Earticle

The purpose of this study was to observe the effect of music rope-jumping programs on the perception changes of elementary school students exhibiting a tendency to avoid physical education classes. The researchers collected data from five students in the fifth grade at D elementary school in Seoul, by conducting in-depth interviews and participatory observation sessions, as well as analyzing their P.E. diaries. The accumulated data were then put through case record analysis and inductive categorical analysis. The methods of member checking, peer debriefing, and triangulation analysis were used for data verification. The results of the research were as follows. Prior to experiencing music rope-jumping, the students had a low level of perception for the value and meaning of physical education classes. They perceived physical education classes. as an uninteresting and inadequately taught subject. The students replied they avoided P.E. classes mainly because of the negative experiences in interactions with their peers and teachers, and of the continued failure to succeed in physical activities due to their low athletic abilities. However, the music rope-jumping experience enabled the students to re-evaluate the value and meaning of P.E. classes by helping them perceive physical activity as something that is fun, enjoyable, and important. With the help of experience in working with their teammates toward a shared goal, the students could learn social and cooperative skills. In the process of learning new techniques and working to achieve class objectives, the students felt their physical fitness and motor skills were greatly improved. The success experience in task performances led to a heightened sense of their physical capability. In conclusion, after experiencing music rope-jumping, elementary school students who previously exhibited tendency to avoid P.E. classes showed positive changes in their perception on P.E. classes, their peers, and their physical ability. It was found that the changes were caused by the music rope-jumping experiences which had the elements of heightening the level of enjoyment in physical activities, the level of positive interaction with their peers, and the level of students' overall physical ability.

The purpose of this study was to investigate the experiences and changes of the participants in a physical education T-Mentoring Project. The participants were 4 mentor teachers, 4 mentee teachers, one doctoral students, and one university professor. The mentee teachers experienced team building activities from the November of 2008 through the October of 2009. Their perceptions of experiencing reflective teaching practices and extending pedagogical content knowledge (PCK) were investigated. Experiencing team building activity was comprised of knowing the objectives of team building activities, recognizing the necessity of readiness for the team building activities, experiencing success, experiencing different lesson activities, and executing the different strategies. In experiencing reflective teaching practices, the concepts of ‘instant activity', 'developmentally appropriate activities', 'motivating to participate in physical activity,' 'teaching protocols of lessons', 'keep it brief', and 'using available space appropriately' were well delivered to the mentees. In expanding teaching expertise, 'setting up specific lesson objectives', 'using learning cues', 'providing as many feedbacks as possible', ‘using intratask variation', 'providing creative learning environments', and 'knowing how to modify games' were improved. They were also encouraged to apply these concepts into their teaching practices. Their extended PCK began to allow their students to learn the lesson contents more and move more vigorously.

The purpose of this study is on seeking for the developmental suggestion of the elementary physical education, with diagnosing the problems of elementary school field, through the narrative inquiry of the physical education curriculum materialization. In this study, seven times of the official interviews, the unofficial observations and the on-line conversations with the three participants, who are currently working as the elementary school teachers in Seoul City, were fulfilled. Through the narrative inquiry, this study speculated the elementary teachers' physical education curriculum materialization in diverse respects, and analyzed the teachers' teaching experience of physical education. From those procedures, the teachers' misconceptions about physical education as an integrated curriculum composed of intellectual, moral and physical training, were exposed. Conclusively, the fundamental role of physical education lies not in teaching the sociability by the administrative aspects of the class, but in teaching the physical education content, itself by the physical action in the class. Therefore, it is more urgent than anything that the performers of the fundamental role of physical education could be devoted to the content through the institutional opportunities.

The purpose of this study was to define causal relationship between teachers' autonomy support, motivational climate, athletic values, self-determined motivation and satisfaction of physical education class of elementary school children. The subjects were 1,098(boys:526, girls:572) elementary school children from G city and C province. The Scales were used teachers' autonomy support and perceived relatedness scale which was made by Goodenow(1993b), motivational climate scale and athletic values which was made by cox & Williams (2008), Self-determined motivational scale which was made by Ryan & Deci(2000) and satisfaction of physical education class mane by Lee(1992) and Park(2004). The results were as follows : 1. In analysis of correlation, there were significant correlation between teachers' autonomy support, learning climate, athletic values, perceived competence, autonomy, relatedness, and satisfaction of physical education class of children. But there weren't correlated between autonomy and learning climate, and relatedness. 2. The model which was made of exogenous variables(teachers' autonomy support, learning climate and athletic values) and endogenous variables(perceived competence, autonomy, relatedness, and satisfaction physical education class of children) could be used, because it tested in analysis of structural equation(χ2 = 132.122, Q = 1.970, GFI =.943, RMSEA = .009, NFI = .917, CFI =.948). 3. The paths from exogenous to endogenous variables(Teachers' autonomy support → competence, Relatedness, → satisfaction of physical education class, learning climate → competence, relatedness, satisfaction of physical education class, athletic values → competence, relatedness, satisfaction of physical education class) were significant and paths from endogenous to endogenous variables(Competence → satisfaction of physical education, Autonomy → satisfaction of physical education, Relatedness → satisfaction of physical education) were significant. Teachers' autonomy support showed partial mediator variable between motivation and satisfaction of physical education class and athletic values and motivation showed mediator variables between them.

