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This In accordance with it, this study purposes to develop and apply therapeutic recreation program based on physical activities helping attention deficit, hyperactivity and impulsiveness of children having ADHD, and to verify change of sociality by observing decrease of overall problem behaviors. In order to proceed this study, it is divided as developing part and applying part of therapeutic recreation program. At the level of developing therapeutic recreation program, it was developed with therapeutic recreation experts and juvenile physical education experts based previously on Peterson & Gunn's leisure competence model, then premised on client-oriented approach since it purposes to treat ADHD which is the emotional behavior disorder. Experiment group for applying the program consists of 3 elementary school second to third grade children diagnosed as ADHD. Then, program was conducted for total 9 weeks, 18 sessions for 60 minutes per each. In accordance with A-B-A experiment design, this program was conducted as baseline(3 sessions), intervention(12 sessions) and repeated baseline(3 sessions). After each session, frequency of attention deficit, hyperactivity and impulsiveness was observed and recorded through behavior observation. The result is as follows. First, the reduction of impulsive speech and behavior, improvement of social skills, reduction of anxiety were found to A child. Second, hyperactivity and impulsivity include nervousness were reduced to B child. Third, teaching and control of his ability, self-expression and social skills were improved to C child.

The purpose of the study was to explore experiences of educational university male students regarding reverse-discrimination in P. E. class. For this, the investigators primary focused on 1) preparation and arrangement of P. E. class, 2) class activities, 3) evaluation, 4) Ambiguousness of instructors' evaluation criterion, and 5) learning and re-production of gender ideology. In this study, a total 11 male students attending at G educational university located in Gyonggi province were selected for semi-structured and open-ended interviews, and each interview was analyzed by Hatch's(2002) deductive analysis method. In addition, a survey with 100 male students in the same university was conducted, and total 93 cases were analyzed with correlation analysis and descriptive analysis. As a result of the practical analysis regarding reverse-discrimination of male students in the educational university, it was found that 1) the higher the students' grade is, the higher they received reverse-discrimination in class activities and evaluation, and 2) the more they have participated in P. E. classes, the higher they received reverse-discrimination in preparation and arrangement of P. E. class, class activities, and evaluation. In sum, reverse-discrimination occurred mostly in preparation and arrangement of P. E. class, followed by evaluation and class activities. As a result of the empirical analysis regarding reverse-discrimination of male students in the educational university, it was found that the male students felt reverse-discrimination when 1) female students took male students' good conducts to prepare and arrange P. E. classes for granted, 2) female students would never help male students even for lighter stuffs, and 3) female students regard preparation and arrangement of P. E. class as other's business. In class activities, male students felt reverse-discrimination when 1) there was less challenges in P. E. classes since the goal of classes was focused too much on female students' standard, 2) they were asked by professors to teach female students, so their role changed from student to instructor in the class. In evaluation, male students received reverse-discrimination in evaluation subject, evaluation criterion, pose, number of opportunity, and unit of evaluation objectives. Care for female students in P. E. classes in educational university seems to help female students, but it can cause of confirmation of gender ideology that represents men are strong and women are weak. Such gender ideology can be a significant problem because it can reach to elementary students through the current education university students in the future as a teacher. Therefore, department and faculty members related to physical education must consider an alternative that can achieve a real equity in education not only for female students but also male students.

The purpose of this study was to investigate effects of Hapkido training on behavior problem (distraction, leaving seat, hyperactivity), body composition, and heart rate in elementary children suspected with attention deficit-hyperactivity disorder (ADHD). The subjects of the present study was 31, which were classified into 3 groups. One group was performed to Hapkido training with hypogastric breathing, another group was performed to Hapkido training without hypogastric breathing, the other group was not performed to Hapkido training during 8 weeks, respectively. They were suspected ADHD by an evaluation paper for ADHD to two examiners. Two examiners were parents and teacher, respectively. The research result as follows: There was significantly different among groups in ADHD evaluation parent-scales. In other words, Hapkido training with hypogastric breathing groups were significantly decreased in ADHD evaluation points after 8 weeks. There was a propensity to decrease body weight and fat mass in body composition of two Hapkido groups. There was also significantly decrease in heart rate of two Hapkido groups. In other words, Hapkido training with or without hypogastric breathing groups were significantly decreased in heart rates from resting, testing, and ending periods, respectively after 8 weeks. In conclusion, these results present that Hapkido training can improve ADHD behavior, fat mass, and heart rates. Furthermore, we can recognize that Hapkido training method with hypogastric breathing is better than Hapkido training method without hypogastric breathing in ADHD children.

