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The purpose of this study was to describe the experiences and changes of the four consultees (2 males and 2 females) in a consulting program for physical education teacher development. Data were collected through in-depth interview, participant observation, and document analysis from April of 2008 through December of 2008. The collected data were analyzed by the approach of the grounded theory (Strauss & Corbin, 1998). The main phenomenon was 'increasing pedagogical content knowledge' and the causal condition was 'motivation to participation'. Intervention condition was 'consulting effectiveness' and 'individual traits'; contextual condition was 'facilitating factors' and 'inhibiting factors'; and action/interaction strategy was 'efforts of consultants' and 'consultees' efforts to improve teaching'. The consequences was 'the changes in teaching perspectives' of the consultees. Some noticeable changes of the four consultees were observed in the areas of “warming up activities”, “getting started”, “establishing the protocols," ”using motor cues," “intratask variation", “teaching by invitation”, “understanding effective teaching” and “understanding Teaching Games for Understanding.”

The purpose of this study was to examine the impact of children's participation in challenging activities of the revised 7th national P.E. curriculum on their confidence and intrinsic motivation. The subjects in this study were 110 sixth-grade children in N elementary school located in Yeonsu-gu, Incheon. An experimental group and a control group were organized with 57 and 53 respectively. After questionnaire items were developed, the validity and reliability of the items were verified, and they filled out the questionnaires that covered their background variables, confidence and intrinsic motivation. The findings of the study were as follows: First, as a result of comparing the confidence and intrinsic motivation of the students by gender, no intergroup gaps were found in confidence, and the boys were ahead of the girls in terms of intrinsic motivation. Second, as a result of comparing their confidence and intrinsic motivation by health status, the children who found themselves to be in good health excelled those who found themselves to be in a moderate state of health or unhealthy in the two regards. Third, as a result of comparing their confidence and intrinsic motivation by subjective motor skills, the children who were good at exercise were more confident and had a better intrinsic motivation, and those who were poor at exercise lagged behind in the two aspects. Fourth, as a result of comparing their confidence and intrinsic motivation by whether to participate in the challenging activities, participation in the challenging activities had no impact on confidence, but that affected intrinsic motivation in a positive manner. Fifth, as a result of comparing their confidence and intrinsic motivation by the frequency of participation in the challenging activities, the children who attempted to attain the targets three or four times and five or more times surpassed those who did that once or twice in the two regards. Sixth, as a result of comparing their confidence and intrinsic motivation by the intensity of participation in the challenging activities, the children who sweat a lot participating in the challenging activities got better confident than those who sweat a little participating in the activities and who stopped doing that before they sweat. In terms of intrinsic motivation, the children who sweat a lot doing the challenging activities had the best intrinsic motivation, and those who sweat a little doing that fell behind the most in that aspect. The findings of the study suggested that the children's confidence got better when they were in good health, when they had superb motor skills and when they participated in the challenging activities more frequently and more intensively. In regard to intrinsic motivation, better intrinsic motivation was found among those who were boys, who were in good health, who had excellent motor skills and who did the challenging activities more often and more intensively. Besides, participation in the challenging activities didn't affect confidence but had a positive impact on intrinsic motivation.

The purpose of this study was to the search of instructional strategies in elementary physical education. The participants were 5(3 boys, and 2 girls) fifth graders from Y elementary school members in the Incheon metropolitan and teachers of physical education class. The data were collected through interview, participants' journals of physical education lessons. The data were transcribed and coded for domain analysis, classification analysis. The analysis of the results were as follows. The search of instructional strategies in elementary physical education were fifthfold: First, they were changed use of the playground. Second, they were suggested change of the instructional formation. Third, they were suggested in providing specific task presentations. Fourth, they were suggested development of class contents. Fifth, they were suggested importance of the appropriate feedback.

