Savoring is a strategy which requires intended efforts to sustain and amplify positive emotions and has been recently establishing conceptive and theoretical bases with academic purpose of positive psychology. This study explored savoring ways of dance majors and compared them with those suggested in the studies related to positive psychology. Then it explained possibility of introducing savoring to physical activities. Based on 10 savoring ways collected from literature on savoring, the semi-structured survey was conducted to 77 dance majors. As a result, a total of 327 savoring ways were collected. The result of the survey showed that the dance majors used various savoring ways to fully enjoy positive experiences and savoring was used as a best-performance strategy for overcoming hard times, getting motivated and self-boosting as well as sustaining positive emotions. This study compared dance majors` savoring ways collected with those from previous studies and explained the possibility of introducing savoring to physical activities. This study will hopefully contribute to active discussions of possibility of introducing savoring and its effectiveness in the area of sport psychology.

The purpose of the present study was to examine how postural sway was controlled during a pistol aiming. Ten college students were required to aim with a pistol to a target 3 m and 10 m away. These two aiming tasks were performed in two orientations of the body`s coronal plane to the target; 1) the parallel and 2) perpendicular orientations. While the subjects performed the pistol aiming, the center of foot pressure (CP) on an AMTI force platform was measured. Using t-test the effects of target distance were tested on antero-posterior (AP) and medio-lateral (ML) sways of each body orientation. In two body orientations AP and ML sways did not show any significant changes with target distance. Although the difference in change did not reach a statistical significance, AP sway tended to decrease and ML sway tended to increase in the perpendicular orientation. On the contrary, in the parallel orientation AP sway tended to increase and ML sway to decrease. These results partially support the research hypothesis that some amount of postural sway is needed to maintain balance. If the contribution of postural sway in one direction is restricted because of suprapostural demands, then postural sway in the other direction will be increased to compensate.

This study examined the mediating effects of attitudes toward physical education and achievement emotions in the relationships between teacher-student interactions, persistence/effort for task, and perceived competence, as well as a path invariance across gender. Participants were 849 middle school students (420 males, 429 females). Structural equation modeling and multiple-group analysis were conducted. The results of structural equation modeling were as follows: Emotional attitude toward physical education mediated the relationship between proximity and positive emotion, whereas cognitive attitude played as a mediator in the relationship between proximity and negative emotion. Positive emotion mediated not only the relationship between proximity and task persistence/effort, but also the relationship between proximity and perceived competence. Cognitive attitude mediated the relationship between influences and negative emotions. Positive emotions mediated the relationship between emotional attitude, task persistence/effort, and perceived competence. Negative emotions played as a mediator in the relationship between cognitive attitude and task persistence/effort, whereas positive emotions mediated the relationship between cognitive attitude and perceived competence. The results of multiple-group analysis indicated that path coefficients across gender were invariant. But male students showed that positive emotions had a stronger effect on task persistence/effort than their counterpart, whereas female students negative emotions had a stronger effect on perceived competence than their counterpart. Findings suggest that the level and strength of student`s active interaction with their physical educators classes will contribute to the development of positive attitude toward physical education, emotions, achievement-related behaviors, and competence.

The purpose of this study was for developing measurement scale of exercise self-schemata verifying the validity. For this purpose, it was verified through exploratory factor analysis, confirmatory factor analysis, correlation analysis and analysis of variance based on the data of Park In-Kyoung`s study(2011). The result of this study was as below. First, the structures of exercise self-schemata were two which was named as behavior exercise self-schemata, cognitive·emotional exercise self-schemata. Second, exercise self-schemata was structured two factors and 14 questions(behavior exercise self-schemata 7questions, cognitive·emotional exercise self-schemata 7questions). Goodness of Fit Index was satisfied optimal value. Exercise self-schemata scale which was identified validity, was useful for measuring to general and understanding the relationship betwiin exercise behavior and exercise self-schemata.

The purpose of this study was to explore the self-regulatory processes of cognitions and emotions experienced by elite athletes in competitive sports. Twelve elite athletes participated in this study. In-depth semi-structured interviews analyzed through grounded theory analytic procedures (Strauss & Corbin, 1998) were used. Overall, it was ascertained that self-regulatory processes were consisted with athlete competitive situations (past experience, importance), cognitive appraisal on competitive situations (positive and negative appraisal), subjective/physical responses, cognitive and interactional regulatory mechanism. Elite athletes who appraised their competitive situations as past experience and importance tended to exhibit subjective and physical responses. Furthermore, they control their responses using cognitive and interactional mechanism. Results are discussed in terms of current research on cognitive and emotional framework in sport.

