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Teaching includes both of the teaching activities by a teacher and the learning activities by students in the same space and time. So the main body of teaching is not only teacher but also students. But though we have agreed with that both of them are the main body of teaching, we unconsciously set forth beforehand that teacher weigh with the class more than students. Thus this background has allowed the researches about teachers' instructional strategies and models to be executed dominantly. In a recent, as the constructively learning is getting more attentions, changes are occurring in viewing the knowledge and the teacher expertise. And the greatest concern is how to raise the quality of student learning experiences. In the filed of studying physical education, Both of the research paradigms changing and the appearance of qualitative research methods have threw the spotlight on the students' learning experiences. This study tried to explore the students' learning experiences in three domains: psycho-motor, affective, and cognitive domain. Based on result of reviewing the related researches and thesis, some perspectives and tasks which are necessary to develop the research of students' learning are discussed.

The purpose of the study was to get confidence of a youth tennis player under competitive situation as a result of applying Barns(1993)' Confidence Improving Program to counselling. The participant of the study was 6th grade girl who played excellent in practice. However, the player was in trouble once she is aware of competition because of her high anxiety. The counsellor met her 8 times every 2-week. In the very first session, Sport Confidence Test(Kim won bae, 1999) was administered and the general and categorical factors indicated her confidence level was low. Many other remarks regarding her athletic life were indicators of her low confidence under competition. Thus, the ultimate goal of the counselling was to get her confidence in competitive situation. The ultimate goal was divided into 8 short term goals in which each goal could be achieved in each session. One day before 7th session, the participant had tennis match with rival player to measure her confidence level which was measured with same tool as in pre-test. After the competition, she also talked about her feeling about her confidence in her competition. Her interview and confidence scores confirmed that she improved her confidence which has many implications in youth sport.

Recently, in the field of teacher education, it has been strongly supported to train reflective teachers. EPETE is also no exception to this trend. Despite the importance of fostering reflective elementary physical education teachers, there has been few, if any, research on the practical program to educate reflective pre service elementary school teachers. Lately, Korthagen(2001) reported the possibilities and results of reflective teacher education after having applied concrete programs and methods for it as a realistic approach for 10 years or so. Thereby, this article suggests three implications that the realistic approach for reflective teacher education provides to reflective EPETE. First, reflection should be facilitated through field experience at theory-based class. Second, ALACT model should be actively utilized for reflective EPETE. Third, teachers should change their mind for reflective EPETE. Furthermore, based on these implications, this paper suggests the examples of programs in reflective EPETE through the realistic approach.

This paper has undertook prior inspection via survey by dividing grade 5 elementary school students into experimental group A and B each comprised of 30 subjects receiving mental training and physical training respectively and control group C also of 30 subjects to look into the influences of mental training it might have on their achievement motivation. They were subjected to eight weeks of the program, each of 15 minutes duration three times per week, then instructed to complete another identical survey. As a result of conducting the surveys on experimental group A, B and control group C to determine the magnitude of changes in their achievement motivation, the following conclusions have been obtained. First of all, the achievement motivation in both of the experimental groups A and B had shown an increase in the value by mean 19.70 (p<.01) and 11.33(p<.05) respectively. The control group had shown .13 of increase, indicating that group A had the greatest increment of change. The values of change in achievement motivation in both group A and B were statistically significant. Secondly, as for achievement motivation improvement as per sex, the males in group A who undertook mental training had shown 32.3 (p<.01) of improvement while those in group B who undertook physical training had shown 20.73(p<.01). Control group C had an improvement of 14.87. The women in group A had an improvement of mean 7.2, those who were in group B had an improvement of 1.93 and those in Control group C had an unanticipated decrease in the value. Thirdly, by observing the changes of subcategories of achievement motivation between the samples, future orientation in group A had an increase of mean 5.87(p<.01), self-confidence in group A and B showed 4.67 (p<.05) and 4.13(p<.01) increase respectively. Changes in the level of responsibility in all groups were insignificant; adventurousness in the mental training sample had 2.47(p<.01) increase while the physical training sample showed 1.70(p<.05) and challenging spirit in the mental and physical training sample has shown 2.47 (p<.01) and 1.70(p<.05) respectively, all of which were significant. 논문투고일 : 2009. 4. 10 심 사 일 : 2009. 4. 30 심사완료일 : 2009. 5. 15 As a conclusion, both music rope skipping mental training and physical training were effective in that they have shown significant increases in achievement motivation compared with the control group. Mental training had a marked difference to be specific than physical training, which was seen vividly in male groups.

