular endurance(p<.001) and flexibility(p<.05). Second, data analysis of 12 week combined exercise training on motor skill fitness, It was not revealed significant differences between the pre and the post level of the power and balance). Third, data analysis of 12 week combined exercise training on body composition, post level revealed more significant improvement than pre level at muscle mass(p<.05), but It was not revealed significant differences between the pre and the post level of the % body fat. Fourth, data analysis of 12 week combined exercise training on bone mineral density, post level revealed more significant improvement than pre level at T-score(p<.05). In conclusion, It was revealed that 12 week combined exercise training increased physical fitness, and improved body composition and bone mineral density. I hope that more studies will be followed on physical fitness, body composition and bone mineral density on various exercise types, exercise intensity, time and frequency in university students in the future.

The purpose of this study was to investigate the effect of rapid weight reduction for short duration on serum enzyme and stress hormone in high school wrestlers. Subjects were composed of 7 student wrestlers whose wrestling careers were 3years over. Subjects were reduced 5% of their body weight by exercise, reducing food and sauna method for three days. On the basis of the results analyzed in this study and consideration of many pre studies related it, the result could be drawn as follows. First, Data analysis of 5% weight reduction on CPK, post level revealed more significant increase than pre level(p<.05). Second, Data analysis of 5% weight reduction on LDH, post level revealed more significant increase than pre level(p<.05). Data analysis of 5% weight reduction on Epinephrine, post level revealed more significant decrease than pre level(p<.05). Data analysis of 5% weight reduction on Norepinephrine, post level revealed more significant increase than pre level(p<.05). In conclusion, rapid weight reduction gives an effects on decreasing wrestlers' physical fitness suddenly during the match because of changing rapidly of serum enzyme and stress hormone in the body. I hope that more studies will be followed on serum enzyme and stress hormone in rapid weight reduction of weight class competition players in the future.