The purpose of this study was to investigate the neurophysiological characteristics of cognitive and motor tasks. The participants were 20 college students who had not had prior experiences with neurophysiological experiments. They were instructed to press computer keys depending on the bar lengths and positions, while recalling bar images previously presented on a computer monitor. The two tasks each comprise 20 trials of task performance (8 seconds) and rest period (3 seconds). Brain regions of interest were Fz, F3, F4, Cz, C3, C4, T3, T4, Pz, P3, P4. EEG was sampled at a rate of 256 Hz, while the right ear lobe served as reference, and the Fpz as ground. The EEG results showed that theta brainwaves were observed in frontal electrodes. A possible explanation about the increased theta activity manifested during cognitive performance is because the frontal lobe was engaged in complex problem solving tasks. The present study makes significant contributions to the literature because it provides neurophysiological evidence as to the controversial differences between cognitive and motor tasks in motor learning.

The purpose of this study was to examine the mediating role of basic psychological needs on the relationships between perceived autonomy support from teacher and peers, and intrinsic motivation which the students majoring dance at arts secondary schools, and carried out an invariance analysis of the model across school level. Participants were 425(24 boys, 401 girls) students studying dance at arts secondary schools. For data, structural equation model analysis and multi-group analysis were conducted. The results of structural equation model analysis indicated that perceived autonomy support from teacher and peers directly predicted students` basic psychological needs. In addition, only competence desire had a mediating effect on the relationships between autonomy support from teacher and intrinsic motivation partially, in contrast, competence desire fully mediated the relationships between autonomy support from peers and intrinsic motivation. The results of multi-group analysis showed that the influence of perceived autonomy support from peers on competence desire was stronger in middle school students than high school students. These results indicated that perceived autonomy support from teacher and peers affected greatly to competence desire satisfaction, and middle school students felt higher autonomy desire satisfaction compared to high school students when they perceived autonomy support from peers in dance context.

The purpose of this study was to investigate the difference of brain activation on choice reaction between the novice and the expert. 15 university baseball players and 15 male university students participated and they lay in an fMRI chamber and were instructed to press the right button corresponding to the ball type presented on the screen among 3 different types (fastball, curve ball, and slider ball) thrown by the right overhand pitcher. Two-way ANOVA, group(2) × ball types(3), was employed and voxel level was set at FWER (family-wise error rate: p < .01) for the experiment. Every activation size was set at 16 vexel. The results showed that precentral, supplementary motor area (SMA), middle frontal gyrus, primary somatosensory area, and occipital gyrus were more activated in the expert group. A possible explanation is because the expert group has more developed nerve network which connects visual information input, information integration, motion planning, and decision-making. Meanwhile, the novice group manifested fusiform gyrus and temporal gyrus were more activated, which were caused by unfamiliarity of the stimuli and lack of information. Furthemore, the expert group showed simple information process in the case of familiar stimuli like fastball.

This study is to understand and search the motivational factors for coaching for the teachers who play important role in the sports environment. The in-depth open-ended question with 36 teachers for sports based on the semi-structure questionnaires were performed for this purpose and the inductive description was analysed based on the self-determination theory. Two hundred thirteen raw data were collected, and they were categorized into 30 sub-categories, 4 general lower sections and 3 general sections. Specifically, the external factors in the general sections showed 61.5% reaction ratio, 21.1% of introjected regulation, 15.4% of integrated regulation, 13.1% of identified regulation and 11.7% of external regulation. Secondly, the internal factor of the general sections was 30.5% and non-motivation in the general sections was 7.9%. In conclusion, this study provided the meaningful information in the general sections to understand the motivation of coaching by the teachers.

The purpose of this study is to ascertain to prove that the learner`s level is an important variable in determining the distinct effect of self-controlled feedback. The test subjects were 120 male high school students, the subject group constituted of 40 students randomly assigned to high and low learning levels(10 self-controlled and 10 yoked) who were placed into the appropriate group based on the results of their training stage and pre-test. subjects were asked to practice badminton serve as a closed skill. The acquisition phase was made up of a 2(learner`s level)×2(feedback mode)×6(Block of trial) and the transfer test was made up of a 2(learner`s level)×2(feedback mode)×2(Block of trial) factorial design with repeated-measures on block. A three-way ANOVA with repeated measures on block were conducted. For dependent variables, a mean radial error(MRE), and a bivariate variable error(BVE) were measured. The results of Firstly, in according to the mean radial error and bivariate variable error the significantly lower error data that proved the self-controlled feedback group. Secondly, according to the bivariate variable error in transfer test, the interaction effect was visible respective to the learner`s level and feedback mode. In the low level group, self-controlled feedback was more effective than in the yoked group. Therefore the conclusion of this study shows that learner`s level is an important variance on the distinct effect of self-controlled feedback.

