The purpose of this study was the development and validation of Emotion Experience scale in physical education class on based on cognitive evaluation theory. To accomplish this purpose, the study set up three steps of selecting factors and developing items, modifying of items, testing reliability and validity. The statistical techniques of descriptive statistics, correlation analysis, exploratory factor analysis, and structural equation modeling, latent mean analysis using by SPSS/PC+12.0 and AMOS 18.0 program were used. As the results, in step of selecting factors 12 factors of pride, relief, fear, hope, guilt, pity, gratitude, envy, sorrow, anger, happy, shame was selected, surveying 80 middle school students initial 173 items was made. In step modifying items, 2 modifications of items was performed, final 57 items were made. In step of testing reliability and validity, the values of Cronbach`s Alpha were over .83, test-retest reliability of each factor illustrated that happy was .764, hope .643, pride .740, anger .568, fear .616, sorrow .577, shame .565, envy .542, guilt .583, relief .505, pity .731, gratitude .783. In confirmatory factor analysis, the results analyzing goodness of fit for the scale illustrated that value of GFI was above .90, value of RMSEA is below .05. In latent mean analysis, male showed significantly more higher mean values than female in hope, pride, pity, gratitude and high school students showed significantly more higher mean values than middle school students in anger, sorrow, envy, guilt, pity, gratitude.

This study was conducted in order to explore the applicability of hardness as a mechanism to control stress occurring in the situation of inclusive physical education for students with disability. For this study, we sampled 186 university students with disability who had experienced in inclusive physical education class for two or more semesters, and analyzed their responses using a rating scale with proved psychometric validity. According to the results of correlation analysis and multiple regression analysis, interpersonal competence was correlated with interaction stress, and academic competence and leisure were correlated with all the factors of stress except interaction stress. When the multi dimensional relation between the factors of hardness and the factors of stress in inclusive physical education was tested through canonical correlation analysis, in the linear functional equation, academic competence was found to be a major hardness factor that can control stress when students were exposed to the stress of class participation, teaching method, instructor, and support service, and the explanatory power of the functional equation was 52.12%. In the quadratic functional equation, interpersonal competence was found to be a hardness factor that can control stress when students were exposed to interaction stress, and the explanatory power of the functional equation was 17.55%. These results were discussed in the theoretical frame of Kobasa, Maddi and Kahn(1982) who emphasized hardness as a moderating variable of stress.

This study was to observe the exercise addiction and the psychological condition of Participants in body building recognized by the subjected the 82 body-builders and the 245 members of health club.; each group was considered as an independent variable and withdrawal symptoms, emotional attraction, and exercise desire as Subordinate variable. For the purpose of this study, all the survey data to be deducing the following results. the health club members were related to distinction of sex, research indicates that men higher that women statistically. First, the health club members were related to distinction of sex, research indicates that men higher that women statistically. Second, the person who over the year career of exercise to be statistically more exercise addiction than less year career. Third, the research result found player who over the exercise the number of times a week, how much time at a time, how long participated in body building competition to be statistically more exercise addiction than less player. Forth, participants in body building who won a prize players from a locality competition and the Asian games and the World championship games to be more emotional affection than won a prize from a residential competition players. Therefore body-builder should keep positive effects of their original intention. Body builders should be cognition of their own condition and need their own control in every moment. and the member of health club recognized him(her)self for the own purpose of exercise to improve muscle strength or aerobic exercise.

The purpose of this study was not only to investigate the structural relationship between perceived autonomy support, sense of community, collaborative learning, and intrinsic motivation in physical education classes, but also to test the factorial invariance and latent mean differences across gender and grade. 605 middle and high school students participated in the study. A multi-group analysis and confirmatory factor analysis using structural equation modeling were conducted. The results showed that teachers` autonomy support had direct effects on students` feelings of community and collaborative learning positively, which in turn directly influenced on intrinsic motivation. Also the indirect effects of teachers` autonomy support and sense of community on students` intrinsic motivation were identified. The results of latent mean analysis indicated that male students felt higher autonomy support from teachers and intrinsic motivation compared to female students, but there was no differences in the level of community spirit and collaborative learning. In addition, high school students felt less autonomy support and collaborative learning than middle school students, but there was no significant difference in the level of community sense and intrinsic motivation.