The purpose of this study was to examine the effectiveness of implicit and explicit learning on the performance and learning of a golf putting task in elementary physical education. 36 elementary school student whose ages ranged from 11 to 13 years (M=12.6) participated in this experiment. The participants were randomly assigned to one of three experimental conditions: (1) implicit learning group(n=13), (2) explicit control group(n=13), (3) control group(n=13). Subjects performed 40 acquisition trials followed by 20 retention trials. ANOVAs with repeated measures on the last factor were performed on the various dependent variables: absolute error(AE), variable error(VE), directional error(DE), and radial error(RE). The results of this investigation revealed significant main effects for Groups on the absolute error(AE), variable error(VE) and radial error(RE) in the acquisition phase. Participants in the implicit and explicit learning group were significantly better than the control group in the absolute error(AE), variable error(VE) and radial error(RE) in the acquisition phase. And the results of this investigation revealed significant main effects for Groups on the AE and VE in the retention phase. Participants in the implicit group were significantly better than the other groups in the absolute error(AE) and variable error(VE) in the retention phase. The present study suggests that implicit learning may be a more effective than the other groups.

The purpose of the study was to investigate the mediating role of self-resilience on body-image and depression. Two hundreds and thirty three 5th and 6th elementary school girl students participated in the study. Three hypothesized models were proposed according to theoretical background. The research tools used in the study were body-image questionnaire, self-resilience inventory, and depression scale, which were all validated. The first was the model that self-resilience was mediating between body-image and depression. The second was the model that self-resilience affected the body-image which in turn influence depression. The third was the model that self-resilience had causal relationships to body-image and depression. AMOS 19 program was utilized to calculate the goodness of fit of the models. Chi-square, Q value, GFI, AGFI, NFI, RMSEA, and PNFI indices were used for model-fitting statistics. Fit indices indicated the third model was the most appropriate model. The results showed that obesity significantly affected body-image, which in turn had significant causal relationship to depression. However, Self-resilience played a significant role in improving body-image and depression.

This study focuses on analysis and investigation of the relationship between intrinsic motivation and positive thinking from Taekwondo practice of child. Studying object, which investigates the relationship between intrinsic motivation and positive thinking by Taekwondo practice of child, is the group of male and female elementary school students aged 10 to 13. For the influence of intrinsic motivation by level to subjective satisfaction from competence and interest/effort factors make positive influence for below the level 1, competence factor makes positive influence for below the level 1-3. For the influence of intrinsic motivation by level to goal pursuance from competence and interest/effort factors make positive influence for below the level 1-2, and 3, and competence factor makes positive influence for the level 1-2. Interest/effort factors make positive influence for above the level 3. For the influence of intrinsic motivation by practice period to subjective satisfaction from Interest/effort and competence factor makes static influence for below 1, 2-3 years. competence and tension factors make positive influence for above 3 years. For the influence of intrinsic motivation by goal pursuance from interest/effort, and competence factors make positive influence for below 1, 2, 3 years, and competence factor makes positive influence for below 1-2 years. Competence and tension factors make both positive and negative influence for above 3 years. For the influence of intrinsic motivation by practice hour to subjective satisfaction from subordinate factor of competence factor makes positive influence for below 1 hour, and competence and Interest/effort factors make positive influence for above 1 hour. For the influence of intrinsic motivation by practice period to subjective satisfaction from competence and interest/effort factors make positive influence for below 1 hour and above 1 hour.

The purpose of this study was to Absorption Experience and Self-Actualization and Community Spirit in Elementary School Sport Players. The materials collected after survey courses were signified by th ecoding standard, were put in computer, and were testified with technical statistics analysis, standard multiple regression analysis according to the analysis purposes in Window SPSS 17.0 Version, the statistics program. Based on the above research method and findings, the conclusion was drawn as follows: First, there was the relation between the absorption experience and self-actualization Second, there was the relation between the absorption experience and community spirit Third, when the causal relationship of the Absorption Experience, Self-Actualization and Community Spirit, of the Elementary School Sport Players was analyzed, their Absorption Experience had a greater secondhand effect on Self-Actualization through Community Spirit in comparison with its firsthand effect.

The purpose of the this study was to investigate and reveal the relationships among the basic psychological needs of pre-service elementary teachers, practice teaching attitude, teaching behavior on physical education based on analysis of structural equation models empirically. This study was used the data analysis that the 186 respondents were the senior of the ○○national university of education. The data analysis included frequency analysis using PASW Ver. 17.0 and exploratory factor analysis and structural equation model analysis using Amos 5.0. Based on the above research method and procedures, the results of the study are summarized as follows. According to the result of this study, the basic psychological need of the pre-service elementary school teacher's competence and relatedness affects the positive influence of teaching behavior on physical education by the attitude of the practice teaching. Although the basic psychological need study produced both positive or negative relationship results, this study resulted in only positive relationships. It means that if the pre-service elementary teacher is satisfied with the basic psychological need, they form a caring attitude, and then the physical teaching activity become more efficient by positive practice teaching attitudes.

