Analyzing Purpose Concepts in Existing Curriculum of Physical Education at Selected Secondary Schools

The purpose of the study was to examine physical education curriculum through analysis of the extent to which purpose concepts were present in existing curriculum of physical education at selected secondary schools in Seoul. In order to this purpose, the study was analyzed purpose concepts of curriculum domains and differences of purpose concepts by gender and grade. Curricula proposed by Goodlad(1979) are divided to focus for decision making of curriculum, and they include the formal, the operational, the experiential, and the perceived domain. Purpose concepts which were used in the study are 22 elements of purpose dimension in Purpose Process Curriculum Framework proposed by Jewett and Mullan(1977). The subjects and methods of the study were composed of 10 literatures related physical education and content analysis for the formal domain, 18 physical education classes and nonparticipation observation for the operational domain, 712 students and questionnaire investigation for the experiential domain, and 63 physical education teachers and questionnaire investigation for the perceived domain from eight different senior-high schools in Seoul. The data was analyzed by using the subprograms (Frequencies, t-test, one-way ANOVA and Schéffe test) of the SPSS PC+. On the basis of the results analyed in this study, conclusion are drawn as follows: 1. 21 purposes excepting leadership were existed in the formal domain. 2. 11 purposes including circulo-respiratory efficiency, mechanical efficiency, neuromuscular efficiency, joy of movement etc. were existed in the operational domain. 3. 7 purposes including joy of movement, relocation, object projection etc. were existed in the experiential domain. And there were differences in experiencing purpose concepts by gender and grade. That is, male students were significantly more positive in experiencing the purpose concepts than female. Also, upper grade students were significantly more positive in experiencing the purpose concepts than lower-grade. 4. 21 purposes excepting cultural understanding were existed in the perceived odmain. And there were no differences in the perceiving purpose concepts between male and female physical education teachers. 5. Physical education curriculum at selected secondary schools did not implement desirably. Because only 5 purposes (joy of movement, relocation, object projection, object reception and competition) were existed in each of the four curriculum domains

A Study on Teacher Knowledge of Physical Education Teachers

The reform of the education at schools is done to maximize the educational achievements of the students. The educational achievements, on the other hand, are dependent upon teachers competencies in teaching. One of the crucial competencies of the teacher would be the teacher s ability to teach the subject with effectiveness. Recently, teacher educators and educational administrators pay attention to teacher knowledge as foundations of the educational reform. The purpose of the paper is to review the literature on the knowledge base for teachers in physical education and to give directions for teachers' knowledge growth in teaching. Shulman(l987) identifies three categories of teacher knowledge that are specific to the subject area : content knowledge, curricular knowledge, and pedagogical content knowledge. Content knowledge refers to subject matter knowledge : teachers' knowledge of particular content within a subject. Within physical education, knowledge of the content field is usually interpreted as knowledge about movement and the ability to perform movement. Curricular knowledge refers to the knowledge that teachers need to understand the development and design of educational programs. There are two major mechanisms for controlling the curriculum : textbooks and standardized achievement tests. Pedagogical-content knowledge is defined as the capacity of a teacher to transform the content knowledge he or she possesses into forms that are pedagogically powerful and get adaptive to the variations in ability and background presented by the students(Shulman, 1987). The necessity and significance of the research in teacher knowledge of physical education are examined in the first chapter. The overall review of the previous research findings in relation to the three categories of teacher knowledge in education is presented in the second chapter. An indepth review of the research investigated in teacher knowledge of physical education is examined in the third chapter. Finally, the directions for further studies and implications for the program in schools are discussed in the last chapter.이 연구는 서울대학교 사범대학 발전 기금의 지원으로 이루어졌음

Teacher Socialization of Beginning Physical Education Teachers

Socialization may geneally be described as a process in which an individuals values, attitudes, interests, skills, and knowledge are influenced and altered as one interacts and learns within social and occupational worlds (Templin, 1981:71). According to Lawson (1983), teacher socialization processes occur in the following three stages. The first stage, called anticipatory socialization, focuses on factors that influence a teacher' s decision to enter the teaching profession. The second stage of teacher socialization, professional education, occurs during the training program of prospective teachers. The third stage, called occupational socialization, takes place in the workplace. The workplaces of the teacher show how administrative and faculty attitudes toward physical education can affect the teacher' s work ethic and sense of the value of physical education. The purpose of this paper is to review the literature related to the beginning teachers socialization in physical education. This paper specifically discusses with the current status of research in teacher socialization in physical education and its implications for teacher education programs. Future research directions with the matter are also given.본 연구는 서울대학교 사범대학 발전기금 학술연구비의 지원에 의해 수행되었음

An Analysis of the Purpose Concepts of Adapted Physical Education on the Basis of Personal Meaning Curriculum Model