The purpose of this study was to investigate the effect of sleep hours and physical activity on psychological factors in Children. A total of 181 children participated in this study and physical activity was measured over 7days by pedometer. In order to verify psychological factors, CDI(Children's Depression Inventory), RCMAS(Children's Manifest Anxiety Scale), Self-Esteem Inventory were used. We found the following results. First, the children with shorter sleep hours had significantly higher level of depression level and lower self esteem than the children with longer sleep hours. Second, the children with higher physical activity level had significantly lower depression, lower anxiety and higher self esteem. Third, According to sleep hours and physical activity, there was no interaction effect in psychological factors. Fourth, physical activity had a negative effect on self esteem and had a positive effect on depression and anxiety.

This research examines a causal relationship among sport values, achievement orientations, and attitudes in elementary school. The subjects are 592 elementary school children(boys:330, girls:262) in G city and J province. This study is constructed theoretical model of causal relationship between exogenous and endogenous variables. Exogenous variable are moral, competence, status, endogenous are task-orientation, ego-orientation, prosocial attitudes, and antisocial attitudes. In analysis path analysis, this theoretical model are significant(χ2/df=2.30, GFI=.93, TLI=.90, CFI=.92, RMSEA=.06). In analysis causal relationship between exogenous and endogenous variables, path of morality → prosocial attitudes, morality → ego-orientation, competence and status → task and ego-orientation, pro and antisocial attitudes are significance. In analysis causal relationship between endogenous and endogenous variables, path of task- orientation →antisocial attitudes, ego-orientation→ pro and antisocial attitudes.

This is to review the general perceptions of elementary school teachers about gymnastics among teachers in elementary school and to provide important information for proper perception reorientation and for active gymnastic learning, with the following results; First, major middle category factors for gymnastics perceptions are artisitc gymnastics (25.2%), expression factors (20.9%), free gymnastics (14.6%), psychological factors (13.1%) and physical strength (11.2%). Second, major small category factors for learning gymnastics perceptions are tumbling (9.7%), youth and national gymnastics (7.2%), beauty (6.8%) and pliability (6.3%). Third, the factors for learning gymnastics perceptions are classified in order of small category (18), middle category (8) and large category (5). Gymnastics is highly estimated and it is beautiful and brilliant sports in the esthetic aspect, supple and powerful sports in the physical aspects, hard and painful aspect in the mind aspect by the gymnastics teachers. Furthermore, they thought in the one of mass media, gymnasts are hightly estimated very noble.

The purpose of this study was to assess and compare physical fitness and dietary life attitude on the levels of BMI and %Fat in fifth-sixth elementary school students. 321 elementary school students were divided into "normal group", "overweight group" and "obesity group" based on BMI and %fat. For cardiopulmonary, strength and power strength of physical fitness by groups depending on the levels of BMI, the NG was the first, the OW the second and the OG the third, and there were statistically significant differences(p<.001). For flexibility, the NG was the first, the OW the second and the OG the third, and there was no a statistically significant difference. For cardiopulmonary and power strength of physical fitness by groups depending on the levels of %fat, the OW was the first, the NG the second and the OG the third, and there were statistically significant differences(p<.001). For flexibility, the NG was the first, the OW the second and the OG the third, and there was a statistically significant difference(p<.001). For strength, the NG was the first, the OG the second and the OW the third, and there was no a statistically significant difference. For regular life of dietary life attitude by groups depending on the levels of BMI, the NG was the first, the OW the second and the OG the third, and there was a statistically significant difference(p<.001). For balanced dietary life and dietary life & heath, the OW was the first, the NG the second and the OG the third, and there were statistically significant differences(p<.001). For regular life and dietary life & heath of dietary life attitude by groups depending on the levels of %fat, the NG was the first, the OW the second and the OG the third, and there were statistically significant differences(p<.001). For balanced dietary life, the NG was the first, the OW the second and the OG the third, and there was a statistically significant difference (p<.01). There were also an inverse relationships between; BMI and %fat, cardiopulmonary․power strength and body composition․dietary life attitude, body composition and dietary life attitude(p<.01). These above results lead that physical fitness and dietary life attitude influence in company with BMI and %fat. Therefore, systemized education and programs should be developed, and it must be adopted for elementary school students’ ideal physical fitness and dietary life attitude both in a school and students’ family.

Traditional play has a long history as an integral part of the daily lives of Koreans. It has also been continuously revised and supplemented in physical education, according to changes in geography, society, and ideology. It can take the form of various agon-style play, including competition, tournament, contest, physical contact, and sports. Agon-style play can vary widely in terms of rules and method according to the number of people, making it possible to develop useful content that can achieve a wide range of objectives in elementary school level physical education. In this study, competition-style traditional play is defined as a “game” in the different stages of sports development, which can be changed according to the different comfort level of students in elementary schools. This flexibility is particularly useful for utilization at the elementary school level, specifically in the “challenge activities” category which includes running, jumping, swimming, and gymnastics. The objective here is to provide a basic framework for utilizing competition-style traditional play in the category of “challenge activities” in elementary school physical education by analyzing examples from the First Education Curriculum to the Seventh Education Curriculum.

This research intends to inquire into the school athletes' status and the development tasks of revitalization. In order that the elementary school athletes' status should contribute to the Korean sport, it is necessary to improve the player selection mode. Also, it is necessary to raise the sport tutor's professionalism, and the coach's skill to the social requirement level. It is necessary to construct the network with school sport club and regional sport club, and the facilities and finance firmly. In the elementary school level, it is necessary to select the players by category and to allow them to move by category so they could discover their own sport category to their aptitude, and in the lackluster, it is necessary to introduce full system or to construct the network between the school sport clubs for the talented players necessary. It is necessary to form a network between the school athletes' and regional sport club, and to share the sport facilities between the school and community.