The purpose of this study is to provide the information for the guiding principle of Physical Education in elementary school, and the development of it, presenting the basic information about the activation of the After-School Physical Activities with providing the effect on the physical self-concept of elementary school students participating in the After-school physical activities. To achieve this purpose, 428 elementary school students of grade 5 and 6 in T-city, Gyungsangnamdo were surveyed by the physical self-concept test. The data was analyzed statistically by the frequency analysis, confirmatory factor analysis, reliability analysis, t-test, one way ANOVA using SPSS 12.0 for Windows and Amos 5.0 programs. Scheff's test was used after the fact and the result are as follows. 1. The difference of physical self-concept according to general characteristics First, concerning the elementary school students' physical self-concept according to gender differences, the boys had higher perception of physical self-concept(p<.01), which was shown by the statistically significant difference in appearance, health, regular exercise, lean body, athleticism, and endurance. Second, concerning their physical self-concept according to BMI(Body Mass Index), the underweight among them had the highest perception of physical self-concept(p<.01), which was shown by the statistically significant difference in flexibility, lean body, muscular strength, athleticism, and endurance. Third, concerning their physical self-concept according to the different grades, the 5th graders had high perception of physical self-concept(p<.05), which was shown by the statistically significant difference in the flexibility. 2. The difference of physical self-concept according to participation in the After-School Physical Activities First, between participants and non-participants, the participants in physical activities showed a very high perception of the physical self-concept(p<.001). Second, according to the period of participation, the students participating for more than 2 years showed the highest perception of the physical self-concept( p<.05). Third, according to the activities that they attended, those who participated in soccer had the highest perception of the physical self-concept(p<.05). Fourth, according to the frequency of participation, those who participated 2 or 3 times a week had the highest perception of the physical self-concept(p<.01).

The purpose of this study was to analyze about elementary preservice teachers' experienced perceptions from teaching elementary physical education. A total of three hundred elementary preservice teachers who were enrolled at GI university of education located in Gyeonggi Province and Incheon were investigated by using an open-ended questionnaire. The data were analyzed by using inductive categorical analysis and Chi square. The following result were obtained. First, the elementary preservice teachers perceived empirically negative aspects more than positive aspects to elementary physical education. Second. the elementary preservice teachers perceived empirically that the interference factors were mixed human resources and circumstances. Classroom management, circumstances, teacher, classroom content, and student presented with a magnitude in the listed order. Third, the elementary preservice teachers perceived empirically that teacher's factors were classified into external requisites, internal requisites and elementary physical eduction specialist; External requisites for teacher were practical training, teaching knowledge, teaching method, classroom management. Internal requisites for teacher were interaction, leadership, character, teaching perspectives.

The purpose of this study was to investigate on body and physical education culture of small rural school student by using ethnographical method. So the researcher described its major characteristics by means of analyzing their social and educational, physical environment and their consciousness. In this research, the researcher has one terminal question; What is the reality of body and physical education culture of small rural school student. The topics of this study may be summarized as follows: First, what is characteristics expressed on the action in or out-of school and their play, game, class, style of leisure. Second, how the student lived and adopted in line with their social an cultural situation. The data gathered was divided into two stage: the first stage (May-November 2007) was gathered by participant observation about their action, event, place, relationship etc. At the same time, the researcher interviewed with six principal informant which is selected by criterion-by sampling in this school students, and support informant which is their parents, an acting principal, a principal. After that was the one gathering the supplementary data required by structuring the accumulated data in previous stage and data was reconfirmed in second stage(May 2007 - May 2008). The data analyses utilized for study were the taxonomic analysis, and the time-process analysis. 논문투고일 : 2009. 4. 10 심 사 일 : 2009. 4. 30 심사완료일 : 2009. 5. 15 The main uncovered cutural themes of this study are as follows: First main theme is 『coexistence of richness and poverty』. Student were lacking in imitation object and experience. And they were estranged of the national curriculum. Second main theme is 『the small rural physical education in a crisis』. The existence of school is absolute for this students and effected their body and physical educational culture. And an educational institution which is necessary for attending school effected their culture. Third main theme is 『the desire and frustration: physical education 』. As they wanted new something new , they walked out this area and met new culture. This tendency is growing by getting older. This experience extended their own culture and helped adaptation for middle school life.