The purpose of this study is to develop program for improving elementary physical education. To achieve this purpose, researchers followed this procedure. First, researchers made SVAP teaching & learning process through literature analysis about physical education theory and model. Second, researchers drew in outline of elementary physical education program with SVAP teaching & learning process. Third, the first draft was applied to researcher's class and was modified. Also, This program was examined by teacher participants. Forth, the improvement proposal of this program was applied to researcher's class again and was modified. Also, this program was examined by specialist of physical education. Lastly this program which was developed through this procedure was applied to the other class. Elementary physical education program with SVAP teaching & learning process was finally completed. With the method and procedure, this study has conclusion as follows; First, S(Story) teaching & learning process is that of giving students interesting and exiting story materials in a related instruction. Second, V(Visual) teaching & learning process is that of giving students pictures and photos in a related instruction. Third, A(Activity) teaching & learning process is that of giving students essential and many kinds of activities in a related instruction. Forth, P(Play) teaching & learning process is that of giving students many types of game and play in a related instruction. Although experts in physical education and elementary school teachers had examined this program from various angles, to prove the effect of this program, this program was applied to the other class. As a result, every teacher who participated this study responded that this program helped them raise quality of physical education. And most of students who participated this study responded that this program were very exiting and interesting. Therefore, if elementary school teachers follow this program, the quality of physical education classes will be improved.

The purpose of this study was to explore the possibility that goal setting technique can apply to physical education classes in elementary school. To select the research participants, an item from Carlson's Alienation from Physical Education was administered to 239 elementary school students in Inchon. The item was simply asking a question whether students like physical education classes. Twenty three students marked on 'I don't agree' or 'I don't agree very much'. In the second stage a physical self-efficacy scale was administered to those twenty three students. And three students who got the lowest scores in the scale were selected as research participants. The characteristics of the selected students were that their attitude to physical education was negative and they were not active in physical education classes. Before applying goal setting technique to the students, in-depth interview, participation observation, and personal diary were implemented. As expected, they were not happy with physical education classes. However, as goal setting technique applied to their physical education classes 3 times per week for 8 weeks, they showed positive attitude toward physical education classes, which was meaningful for students and physical educators. Using goal setting technique in physical education was effective in stimulating students' positive interests and improving students confidence.

The purpose of this investigation was to test the effects of Elementary Students in After School Sports Club Activity on Physical Self-description, Psychological Well-being and Physical Activity Promotion System. The Subjects of this investigation were 240 elementary students in after school sports club activity at B City, to collect data for Physical Self-description, Psychological Well-being and Physical Activity Promotion System and its analysis. And for the statistical analysis of the data, SPSS/PC+ Win 15.0 statistical programs was employed and the following conclusions were made : 1) As for the Physical Self-description by after school sports club activity, (1) Participation boy group is higher level of awareness than non-participation boy and girl group of sports capability, health, physical activity, flexibility, stamina, physical strength and other general physical factors. (2) Participation girl group is higher level of awareness than non-participation boy and girl group of sports capability, flexibility, physical strength. 2) As for the Psychological Well-being by after school sports club activity, (1) Participation boy group is higher level of awareness than non-participation boy and girl group of self- acceptance, positive relations with other, purpose in life and autonomy. (2) Participation girl group is higher level of awareness than non-participation boy and girl group of self- acceptance, positive relations with other and purpose in life. 3) As for the Physical Activity Promotion System by after school sports club activity, (1) Participation boy group is higher level of awareness than non-participation girl group of step test, strength test and 50m run test. (2) Participation girl group is higher level of awareness than any other group of flexibility test.

The purpose of this study was to develop Physical Education Class Satisfaction Scale for Elementary School Students. The data were collected through 3.72 hundred elementary school students in G metropolitan city took reliability and validation test. Exploratory factor analysis was conducted to search the factor structure of physical education class satisfaction scale in elementary physical education and confirmatory factor analysis was to verify the structural validation. The results were as follows : First, The Physical Education Class Satisfaction Scale for Elementary School Students was categorized into 5factors(psychomotor factor, cognitive factor, affective factor, teacher factor, class environment factor) with 33 items. Second, The Physical Education Class Satisfaction Scale possesses adequate factorial validity useful to measure class-induced satisfaction for higher graders in elementary physical education class.