The purpose of this study was to determine the competitive state anxiety level and the norm of test in Korean competitive taekwondo athletes. The 552 subjects who participated national taekwondo competition were involved in this study and asked to complete a questionnaire of CSAI-2 between 1 hour and 30 minutes before the competition. The Four way multi-variate analysis of variance(4 way MANOVA) was implemented to determine the multi-variate effects between sub-scale scores of CSAI-2 and other variables. Three subscale scores〔(Competitive State Anxiety of Cognitive(CSAI-cog), Competitive State Anxiety of Somatic(CSAI-som) and Competitive State Anxiety of Self-confidence(CSAI-sc)〕were measured with gender, grade, level of competition and career of athlete. The statistics of results showed that there is no significant multi-variate effect in any variables, but there are a few significant uni-variate effects on CSAI-cog of grade(F(1,520)=4.20, p<.05), CSAI-som of grade(F(1,520)=5.58, p<.05), CSAI-som of grade*competition(F(1,520)=4.30, p<.05), CSAI-som of grade*career(F(3,520)=3.34, p<.05) and CSAI-sc of grade*career(F(3,520)=2.62, p<.05). Also the norms of CSAI-2 of korean version for Korean Taekwondo athletes was developed.

This study examined the relationships of parental supportive behavior on physical activity of their children and parents` actual participation in physical activity with their children`s intrinsic motivation toward school physical education. Gender and grade differences in their perceptions of parental behavior and intrinsic motivation were also considered. A total of 317 students from 4th, 5th, and 6th grades and 566 parents of the students participated in the study. The findings revealed that parental supportive behavior had moderately low correlations with fun and competence in physical education. Lower graders showed greater relationships compared with higher graders. There were no gender and grade differences in the students` perceptions of their parental supportive behavior. Males had higher fun and competence in physical education. As grade increases feelings of fun and competence tend to shrink for females. Students` intrinsic motivation was relatively stable across different levels of parents` physical activity participation.

The purpose of this study was to investigate the relationships between students` knowledge of games, basic needs for physical education classes, and behavioral regulation in context self-determination theory. 539 students from middle and high schools completed the Tactical Skills Inventory for Sports, Basic Psychological Needs Inventory for Physical Education Classes, and the Korean version of Behavioral Regulation on Exercise Questionnaire-2. Hierarchical regression analyses indicated that, after controlling sex and grade, the dimensions of game knowledge and basic needs predicted the students` motivational regulation. Specially the need of autonomy and procedural knowledge were the strongest predictors of the students` internal and identified regulation. The procedural and declarative knowledge, and autonomy were also the strongest predictors of introjected, external regulation and amotivation. The findings of this study indicate that there might be differential relationships between the dimensions of game knowledge, basic needs, and motivational regulation in a physical education context.

The purpose of this study was to examine a role of learned resourcefulness, process of change for the action promotion of exercise behavior of the elderly on Transtheoretical model & Rosenbaum(1990)`s schematic. In order to accomplish the purpose of this study, it was performed on the development and validation of a the Korea version learned resourcefulness Scale for the elderly, analysis of determinants and relative importance in factors of learned resourcefulness, process of change of exercise behavior of the elderly. The data collected, were analyzed using the exploratory confirmatory factor analysis, the correlation analysis, the one-way ANOVA, standard multiple regression and stepwise discriminant analysis. Followings are the conclusions of this study, which are gained from the analysis described above. After having verified the construct of learned resourcefulness by means of two times of confirmatory factor analyses and one more correlation analysis, finally made a conclusion that determining factors that influence the change of exercise behavior in elderly were self-control, problem-focused coping, self-efficacy of learned resourcefulness, and reinforcement management, cognitional self-change of process of change. Particularly the determining factors that influence the change promotion of exercise behavior in elderly were problem-focused coping, availability, cognitional self-change from precontemplation to contemplation, availability, reinforcement management from contemplation to preparation, problem-focused coping, reinforcement management from preparation to action, self-control, self-efficacy, formation of helping relationship from action to maintenance. There was statistically significant relationship elderly`s learned resourcefulness and process of change, specially self-control and cognitional self-change, problem-focused coping and reinforcement management. This study suggested useful information about elderly`s exercise behavior and exercise intervention.