The purpose of this study was to investigate the adapted physical education on the basis of 22 purpose concepts in Purpose Process Curriculum Framework developed by Jewett and Mullan(1977). The purpose dimension consists of three key concepts such as individual development, environmental coping and social interaction which are subdivided into seven major concepts: physiological efficiency, psychic equilibrium, spatial orientation object manipulation, communication, group interaction and culture involvement. The subjects were 150 students with disabilities, 110 college students majoring in special physical education, 99 teachers of special physical education. A questionnaire was designed to measure the perception of adapted physical education students and teachers on physical education purpose. Statistical methods employed in this study were t-test and one-way ANOVA. Results were as follows. First, there were significant differences in perception of the purpose concepts between those with disabilities and the students without disabilities. In general, the students with disabilities were more positive than the students without disabilities on their perception level of the purpose concepts. Second, the male students with disabilities were more positive than the female students without disabilities on their perception level of the purpose concepts. Third, the college students majoring in special physical education were more positive than those majoring in physical education on their perception level. Fourth, there were significant differences between the students who took a lecture of special physical education and students who did not take the lecture. Fifth, there were significant differences in the perception level between the male teacher and the female teacher. Finally, the teachers majoring in special physical education at college were more positive than other groups on their perception level of the purpose concepts

An Instructional Model to Promote Moral Development through School Physical Education

Physical Education and sports have long been regarded as important mediums for the development of moral character and behavior since morality and its development have been a major concern of schools. It is generally agreed among school teachers and practitioners that much progress have been made in thinking about and studying ethical and moral matters in education and physical education. Much of writings done by leading scholars in physical education remind us to not be so exclusive in our rightful concern about the unique contribution of physical education in de외ing with moral and charater education through the subject matter. The purpose of the paper is to review selected literatures in moral education and to give guidelines and theoretical instructional models for teachers and practitioners in schools. Kohlberg’s cognitive-developmental approaches to moral development is discussed, along with other approaches to moral education. Reviews and discussions in greater depth are made in four areas of considerations to development of the programs in moral education: (a) the nature of moral dilemmas, (b) the nature of the environment, (c) the role of the teachers, and (d)instructional strategies. Guiding principles and models based on Kohlbergian techniques of moral education are given for school teachers and practitioners in physical education.본 연구는 서울대 발전기금 1995년도 Lemix 학술연구비의 지원에 의해 이루어졌음

Reaction Time Analysis and its Application to Improve Work Performance for Highly Skilled Technicians.

Reaction time is one of the limiting factors in the performance of all skills. Although comparatively little work has been attempted on reaction time in relation to skilled technicians, a vast literature on the subject exists in the field of experimental psychology. Basically, reaction time can be considered under two categories: (a) simple reaction time, and (b) choice reaction time. However, in the present study, a consideration has only been made on the choice reaction time relating to the aptitude of skilled workers. The purpose of the study was primarily to determine the relationship between the whole body choice reaction time and the aptitude of skilled workers. The subjects were 27 male students of a technical high school in Seoul. The whole Body Reaction Timer (TKK 1264-I) was used to measure the choice reaction time. Also, the Skilled Worker's Aptitude Test developed by the Korean Society of Industrial Psychology was used to conduct the aptitude test among skilled workers. From the analysis of the data collected, the following conclusions would be drawn: 1) There is no significant relationship between reaction time and overall. aptitude test of the skilled technicians sampled for the study. 2) There is a significant negative relationship between the movement time and location on the aptitude test of skilled technicians. 3) There is a significant negative relationship between the responsive time and block identification on the apittude test of skilled technicians.본논문은 1980년도 문교부 학술연구 조성비에 依한 것

A Discourse on the Normalization of School Physical Education for Nurturing the Youth Wholesomely

Recently the school physical education comes to a crisis as the knowledge-based social atmosphere culminates and thε public education system is on the ebb. Although the fact that an approach through physical education program is more effective in solving the youth problems educationally was acknowledged by much of related research, the current social atmosphere and educational climate give rises to anxieties in that thε recognition and support for the physical education program in school is gradually degraded. So it is urgent to normalize the school physical education in order to nurture the youth wholesomely. Therefore the purpose of this study is to grope for developing tasks of the school physical education, which could contribute to nurturing the youth soundly. For this purpose we examined cultural characteristics of thε youth. We focused not only on diagnosing realities of the school physical education, but also on understanding the problems to be solved. As a result, we pointed out the problems which hamper the normalization of the school physical education like the following: (1) a distorted view of the physical education; (2) a lack of physical education teachers' expertise and accountability; (3) problems in physical education teacher education; (4) troubles in constructing and managing the curriculum; (5) poor condition in physical education. Based on these problems, we presented directions for the further development and tasks as follows: (1) enhancing the recognition of physical education; (2) thε development of physical education program and teaching method which consider the students' interest; (3) the qualitative improvement in the content of regular physical education; (4) activating the extra-curricular physical activities; (5) the expansion of physical facilities and space