• Korean Security Journal
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• no.49
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• pp.97-129
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• 2016

This study is empirically intended to look into the effects of security martial arts leader's leadership behaviors on their role perception and coaching confidence, and the mediating effects of their role perception in the relationship between their leadership behaviors and their coaching confidence. To achieve this, a survey was carried out to incumbent security martial arts leaders. The questionnaires were used for data analysis. The correlation analysis prior to a test of research hypothesis showed that there was a significant positive relationship between all potential factors(< p.01). Especially, there was a high relationship between psychological coaching confidence, human relational coaching confidence, exercise coaching, exercise prescription, and volunteer activities. The detailed results of hypothesis verification were as follows: First, hypothesis 1 showed that leadership behaviors had a significant positive effect on role perception, supporting hypothesis 1. Second, hypothesis 2 showed that role perception had a significant positive effect on coaching confidence, supporting hypothesis 2. Third, hypothesis 3 showed that leadership behaviors had a significant positive effect on coaching confidence, supporting hypothesis 3. Fourth, hypothesis 4 showed that role perception was partially mediated in the effects of leadership behaviors on coaching confidence, supporting hypothesis 4. The findings suggest that the effects of security martial arts leader's leadership behaviors on their coaching confidence can be maximized in combination with their role perception.

• Journal of Digital Convergence
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• v.15 no.1
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• pp.559-569
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• 2017

The purpose of this study was to investigate the relationship among role Perception, coaching behavior and coaching confidence of Judo coaches. Using a convenience sampling method, 196 coaches in judo from registered in Korea Jodo Association. Frequency analysis, exploratory factor analysis, confirmatory factor analysis, correlations analysis and structural equation model analysis were executed using IBM SPSS Statistics v21 and IBM SPSS Amos v21. As the results, the following conclusion was derived. First, it was discovered that the Role Perception had influence to the Coaching Behavior. Second, it showed that the Role Perception gave influence to the coaching confidence. Third, it showed that the Coaching Behavior affected the coaching confidence.

• The Journal of the Convergence on Culture Technology
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• v.7 no.3
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• pp.261-268
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• 2021

After developing literacy education programs using coaching techniques, applying them to literacy learners, in order to see how they have an impact on improving learning achievement, we selected 13 senior literacy learners in U city and chose qualitative research method based on in-depth interviews, observation journals, and learning materials. Literature education programs using coaching techniques are a process-oriented model consisting of four stages of mind-opening, introducing positivity, strengthening learning competence and assistance, confidence and persistence. You can find the results as following. Firstly, communication between teachers and learners was expanded in the first stage, and secondly, self-directed learning ability was strengthened in the second stage by forming a positive mind. Thirdly, the results of utilizing the three-stage balanced literacy teaching method and interaction teaching method resulted in confidence in reading and writing, leading to an increase in self-efficacy. Fourthly, the fourth stage showed the results of improving learning achievement, which overcame the fear of learning with active praise and continuous encouragement and implied hope for higher courses. As a result of the above-mentioned research, I think literacy education programs using coaching techniques can be useful as an educational method for learners in the field of literacy education.

• Journal of IKEEE
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• v.22 no.4
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• pp.992-998
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• 2018

Presentation is a technique that is logically and confidently conveying your thoughts and opinions in front of others. It is essential when you go to school or work. However, it takes a lot of time, money, and effort to improve your presentation skills. In this paper, we describe the development of a presentation coaching application that analyzes the presentation practice video. The application program can analyze the presentation time, the speaker's expression, the use of duplicate words, etc.

• Journal of Korea Society of Industrial Information Systems
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• v.25 no.5
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• pp.103-117
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• 2020

The importance of empowering leadership has emerged, which inspires confidence and attachment to members' task capabilities through delegation of authority between leaders and members. The purpose of this study is to analyze the effect of empowering leadership on work engagement and job performance through self-efficacy and sense of belonging in construction companies. Hypothesis testing of 271 copies of the questionnaire from Busan, Ulsan and Gyeongnam areas was conducted using the structural equation model. First, in the order of information sharing and participatory decision-making, there was a significant positive effect on self-efficacy, whereas the lead and coaching factors were not significant. Second, it was shown that all 4 factors of empowering leadership had a significant positive effect on belonging. Third, the sense of self-efficacy and belonging had a significant positive effect on both work engagement and job performance.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.513-523
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• 2017

aim of this study was to analyze the effectiveness of improved self - management leadership competence through 'self - management leadership'. This study aims to contribute to the development of self - management competency curriculum of universities. The subjects of this study were students who took core competency classes at D university in Seoul. The study group consisted of 221 subjects in the experimental group,who took the contents and 204 participants in the control group,who did not take the contents. The experimental group showed higher improvement than the control group. The experimental group showed greater improvement. In addition, the goal management competence was the highest in terms of the improved competence recognized by students who took courses in self-management and leadership. An analysis of the perceptions about self-management leadership competence enhancement showed that among self-management, goal management, relationship formation, leadership, collaboration, an goal management competence was improved the most. In the self - management domain, the highest improvement was observed in the areas of personality, self - reflection, self - confidence. In the goal management area, the areas of time management, goal setting, and vision were the most improved. Communication, listening, interpersonal relationship, and coaching questions showed the most perceived improvement among the relationship formation. In terms of leadership competency, problem solving and influence were the most improved areas, For collaboration competency, it was found that competency was the most improved at team play.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.6
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• pp.585-595
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• 2017

This study investigates how the emotion-based learning motivation enhancement program influences learning motivation and social support of college students. The developed final program consists of Learning Motivation I, Learning Coaching, and Learning Motivation II, which has 12 sessions. In each session, every student was guided to have reflection time by writing self-evaluation and reflection paper. The participants were 38 students majoring in engineering at K-college located in G city who took one liberal arts subject based on psychology during the 1st semester in 2016 and who were divided into an experimental group (19 students) and a control group (19 students) by non-probability sampling method. In the experimental group, emotion-based learning motivation enhancement program was totally processed 12 times, one class in a week, by one main lecturer and one assistant lecturer. For data analysis, independent sample t-tests, paired samples t-tests, and review analysis were conducted. The study results are as follows. First, the experimental group participating in emotion-based learning motivation enhancement program had more significant differences in learning motivation, and both self-confidence and self-contentment among sub-components than the control group. Second, the experimental group had no significant differences in social support, compared with the control group. The impression writing analysis of the experimental group showed that this program affected learning motivation and social support. Lastly, the study discussions and implications are described.