This study examined the structure equation model. This theoretical model were exogenous variables which were constructed parental and best friends' influence, endogenous variables competence of physical activity, subjective values of physical activity, and athletic participation. The subjects were 467 elementary school children(boys: 245, girls: 222) who have live in G city and J province. This study used Fredricks & Eccles(2005)' perceptions of significant others' influences scale, Williams, Ryan, & Deci(2004)'s perceptions of competence, Eccles & Wigfield(1995)' subjective value scale, and Sabiston & Crocker(2008)' athletic participation scale. The results were as follows; The suggest model was a good fit to data(χ²/df= 2.149, GFI=.954, TLI= .933, CFI=.952, RMSEA=.062(.048～.076)), therefore this structural model was testified significant as a theoretical model. In analysis each path significant, the path of friends' influence → competence, friends' influence → subjective values, friends' influence → athletic participation, parental influence→ subjective values, competence → athletic participation, subjective values → athletic participation were significant.

The purpose of this study was provide a motion model based on analyzing 3 motion cinematography and to investigate the differences of motion based on period in a bowling game of elementary students. In detail, differences of bowling throwing motion were analyzed in a game divided by three phases, early(1-3), mid(4-7), and end(8-10). Also, 3 students who were 5th and 6th grade, 160's of average score, and more than two years experience were involved in this study. Paired t-test was used to analyze the difference by using SPSS(ver 12.0) with significance of level of .o5. Results of this study are as follows. The time by the first step, second step, third step, fourth step, and fifth step were about .67sec, .73sec, .48sec, .42sec, and .25sec respectively. It is also indicated that length of strides by the first step, second step, third step, fourth step, and fifth step were about 23㎝, 38㎝, 48㎝, 52㎝, and 69㎝ respectively. Ball position based on sliding ankle when releasing the ball was about 15㎝ side, about 10㎝ front, about 9㎝ high, and 33㎝ sliding with 7.06㎧ velocity. When releasing the ball, angle for ankle, knee, shoulder tilt, shoulder twist, and upper body twist were about 102°, 147°, 25°, 33°, and 20° respectively. Changes of feet position from the start throwing motion to end of it were that right and left foot moved to toward the hand with ball about 34㎝ and 48㎝ respectively. However, there was no significant differences in every variables. Based on the results of this study, even elementary student could maintain consistent motion if they are certain level of performance. However, there is a need for future research considering continuos game situation like tournament because they would need more physical strength.

The purpose of this study was identify the relationship between physical education in university record and a college record. Among more than 640 subjects, 619 responded and data analyses consisted of employing descriptive statistics, one-way ANOVA, correlation analysis using SPSS/PC version 15.0. The following result were obtained: First, student was dissatisfaction about the department major assign way. Second, student was be far superior physical education in high school and a university record. Third , student was be directly relationship between physical education in school record and a university record Fourth, a university record were produce good results, higher in ethics education than the department of physical, music education, computer education

The purpose of this research is to evaluate the injury situation of Elementary School students. The injury reports from 259 Elementary schools over 4 seasons from the year 2004 to 2008 in Kangwon Provence in a skiing resort emergency room. The results discuss details from the following variables; skiing injury frequency, injury type, injury and cause factors, area of injury and type of injury according to age. 1. There was a higher injury rate of boys (57.1%) than girls (42.9%). As for the type of injury 32.1% of injuries were bruises, 22.0% to the tendons, 21.2% to the skeletal system(bone fracture), and 14.7% lacerations. 2. Over 97% of the skiing injuries were caused by collision and falling. The highest rate of injury by collision was in the order of snowbaorders colliding with skiiers, skiiers colliding with other skiiers, and skiiers colliding with snowboarders. 3. It was noted that the major cause of accident wasn't due to defects and imperfect equipment and climate, slope conditions etc. but from the skiiers' lack of technique and skill. 4. As for the regions of injury 63.3% to the lower extremities, 19.7% to the head and 13.5% to the upper extremities. During the late 1990s the highest region of injury in order was the head, lower limbs, and upper limbs while after 2000 the highest region of injury was the lower limbs, head and upper limbs.

