• Title, Summary, Keyword: 체육교육

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Reflection and Intention of General Physical Education in College (대학 교양체육의 성찰과 지향점 탐색)

  • Yun, Dae-Hyun;Yi, Joo-Wook
    • Journal of Digital Convergence
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    • v.12 no.2
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    • pp.503-511
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    • 2014
  • Liberal education in colleges and universities embrace the concept of general education to enhance individual's morality, intelligence and identity. In consideration of physical education aim to develop cognitive, psychomotor and affective domains as a whole person education, liberal education and general physical education share the same values and objectives. Suppose physical education and liberal education shared same initial values, general physical education should take possession of the core means to achieve liberal education goals. To this end, it is necessary to inspect the actual statement of general physical education curriculum carefully, to find potential problems and prevent them in advance, and also explore future directions. In the current investigation, researchers found potential problems through identifying operation status of general physical education in 10 national universities. In addition, researcher provided future directions of general physical education in college and university including 'take possession of core means for liberal education', 'making diverse general physical education curriculum', 'move away from physical skill-centered education', 'general physical education as a whole body education' and 'increase opportunity of general physical education'.

The Study on the Convergence Perception of College Students for the Physical Education. (체육교육에 대한 대학생들의 융합적 인식 연구)

  • Yu, Young-Seol
    • Journal of the Korea Convergence Society
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    • v.9 no.7
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    • pp.125-133
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    • 2018
  • The purpose of this study was to explore college students' subjective perception on physical education using Q-methodology. Thirty college students participated in this study. This study found four types of college students' perception for physical education. Type I is named 'the type of Emphasizing Expertise.' The subjects of type I emphasize the importance of practicing professional motor skills and basic physical education knowledge in physical education classes. Type II is named 'the type of Emphasizing Instructional Strategy.' The subjects of type II emphasize the importance of developing effective teaching methods for students to participate actively. Type III is named 'the type of Making Physical Education Mandatory.' The subjects of type III emphasize the needing to make physical education and to increase physical education classes in school. Type IV is named 'the type of Emphasizing Sports for All.' The subjects of type IV emphasize to improve students' fitness and social-skill and connect between physical education and sports for all. These findings will contribute to plan the effective school curriculum.

Ecological Viewpoint of Evolution in Physical Education (체육교과 진화에 관한 생태학적 조망)

  • Kim, Chae-Woon;Yi, Joo-Wook
    • The Journal of the Korea Contents Association
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    • v.9 no.2
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    • pp.400-409
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    • 2009
  • This study purports to review and discuss the evolution of Physical Education in terms of ecological viewpoint. To achieve this purpose, this study try to look for the meanings through the 2007 revised physical education curriculum. The reason that I look for the meanings from the curriculum is because the curriculum includes objectives, values and philosophical backgrounds in Physical Education. Through this study, I found the following results. Governmental active supports to reinforce roles of in-service teachers should be emphasized. Second, teacher should focus on Game strategies for Physical Education. Third, mental function for activities in Physical Education should be considered as an intelligence as one of H. Gardner's multiple intelligences rather than they are just accepted as the level of functions or a motor nerves. Fourth, Physical Education for 11 and 12 grades should be accepted as a requirement to maintain Physical Education. classes in high school as a normalization process.

Development and Validation of Physical Education Teaching Anxiety Scale for Preservice Special Teacher (예비특수교사의 체육교수불안 척도 개발 및 타당화)

  • Lee, Yong-Kuk
    • 한국체육학회지인문사회과학편
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    • v.57 no.3
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    • pp.375-389
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    • 2018
  • This study aims to development and validation a tool to measure physical education teaching anxiety(PETA) among preservice special teacher. In order to achieve this study purpose, first, the preliminary items for measurement scale were collected through open-ended questions and were developed by inductive content analysis from the 100 preservice special teacher. Second, investigation for construct validity was conducted on exploratory factor analysis from the 100 preservice special teacher. Third, in the final process, verify exernal validity was conducted by confirmatory factor analysis and t-test from the 300 presevice special teacher. As a result, the measurement scale of physical education teaching anxiety(PETA) among preservice special teacher consists of 4 main factors with 14 items: pedagogical content knowledge(n=4), understanding students(n=4), class environment(n=3), class management(n=3) factors and this scale has enough suitability.

Effect of Aerobic Exercise on Factors Relative to the Brain Nerve Growth in Girls (유산소운동이 여자 아동의 뇌세포 생성 관련인자에 미치는 영향)

  • Pyun, Mi-Young;Cho, Han-Sam;Jeon, Jae-Young;Kim, Jong-Won;Lee, Kyung-Hee;Lim, Chun-Kyu;Kim, Tae-Un;Kim, Hyun-Jun;Kwak, Yi-Sub;Ko, Ki-Jun
    • Journal of Life Science
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    • v.20 no.6
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    • pp.948-954
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    • 2010
  • Exercise can favorably influence brain plasticity by facilitating neurogeneration, neuroadaptivity, and neuroprotection. Aerobic exercise has been reported to change brain nerve growth factors (growth hormone, insulin like factor-1, estrogen and serotonin). The purpose of this study was to demonstrate the effects of aerobic exercise for 12 weeks on brain nerve growth factors in girls. Fourteen female participants in elementary school grades 1 through 3 were randomly allocated to the exercise group (EG, n=6) and control group (CG, n=8). The EG participated in 60 minutes of modified ballet exercise as aerobic training three days a week for 12 weeks. Based on comparison between groups by two-way ANOVA with repeated measures, aerobic exercise program participants experienced decreased weight (p<0.01), BMI (p<0.01), fat mass (p<0.001), fat percent (p<0.001) and increased LBM (lean body mass) percent (p<0.001). In addition, we detected that aerobic exercise decreased the level of serotonin (p<0.05) and increased the level of GH (p<0.05) and IGF-1 (p<0.05). These findings suggest that aerobic exercise programs can be an efficient intervention to change body composition, alleviate central fatigue, improve brain function, and induce brain cell proliferation in girls.