This study aims to identify the beneficial effects of forest experience on emotional changes in young children who are exposed to smartphones in daily life. This research was conducted on 41 children aged five and six years at a kindergarten in Chungcheongnamdo province. The children participated in a five-month forest experience program, conducted twice a week. Before beginning the study, its purpose and procedure were explained to the children's parents and kindergarten teachers, after which written content was collected. Before and after the five-month experience, questionnaires about smartphone use and emotional conditions were administered through the parents. The participants were divided into two groups, namely average-use and high-use groups, depending on the smartphone addiction proneness score. It was found that negative psychological subscales such as anxiety, impulse, and depression decreased following the five-month forest experience in both groups. Positive psychological attitudes such as sociability and creativity increased significantly after the forest experience. The high-use group showed a wider range of positive changes compared to the average-use group. Accordingly, forest experiences can be used as an effective solution for smartphone addiction problems among young children.

This study attempted to examine the effects of horticultural activities based on various techniques on care class children’s emotional intelligence and peer competence and to analyze the correlation between the two factors. For this study, an experiment was conducted with 12 care class students who were 1 st ～2 nd graders at P Elementary School in D Metropolitan City. The horticultural activities consisted of plant growing, horticultural arts, and flower arrangement, and each activity was applied five times in a repeated pattern. After the horticultural activities, the children’s mean emotional intelligence was improved significantly from 26.7±6.7 to 30.8±6.9 (P=.007). In particular, empathy and emotion regulation ability showed a remarkable improvement. Peer competence was also improved by 3.9 points from 47.9±13.7 to 51.8±9.3 after the horticultural activities, but the difference was not significant (P=.255). However, a correlation was not observed between the two factors.

This research is to conduct a survey on Plant Attitude Scale, Emotional Intelligence, Aggression Scale and Verbal Aggressiveness Scale of 540 elementary schoolchild and to analysis on credibility, descriptive statistics and correlation by SPSS (Statistical Package for the Social Sciences) Version 21. Both Plant Attitude Scale (Importance of plant, function of urban trees, interest on the plant, utilization of plant) and Emotional Intelligence (emotion recognition, empathy, emotion control ability) present significant correlation. The higher grade of plant attitude including higher emotional intelligence. in the entire of plant attitude, the most of subcategories of emotional intelligence indicate significant correlation. Importance of plant and interest on the plant has more significant correlation with emotional intelligence. As Plant Attitude Scale and Aggression Scale (physical aggression, anger, hostility) present the significant negative correlation, it shows that the higher plant attitude, the lower aggression. The plant attitude indicates very significant correlation between physical aggression and anger in physical aggression and anger as well as importance with plant. In case of function with urban trees, it shows the higher physical aggression, anger and interest on the plant, the lower physical aggression. While Plant Attitude Scale and Verbal Aggressiveness Scale (Swear, ridicule, taunt, threat, curse) present significant negative correlation, the higher plant attitude, the lower verbal aggressiveness. The plant attitude indicates that there is significant negative correlation in swear, ridicule, curse among the verbal aggressiveness. In the subordinate scope, especially in importance of plant, it shows significant difference that grade of sear gets lower as the higher swear and curse including case of swear, ridicule and function of urban trees and also there are higher points with sear, ridicule, curse and utilization of plant in case of interest on the plant.