The purpose of this study was to define the effects of Yoga participation on body image and physical self-concept in adults women. The subjects were 274 women who have been participated yoga and they have been lived in G city, C and J province. The scales were used PSDQ and SMT in this study. The results were as follows; 1. Flexibility was shown highest score among all sub-factors of physical self-concept, and esteem was shown lowest score among all sub-factors of physical self-concept. yoga participants showed higher physical competence and flexibility than those of health participants and yoga participants showed less fat women than those of health participants in analysiscipcording to body image. In analysiscdue to different age group, the group which had more 60 years showed higher body fat than that of the other groups, the group which had 50 years(51-60) highest activity than that of the other groups, the more age and the more body fat but the more age and the less flexibility. 2. In analysis of correlation, there were significant relation between frequence of yoga participation and body fat, health, flexibility, endurance, and present body image of participants, between time of yoga participation and body fat, and esteem, and periods of yoga participation and sports competence, body fat, appearance, activity, esteem, flexibility, endurance, strength, and global physical. 3. In analysis of regression, frequence of yoga participation influenced appearance and endurance, time of yoga participation influenced body fat, and periods of yoga participation influenced sports competence, body fat, appearance, activity, esteem, flexibility, endurance, strength, and global physical and time of Yoga participation influence present body image of women. 4. Body image of women influenced sports competence, body fat, appearance, activity, flexibility, endurance, strength, and global physical.

This research is for investigating each level of women`s basketball athlete, the day training time, and the difference of the achievement goal orientation according to the one`s own ability sense and self-management and analyzes the affect that the achievement goal orientation reaches to a self-management. The research objects are selected from the high school, registered in KBA and WKBL the corporate amateur sports team, and the professional games women`s basketball athlete total 259 people as the final analysis object. As the inspection tool of the achievement goal orientation and self-management, the self-management questionnaire in which the object to achieve directivity questionnaire (TEOSQ) and the questionnaire Kim Byeong-jun developed were used. It was exposed to be excellent as a result of analyzing the reliability about these absolute temperature scales through the item analysis and Exploratory factor analyses. As a result of implementing the multi-variable analysis in order to investigate level (the high school, the corporate amateur sports team, and the professional games), the day training time (1 times, 2 times, 3 times), and the difference of the population achievement goal orientation according to the one`s own ability sense (a phase, and) and self-management, the difference in which the achievement goal orientation statistically notes that it is task training time, and the one`s own ability sense was shown. And the difference in which it statistically notes according to for each level, the day training time, and the one`s own ability sense was shown in a self-management. Moreover, the multiple regression analysis was implemented whether object to achieve inclination (the subject goal inclination, and the now goal inclination) reached the affect that it is as so at self management (the mental strength management, the training management, the life management, the intrinsic action management, the interpersonal management, and the body management) based upon the preceding research and rationale or not. The fluence that the task goal orientation statistically notes in the personal routine the mental readiness, the training management, the daily living management, the interpersonal relationship, and the physical conditioning in the lower factor of the achievement goal orientation among 6 lower factors of a self-management was shown as a result. We discussed based upon this kind of a result based on the preceding research about the achievement goal orientation and self-management and theory. And the direction for future research was presented.