This study applied specific strategies of TPSR such as all-touch, self-officiating, handicap, and time-out in a physical education class in a primary school and then observed and analyzed the change in student’s sense of responsibility in order to investigate the effect of strategies on any change in student’s sense of responsibility. To achieve the purpose, a fifth grader class was chosen as a study subject and the TPSR strategy was implemented in a primary school of the D-metropolitan city from May to July, 2008. The data were collected by qualitative methods including participant observation, observation without participating, descriptive observation, in-depth interviews, and related literatures. The collected data were analyzed by the constant comparative method and the data reliability was verified by member check, peer debriefing and triangulation. After the application of TPSR, behavior pattern was as follows: In connection with ‘Self-control’ and ‘Respect’, companion’s emotion and right were respected and students had the ability to solve their problems through conversation rather than to use abusive language or violence in troubleshooting. Negative students recognized ‘Right to be included’ and acted as a main role in activity. In ‘Participation’ and ‘Effort’, passive students was participated actively in activity and showed the image that tried and set a goal that is own level and then tasted the delight of accomplishment. In ‘Self-direction’, students took part in activity with own certain goal. Students tried to actively solve problems of oneself and team, and could progress a game with making handicap and game rule on their own level. In ‘Caring’ and ‘Helping’, students offered an opportunity of activity to companions who got isolated and hurt in game, and helped the teacher a lot for the smooth progress of the class. In ‘Outside the gym’, students controled their own emotion in relation with family and friends. Students cared and helped persons more often than before and thought game rule and promise more seriously.

The purpose of this thesis was to analyze the phenomena of adapting to the process of in-service tennis training by elementary school teachers. To achieve the purpose of this study, the researcher used Ground Theory of Qualitative Analysis and 2-teachers of high-level group, 2-teachers of middle-level group and 2-teachers of low-level group of whole learners were chosen by purposeful sampling. The methods of getting various data for this study were observing participation, training journals, in-depth interview and questionnaires. The results of this thesis can be summarized as follows. First, teachers who participated in tennis training recognized the important roles of tennis. Second, teachers participated with the purpose of developing their skills, making good use of their spare time and promotion of their health. Third, the prime phenomena of the occurrence of adapting to the process of in-service tennis training by teachers were increased intention to play tennis, higher passion for tennis, the endeavor to develop skills, technical and mental difficulties. Fourth, the prime phenomena were placed in affirmative and negative situations. Fifth, teachers who participated in tennis training used strategies of reciprocal actions which were negative and positive. Finally, this study showed us a tendency of continuous enjoyment of tennis and recognition of the importance of health on adapting to the process of these in-service tennis training.

The purpose of this study was to drive right realization about their game class and desirable participation which it analyzing of TGFU class participation styles in elementary pre-service teacher. To achieve the purpose of this study, the research subjects were 74 students who took TGFU class in B national university of education. The collected data of this study were investigator's class log and study participant' class impression description, open-end questionnaire, depths interview. The data were analyzed and interpreted for inductive content analysis used by Spradley's(1980) 3 stage analysis method. On the basis of the results analyzed class participation styles by 4 category as 'bluefin tuna', 'white shark', 'goldfish', 'tropical fish'. The conclusion were drawn as follows; First, 'bluefin tuna' style was always affirmative and joyfully to do while game situation or it is active at functional practice. Second, ‘white shark’ style was likes to demonstrate the ability of oneself and expressed sentiment of oneself radically without filtration to companion who makes a mistake in game progress process.. Third, 'goldfish' style was badly on fear about exercise because motor skill drops and passively to a motion game performance activities or group activities of the companion student because spirit to gets depressed by companions reproof. Fourth, ‘tropical fish’ style was not interested in class and interested much in outward appearance of oneself and participated in game class by sense of duty.

This study is mainly purposed to diagnose recognition problems of primary physical education(PPE), explore possible changes, devise qualitative improvement and show development policies of PPE. Using the Delphi method, the study asked professionals of physical education and education professionals in order to discuss and collect various opinions that can show suggestions for a new PPE. The following is concluded through three rounds of Delphi questionnaires. First, the importance of physical education should be socially emphasized and various kinds of support should be reinforced in order to activate physical education. In order to renew perception of PPE, members of education institutes, local governments and local communities should perceive the necessity and importance of PPE and establish a society-wide cooperation system. Second, teachers should have an appropriate understanding of necessity and significance of PPE and make efforts to improve their expertises and accountabilities. Physical education is the most favorite subject of students and the most important activity that will be the basis of sound body and lifelong sports. Teachers should conduct physical education classes with confidence for normalizing and enriching the substance of PPE. Third, education administrators should establish a positive support system to activate physical education with recognition of the importance of physical education. They should help teachers lead comfortable physical education classes and make active efforts to improve the environment of physical education, including physical education facilities and training aids. They should take the lead in supervision activities to practice active teaching/learning activities and improve teaching/learning methods.