The purpose of this study was to define the influence of amount of physical activity and exercise participation factors of elementary school children on their happiness. The subjects were 1,553 elementary school children(boys:765, girls: 788) in Gwangju city and Chunnam province. This study used Lyubomirsky & Lepper(1999)'s Subjective Happiness Scale and Godin & Shephard's sport participation scale. As the results , first there were no difference between groups according to gender and school grades. Second, the boys who lived in the city higher happiness than the other boys who lived in rural. Third, exercise participators show higher happiness than that of non participators. The students to participate soccer and jump rope showed highest happiness other students to participate any other sports. The students to participate badminton, Taekwondo, and other sports showed higher happiness than that of non-participators. Forth, there were significant correlated between frequence of athletic participation, time of participation and fitness of students and happiness. In analyis of regression, The frequence of athletic participation, fitness, and time of participation influenced on their happiness.

The purpose of this study was to analyze the relationship among parental social support, sport-confidence and flow of youth golfers. Using a convenience sampling method and questionnaire based on previous study, 246 youth golfers who were registered in Korea Elementary School Golf Association were selected as study participants. The method of the statistical analysis used in this study were technical statistical analysis, exploratory factor analysis, confirmatory factor analysis, correlations analysis and structural equation model analysis. As the results, the following conclusion was derived. Firstly, it was discovered that parental social support of youth golfers had static influence to sport-confidence. Secondly, it showed that parental social support of youth golfers gave static influence to flow. Thirdly, it showed sport-confidence of youth golfers gave static influence to flow.

This study aims at looking into three constraints acting in joining leisure activity, intended for students who had participated or currently join in a physical activity amid 「after school sports club activity」programs operated by an elementary school, and analyzing interaction and negotiation process between constraint factors. Accordingly, in order to achieve the objective, matters to be studied were set up like as follows. First, examining difference of constraints in accordance with the demographic variables of after school sports club activity participants. Second, analyzing probing and confirmative factors and reliance of participation constraints for after school sports club activity participants. Third, examining the relations of cause and effect between factors of participation constraints of after school sports club activity participants.

The purpose of this study was effects of exercise intensity difference on MDA and SOD concentration in blood in elementary obese children. In this study, 40 elementary obese children were chosen, there were divided into 80% high-intensity exercise group(N=20) and 55% moderate-intensity exercise group(N=20). Blood-collecting was carried out four times(Rest, After exercise, 1 hour, 24 hour), and with the collected blood, plasma malondialdehyde(MDA), superoxide dismutase(SOD) were analyzed. It was shown that MDA & SOD in blood value at all exercise groups increased significantly after exercise rather than rest. After 24 hour, all exercise groups returned rest level in MDA & SOD. But high-intensity exercise group increased rather than moderate-intensity exercise group in MDA & SOD. To synthesis this result, Exercise increased considerably MDA & SOD concentration in blood in elementary obese children, Moderate-intensity exercise has effective in antioxidant system in body.

The purpose of this study was to analyze the effect of exercise time difference of weight bearing exercise training on body composition and fitness of elementary school children. Elementary school children in grades 4-6 were participated in the 16 week weight-bearing exercise training. Subjects were divided into 3 groups, continuous exercise group exercised 3 days per week for 60 minutes a day and intermittent exercise group exercised 3 days per week three times a day for 20 minutes, control group continued daily life for 16 weeks. Physical fitness and body composition were evaluated. In the results of the study, body fat in both exercise groups was reduced than control group after 16 week training, while muscle mass was increased in both exercise groups. There were no significant differences between continuous exercise group and intermittent exercise group. For physical fitness measurements, muscular strength, agility and quickness were increased in two exercise groups. I suggest that continuous exercise and intermittent exercise of weight-bearing training are both appropriate for improvement of body composition and fitness of elementary school children.