The purpose of this study was to inspect specifically the students' experiences gotten by game developing, practicing and evaluating activities in the 'game creating model' classes applied to 'the basket ball' unit. The students' experiences were divided into five major categories. First, the students experienced 'team spirit'. This was because the whole process of the class was done by the students' cooperations with each other, therefore the alienation of the physical education was being decreased. Second, the students experienced 'enjoyments', and these 'enjoyments' were derived from the process of making, practicing and remaking games Third, the students experienced 'self-confidences', as they said, 'I can do it'. By joining together in making various games, they naturally enhanced their abilities and were convinced of their competences. Forth, the students raised their 'creativity' through the processes of game understanding and creative game remaking, which led to game understanding capacities. Fifth, 'game making class' increased students' voluntary participation, that naturally led to fitness enhancements and motor skill developments. These 'game creating model' classes provide wholistic experiences to the students so that they can have positive recognitions to physical education and attitudes when participating in physical activities.

The purpose of this study was to investigate effective teaching and learning methods that focus on individualism, integration, and creativity based on the goals of the 2007 Edited Version of the 7th elementary physical education curriculum. To accomplish this, four teachers, including one researcher, participated in the study for approximately 10 months and wrote their results on the teaching and learning strategies for the curriculum, which was focused on individualism, integration and creativity. The most important procedure of the data collection stage was analyzing lesson VCR, which had been taught with a specific focus on individualism, integration and creativity. As a result, the study showed that teaching focused on individual activities was prominent in "Dynamic Change of Individual Exercise Assignment", "Developing Rapport Between Students and Teachers", and "Building Social Ability Through Peer Teaching and Cooperative Learning, etc. The results showed that integration based activities were prominent in "Possible Physical Activities Indoors When it Rains", "Subjective Integration in the Field of Expression Activities", "Sports Theme Movie Watching", and "Writing a Self Reflective Journal after Analyzing a Video. Lastly, the results showed that the goals of creative teaching and learning activities are best accomplished through planning a lesson based on the teaching and learning model, assigning a task based on play or a game, and practicing new sports and applying teaching and learning materials creatively.

The purpose of this study was to analyze the difference in the motive for participation in the Touch Rugby Football game practiced as club sports activity in the area of Goldcoast City, Queensland State, according to the socio-demographical characteristics of Australian primary schoolchildren. The questionnaire research was conducted for 164 schoolchildren. The effective sample size used for data was 140 persons except 24 persons poorly completing the questionnaire. This study employed such analytical methods as frequency analysis and factor analysis and Cronbach's α coefficient was calculated to test reliability and validity. And t-test and one-way analysis of variance were conducted. Scheff's test was conducted as post-morterm analysis. As a result, the following findings were obtained: First, it was found that there was a difference in the motive for participation in club sports activity such as power, arousal, sucess, and aggression according to gender, and that there was the highest difference in excellence and affiliation. Second, it was found that there was a difference in the motive for participation in club sports activity such as excellence, power, and independence according to school years and that the schoolchildren below the fifth grade had the higher motive for participation in sports than those in 6th-7th grades. Third, it was found that there was a difference in the motive for participation in club sports activity such as excellence, power, arousal, and affiliation according to age, and that younger schoolchildren had the higher motive for participation. Fourth, it was found that there was a difference in the motive for participation in club sports activity such as excellence, power, arousal, sucess, and aggression according to their parents' motive for participation sports activity and that the schoolchildren with parents participating in club sports had the higher motive for participation than those with parents not participating in club sports. Fifth, it was found that the respondents had the high motive for participation in club sports activity according to the hours of participation in sports for one day in every motive factors except independence as they had the longer participation time.