The purpose of this study is to investigate and analyze the elements that influence on subject expertise in physical education of beginning elementary school teacher during their teacher socialization. In order to achieve the purpose mentioned above, multiple case study were set to observe four elementary school teachers whose teaching career were under five years were. Qualitative research methods with in-depth interviews, participant observation, and collection of documents were employed to collect data. The collected data were analyzed by using inductive categorical system and the data were conformed to be authentic by member check, peer debriefing and triangulation. The elements that influence on subject expertise in physical education, based on knowledge of objectives, knowledge of students' understanding, knowledge of teaching strategies, and knowledge of curriculum., are listed below. First, research participants understood that the acquisition of motor skill and the pursuit of variable activities and pleasure are the objectives of physical education of elementary school. This understanding suggests that their positive and successful experience in sports participation had positively influenced in having confidence in their motor skill. In contrast the poor experience they encountered as students prompted them to create teaching environments different from above mentioned. For some, former teacher in elementary school influenced the development of teaching perspectives by providing teacher with a perspectives on both the pursuit of variety and pleasure. But for the most part the perspectives of elementary school education that regard variety and pleasure are the main elements that influence on knowledge of objectives. Second, on knowledge of students' understanding subject, the research participants have understood that students most favor sports game while students don't like gymnastics. One can see that the fundamental reason which is related to their experience in physical education is that the negative experience in physical education enables them to understand the real reason of favor or disgusting in participating sports. Third, on knowledge of teaching strategies, the instruction pattern of all participants in this study is to explain main contents, show an example and feedback about the practice. and the principal elements that influence on this instruction pattern. It was found that these are so various and individually different. (e.g., Apprenticeship of observation, Teacher education and asking a colleague's opinion. In presenting of teaching tasks, most of tasks are presented by way of showing an skill example. And the apprenticeship of observation did appear to help teachers "practice, analysis or master" instructional skills that are necessary to perform various teaching tasks. In other words, many beginning teacher's experience in physical education were related to the contents of their instruction. Forth, on subject of knowledge of curriculums, the participants in this study collected materials for instruction through various methods (e.g., reference books, internet and asking colleague's opinion) and main reason of using material for instruction was because of the poor subject knowledge of their own. Again, poor experience in physical education and sports participation during their teacher socialization are compounded and mixed and as result, these helped to form their knowledge of curriculums. For some, self confidence that is formed by positive and successful experience in sports participation makes a teacher who doesn't need or require any additional materials for the proper instruction.

This study was to investigate the effect of long-term regular walking aerobic exercise on metabolism-related hormone, growth hormone, control function of posture level. 12 subjects were divided into the aerobic walking exercise(n=6) and the control(n=5) groups. The aerobic walking exercise group had 10 week of walking aerobic exercise 4 times a week with the intensity of 50～60% of HRmax from the beginning to 5th week, 61-70% of HRmax from 6th to 10th week. Insulin were decreased significantly after 10 weeks in the walking aerobic exercise group(p<0.05). And Insulin showed the significantly low levels in the aerobic walking exercise group than those in the control group after 10 weeks(p<0.05). Leptin were not decreased significant differences in the walking exercise after 10 weeks. And Leptin showed the significantly low levels in the aerobic walking exercise group than those in the control group after 10 weeks(p<0.05). Growth hormone were not increased significant differences in the walking exercise after 10 weeks. Overall balance index were decreased significantly after 5 and 10 weeks in the walking aerobic exercise group(p<0.05). Anterior/posterior index were decreased significantly after 10 weeks in the walking aerobic exercise group(p<0.05). And anterior/posterior balance index showed the significantly low levels in the aerobic walking exercise group than those in the control group after 10 weeks(p<0.05). Medial/lateral index were not decreased significant differences in the walking exercise after 10 weeks. And leptin showed the significantly low levels in the aerobic walking exercise group than those in the control group after 10 weeks(p<0.05).