The purpose of this study was to examine the relationship between expertise and rhythm structure by analyzing expressive walking based on sadness emotion. 12 experience dancers and 12 non-experience dancers were selected in this study. 2 different rhythm structure conditions were applied; syncronized and syncopated rhythm. For the experimental task, the subject performed an upward and downward right arm movement while flexing and extending the lower limbs. To analyze the weight expression and time expression, maximum ground reaction force and gait time were analyzed. The results of this study were as follows; In terms of weight expression, the experience group showed smaller maximum ground reaction force than the non-experience group. Specifically, in terms of rhythm structure, the experience group showed more controlled performance in syocopatepd rhythm however, the non-experience group more showed controlled performance in syncronized rhythm. In terms of time expression, the experience group showed longer gait time than the non-experience group. Specifically, in terms of rhythm structure , the experience group showed more stable performance in syocopatepd rhythm however, the non-experience group more showed stable performance in syncronized rhythm. It represented weight and time expression factors were evaluated by ground forcne movement timing and coordination pattern were primary factor for evaluating expertise.

The present study examined the effect of a ebbinghaus illusion on visual perception and the visual control of grasping movement. In this illusion, two identical discs can be perceived as being different in size when one is surrounded by and annulus of smaller circles and the other is surrounded by an annulus of larger circles. This classic size contrast illusion, known as Ebbinghaus or Titchencer circles illusion, has a strong perceptual effect. The research participants were 10 right-handed participants performed manual estimate task and grasping task on ebbinghaus circle illusion figure and normal figure. In the perceptual estimation task, subjects indicated how big they thought the target was by separating their thumb and forefinger to match the target`s size. During the grasping task, subjects were required to reach and grasp the target circle on the experimenter`s command. The results showed that both the perceptual estimation and the hand shaping while grasping the disc were similarly influenced by the illusion. Moreover, the stronger the perceptual illusion, the greater the effect on the grip scaling. However, There was small illusion effect on a large circles array illusion. We discuss the results as evidence of an interaction between the functional pathway for perception and action in the intact human brain.

The purpose of this study is to provide useful basic material that you can utilize it as a strategy which raises efficiency of Taekwondo-Jang` management by investigating effect of psychological environment of trainees in them on psychological needs and satisfaction. To accomplish the purpose of the study like this, trainees of the 4th, 5th and 6th year students in Taekwondo- Jang located in Ieonlabuk-do were selected as a population. Sampling about research subjects was used by convenience sampling method and the results drawn utilizing the materials of 370 persons are as follow: First, the results showed that leaders and parents(p<.001) and schoolmates(p<.05) of sub-factors of psychological environment have significant effects on ability of psychological needs and colleagues in studios and leaders(p<.001), parents (p<.01) and schoolmates (p<.05) had significant effects on autonomy of psychological needs. It also found that schoolmates(p<.05) of sub-factors of psychological environment have significant effects on relationship of psychological needs. Second, the results showed that that colleagues in studios, leaders and (p<.001) have significant effects on satisfaction. Third, the results showed that autonomy (p<.001) of sub-factors of psychological environment has a significant effect on satisfaction.

This study investigated a structural relationship between athletic identity and achievement behaviors applying the expectancy-value model (Eccles et al., 1983) to sport context, and compared its path invariance across sport type and career. Participants were 454 collegiate male athletes. For data, structural equation modeling and multi-group analysis conducted. Structural equation modeling indicated that athletic identity was a significant predictor of task values (intrinsic, attainment, and perceived utility values), expectancy beliefs for success, and perceived cost, and expectancy-value variables except attainment value partially mediated the relationship between athletic identity and achievement behavior. Multi-group analyses revealed that the paths between athletic identity to attainment value, expectancy for success to achievement behavior, perceived cost to achievement behavior were not invariant for team-sport athletes and individual-sport athletes. In addition, multi-group analyses showed that the paths between athletic identity to perceived cost, attainment and perceived utility values to achievement behavior were not invariant across athletic careers. The findings suggest the importance for enhancing positive identities as a significant predictor of college athletes` motivation and achievement behavior.