The purpose of this study was to define influence of body image on the physical self-concept according to dance sports participation of elementary school children. The subjects were 764(boy: 310, girls: 454) children who were collected in K province. This study used dance sports participation variables which were frequence, time and periods, Marsh & Roche(1996)' SMT, and physical self-concept scale. The results were as follows; 1. Boys showed higher body-image and physical self-concept than those of girls. Dance sports participators showed higher real body-image and ideal body-image, sport competence, physical activities, endurance, strength, and global physical than those of the other sports participators. 2. Frequence and periods of dance sport participation influenced their real and ideal body-image. 3. Frequence of dance sport participation influenced their physical activities, flexibility, endurance, and strength. Periods of dance sport participation influenced their sport competence, appearance, self-esteem, flexibility, endurance, and global physical. 4. Real body-image of dance sport participation influenced all sub-factors of physical self-concept to except strength and global physical. Ideal body-image of dance sport participation influenced their fat, appearance, endurance, strength, and global physical.

The purpose of this study was to identify the relationship between achievement goal orientation and psychological factors in elementary school football performance. The subjects for this study totalled 146 elementary school football players. Instruments of this study were used TEOSQ(Task and Ego Orientation in Sport Questionnaire), and psychological factors questionnaire in football performance developed by Yoon(2004). The collected data were analyzed by descriptive statistics, reliability analysis, correlation analysis and regression analysis using SPSS 15.0 statistics package. The following conclusions were drawn. First, task orientation scored higher than ego orientation, and fundamental scored higher than others. Second, there was relationship between task orientation of achievement goal orientation and emotion of psychological factors in elementary school performance. Third, achievement goal orientation had an effect on psychological factors in elementary school football performance.

The present study examined whether augmented feedback would be more effective for learning if given after relatively good or after relatively poor trials. Twenty-four elementary school students with a mean age of 8.7 years participated in this experiment. Participants were randomly assigned to the 'KR good' and 'KR poor' groups, with 6 man and 6 woman in each group. After each block of six trials, participants in the KR good group received KR on the three best tosses in that block whereas those in the KR poor group received KR on the three poorest tosses. The task required participants to toss beanbag at a target placed on the floor, using the non-dominant arm. All participants performed 60 trials during the practice phase, and 1 day after practice they performed a retention test consisting of 10 trials without KR. Data obtained from all subjects in ten acquisition and two retention trials blocks were two separate analyses of variance for each of two error scores. Analysis performed on the acquisition trials were a 2×10 (group × trial block) of variance (ANOVA) with repeated measures on the second factor. The retention trials were a 2×2 (group × trial block) of variance (ANOVA) with repeated measures on the second factor. Dependent measures were absolute error(AE), valuable error(VE), radial error(RE) and directional angle(DA). The KR poor group tended to have somewhat lower error scores than the KR good group early in practice, but both groups increased their scores and showed similar performance toward the end of practice. On the retention test without KR performed 1 days after the practice phase, the KR good group has lower radial error scores than the poor group. Thus, in line with Chiviacowsky and Wults (2007, 2009) results, providing KR after more accurate trials during practice resulted in more effective learning than providing KR after less accurate trials.

The purpose of this study was to analyze the relationship between the participation of elementary school students in online sports game and self-efficacy and intrinsic motivation. The instrument for data collection was a questionnaire in which self-efficacy scale as identified by Koo(2004) and intrinsic motivation in physical education as identified by Kim & Park(2000). 600 subjected were selected from several elementary schools in Kyunggi by the stratified cluster sampling method. Among these selected subject, 465 responded, and data analyses consisted of descriptive statistics, t-test and standard multiple regression analysis using SPSS 15.0 and Amos 7.0 version. The following results were obtained: First, participation levels in online sports game differ statistically according to socio-demographic variables of elementary school students. Second, participation levels in online sports game statistically influences self-efficacy and intrinsic motivation physical education of elementary school students. Third, self-efficacy statistically influences intrinsic motivation physical education of elementary school students