The purpose of this study was to examine the effect of horticulture occupation therapy program via healing garden which is increasing the emotional stability and hand Dexterity enhancement on pre-vocational rehabilitation of chronic mental disorder. The current study included 29 patients who were diagnosed as chronic mental disorder under the rehabilitation service at E capital hospital in Seoul from February to December 2010. All of patients participated with agreement in this study, then were divided randomly by experimental (n=17) and control groups (n=12). Therapeutic program was consisted with total 38 sessions, and performed once a week for 10 months. Experimental group was treated with horticultural occupational therapy program using a healing garden (one time), as well as general occupational therapy (four times) in a week. Control group was conducted only general occupational therapy five times a week. To evaluate the effects of program, physical and psychological stress test and hand dexterity test was used before and after program. The program was based on the person-centered therapy, then paired t-test was used to compare the results before and after the program. In the results of present study, there were no significant differences of psychological and physical stress between before and after the therapy in experimental and control group, respectively. However, hand dexterity of experimental group was markedly changed between before (112..4±50.9 sec) and after (82.1±40.6 sec) therapy. Moreover, the speed of performance in GPT was increased with rising therapeutic sessions, indicating the hand dexterity was improved after program. These results demonstrated that horticultural occupation therapy program using the healing garden is beneficial for pre-vocational rehabilitation of chronic mental disorder.

Purpose: The purpose of this study was to test The relationship between emotion and emotion regulation and performance in archery athletes. Methods: Archery athletes(N=302, male=137, female=165) completed measures of Sports Emotion Scale, Sport Emotion Regulation Scale, and Prize of themselves. Results: It was appeared that the sports performance among archery athletes was increased by positive emotions such as happy and pride, and emotion regulation such as related behavioral regulation. Conclusion: This results suggest that to increase the performance of archery athletes, a variety of programs to increase positive emotion and related emotion regulation need to be developed.

The study of horticultural activity program was conducted to community child center children to analyze the effects of the program on children’s emotional regulation ability and self-expression. The subjects of this study were 10 children (5 boys and 5 girls) sampled from H Community Child Center in K City. The horticultural activity program was executed twice a week and a total of 12 sessions during the period from July 4 to August 22, 2014. The results of this study were as follows. In the results of the emotional regulation ability test the mean score increased significantly from 57.0 before the horticultural activity to 63.0 after (P=0.005). In the results of the self-expression test the mean score increased significantly from 67.2 before the horticultural activity to 71.1 after (P=0.008), and among its sub-factors, the content element was changed significantly. The results of this study confirmed that horticultural activities for community child center children have a significantly positive effect on their emotional regulation ability and self-expression.

Purpose: This study examined the moderated mediation effect of self-efficacy in the relationships among students' temperament, emotion, and class engagement in physical education settings. Methods: Middle school students (N=407, 226 males, 181 females) completed measures of approach and avoidance temperament, negative and positive emotions, self-efficacy, and engagement in class. Results: The result of multiple regression analysis showed that positive and negative emotions partially mediated the relationship between approach temperament and engagement in class. The mediating effect of negative emotions in the relationship between avoidance temperament and engagement in class were moderated by students' self-efficacy. More specially, students with high self-efficacy protected from the detrimental impact of avoidance temperament on engagement, compared students with low self-efficacy. Conclusion: These findings suggest that students' level of self-efficacy lead a more adaptive emotional and behavioral outcomes in physical education settings.

Purpose: Today, mindfulness become popular in medicine, psychology, physical education and so on. Mindfulness-based course began to be used in the educational field's formal curriculum. Many researches show that mindfulness-based class increase a lot of psychological qualities. Positive psychological capital is the state of personal positive psychological development and contributes to individual productivity. There are some studies, proving mindfulness-based interventions influenced on subfactors of positive psychological capital. This study tried to test whether mindfulness-based course could change the student's positive psychological capital. Methods: 164 participants were divided into 3 groups. Fifty-five were assigned to mindfulness based subjects as experiment group, 54 participants to yoga class, and 55 to general cultural subject as control group. During a semester, three classes were proceeded and some scales, including positive psychological capital, positive and negative emotions, and mindfulness were administered at pretest and posttest. Results: Significant differences were observed in all variables. Positive psychological capital, positive emotion, and mindfulness in mindfulness and yoga classes increased significantly and negative emotion in both classes decreased significantly, compared to control group. Conclusion: As a result, mindfulness-based class and yoga-based class could increase positive psychological capital and it is promising that mindfulness-based class can be included in curriculum.