This thesis tries to find out the correlation of all the elements such as training environments, commitment, training satisfaction, training intention. I proposed a hypothetical structural model on the basis of previous studies among the students more than 13 years old and ascertained the causal relation between all these variables. In order to achieve these goals, first, the researcher ascertained the difference commitment according to individual characteristics and participation rate through one-way AVONA. Second, I chose training environments as exogenous latent variable, and chose commitment, training satisfaction, and desire for training as endogenous latent variables. I ascertained the hypothetical structural model using structural equation model in order to find out the causal relation between potential variables. These models were applied to the more than 13- year-old 783 students who were studying in Kyungsangnamdo using flux accumulation collection. I used written tests which consisted of 62 questionnaires, which were ascertained for its credibility and validity later. I ascertained all the collected test results, using mechanical statistics analysis, one-way AVONA, and structural equation model analysis.

Literature in sport and physical education has focused on motivation during last decades. One of well-known and insightful theories in motivation studies is self-determination theory (Deci & Ryan, 1985, 2000; Ryan & Deci, 2002) in the field of sport and physical activity. The aim of this article is to help our understanding of the autonomy-supportive environment and to examine the impact of the autonomy support on students` psychological need satisfaction, self-determined motivation, emotional-behavioral engagement, and intention toward physical activity in fitness program. Two groups were divided as control (controlling way manipulated) and experimental group (autonomy support treated) in six-week fitness program. The result of t-test demonstrated that the difference between students in experimental group(N=13) and those in control group(N=15) was significant. Students whose autonomy were supported in experimental group increased the perception of autonomy-supportive environment, autonomy, autonomous motivation (identified regulation), and emotional-behavioral engagement (enjoyment and effort), compared with students in control group of which controlling way was adopted in fitness program. The results indicated that supporting student`s autonomy in fitness program could not only enhance students` psychological needs, especially the need for autonomy but also promote their autonomous motivation, and emotional-behavioral engagement. The discussion focuses on the impact and the motivational role of autonomy support, and it provides the practical implication and future studies in physical domain.

The purpose of this study was to validate and evaluate the Situational motivation scale which is based on four kinds of self-determination motivations (intrinsic motivation, identified regulation, extrinsic regulation, amotivation). After adjusting this scale for application on primary physical education lessons, the reliability and structural appropriateness of this scale were verified and a gender-based part was added. The object of the study was formed by 710 students (4th, 5th, 6th grade) from three primary schools located in Seoul. A pilot study, an exploratory factor analysis and a confirmatory factor analysis were executed and on the basis of these, the structural validity and reliability of the scale, presented in former research by 16 items forming 4 factors, were verified. Intrinsic motivation and identified regulation were positively related with basic psychological needs, while external regulation and amotivation showed a negative relation which proved the validity of the scale. According to the gender-based latent mean analysis` results, intrinsic motivation turned out to be notably higher for boys than for girls and external regulation was notably higher for girls than for boys. According to the grade-based latent mean analysis` results, 6th grades are lower in intrinsic motivation, identified regulation factors, and higher in extrinsic regulation, amotivation factor than 4th and 5th grades.

This study conducted a research on 16 children (experiment group of 8 people and control group of 8 people) at J Rehab facility in Seoul to analyze the effect of yoga exercise on emotional behaviors of preschool children with developmental disability. Experiment group did yoga exercise twice a week (1 time: 40 minutes) for 12 weeks. With processing the material by conducting two way ANOVA and Turkey`s HSD for the analysis population×time after learning, following conclusions are obtained. First, it shows that learning yoga exercise influences the emotional behaviors of preschool children with developmental disability positively. Second, emotional behavior changes of experiment group were influenced by yoga more positively than control group, showing that there is a significant difference statistically between two groups. In conclusion, it is proved that yoga exercise is effective program for all sub-factors of positive emotional behavior changes of the preschool children with developmental disability.