The purpose of this study was to examine the distinct influences of self-controlled feedback on elementary school student' learning and to provide more effective methods for teaching various student who have different achievement goal orientations. The subjects were selected from the G elementary school in Busan metropolitan city. The test subjects were 6th elementary school students(Males, n=72). The test subjects constituted a task orientation group(12 self-controlled students, 12 50% feedback students and yoked students) and ego orientation group(12 self-controlled students, 12 50% feedback students and yoked students). The task used in this research was roll training of vaulting horse. The data analysis of acquisition phase and retention tests were carried out under 2(achievement goal orientations)×3(feedback group)×3(block) or 2(achievement goal orientations)×3 (feedback group)×2(block) factorial design with repeated measures on last factor. The following results were reached by analysing the test data. (a) a significantly main effect for the trial blocks during the acquisition phase. (b) in task orientation groups, self-controlled groups were more effective than 50% feedback groups and yoked groups at retention test (c) in ego orientation groups, self-controlled groups were more effective than and yoked groups and 50% feedback groups at retention test.

The revised 7th national curriculum emphasizes a practice-centered approach for character education. This study is based on the idea that physical education is the subject area in which practical knowledge is more emphasized than any other educational activities in the school curriculum. This alone makes physical education particularly conducive to the process of character education. The main aim of this study is to provide evidence that there is a logical connection between a child's engagement in game activities and the cultivation of his or her character and also to indicate what role elementary physical education play in character education. To achieve this aim, the following five objectives will be addressed: 1) to clarify what is meant by character education and what this education intends to achieve; 2) to examine the relationship between the purpose of elementary physical education and the process of character education; 3) to explore the nature of a game which has been the major content for elementary physical education because of the educational values that a game is inherently concerned with; 4) to demonstrate that a game entails the cognitive, moral, and emotional development of those, in particular children, who play it; and 5) to address the role of the physical education teacher acting as a moral educator to facilitate moral, social, emotional growth in their students.

This study aimed to consider the meaning that play has in the physical expression activity by reviewing the aesthetic meaning of play. As a result of examining the representative theories by Johan Huizinga, Hans Georg Gadamer and Friedrich von Schiller among a number of philosophers, it has been figured out that play has an aesthetic meaning as below. First of all, play is meaningful in the sense that it can lead the expansion of actual knowledge as an educational method. The teaching method of physical expression activity that elementary school teachers has struggled with has a potential to expand theories of play such as freedom, enjoyment and pleasure more variously and easily through the natural forms of play. At the same time, it is an ideal opportunity for children to have a natural right as human beings. Although play instinct may be sacrificed in the form of education, the fact that it is preserved as it is and respected in the teaching method and practice is never small meaning. Secondly, it has been found that play has a meaning toward aesthetic education in the physical expression activity. According to Friedrich von Schiller, play impulse is the most appropriate theory to maintain a balance between material impulse and form impulse. Moreover, these play impulses lead the total humanization of fundamental purpose of aesthetic education. This aesthetic education can be an education for art itself, and at the same time, it satisfies human education such as harmony with colleagues, consideration toward others and open minded attitude in their world. That is to say, aesthetic of the play provides a strong meaning in the sense that it can contribute to an all-round education, an ultimate purpose of education as a total process for humanization.

The purpose of this study was to reconfirm the educational value of the elementary physical education by implementing the 2007⋅2009 revised national curriculum at the elementary school. To achieve the goal, the meaning of the 2007⋅2009 revised national curriculum was researched within the relation in general introduction of the 2007⋅2009 revised national curriculum. Furthermore, the importance of elementary physical education was checked in the meaning of elementary education. Among in commons between the general introduction of the 2007⋅2009 revised national curriculum and contents, at first, both of them put emphasis on the health and leisure which reflects needs of the times. Second, philosophically the ultimate goal is whole-person education by including the concept of creativity and character. Third, when these manage the curriculum, it aims the integrated approach based on the diversity and the autonomy. In addition, elementary physical education is highly important because the basic curriculum is related to the various characteristics of elementary education. This could be interpreted as the core meaning of education. Thus, for the proper realization of elementary physical education, teachers' training which stresses a correct understanding of the worth of the elementary education is necessary.

It is difficult to understand and apply the concept of fair play because the concept of fair play is polysemous and abstract. Therefore, the purpose of this study was to clarify the concept of fair play and the possibility of applying the concept to P.E. classes. By the results of the literature study, The four elements of fair play were defined; to keep the rule, to be equal opportunity, to make rule with discussion, and to respect the competition opponent. It is required to understand the structure and content of rule for keeping the rule, there is a need to recognize that the principle of equality is the configuration rule of fairness for being equal opportunity, it is be recognized. to play game based on common sense for respecting the competition opponent, and it is needed that underprivileged should be respected and care for making rule with discussion. As a conclusion, the nature of the game can be set to keep the rule by arrangement with each other, respect each other and compete for excellence as best. then, it will be possible to the concept and practice of fairness or fair play.