This study examined the effect of length of a rest period interpolated between two practice sessions on performance and learning of a golf putting skill. Thirty-six participants were asked to putt the ball as close to the target as possible. The performance score represented actual distance (in cm) from the target. Participants putted 120 balls in the first practice session and 120 balls in the second practice session. Participants were randomly assigned to one of three rest groups that differed in the length of a rest period (no rest, 5, and 24 hr) between two practice sessions. The 24-hr rest group revealed a significant improvement in putting performance after a rest period. The 5-hr rest group also showed improved performance but the difference did not reach a significance. In 24-hr retention test the 24-hr rest group revealed significantly better learning than the no rest group. However, the 5-hr rest groups did not show significant learning benefit relative to the no rest group. These results seem to support the suggestion of previous studies that spacing practice sessions across days results in enhanced performance and learning compared to spacing practice sessions within a day. However, it is not clear yet whether the significant learning effect observed in 24-hr rest group is attributable to the length of a rest interval (i.e., wake-based consolidation process) or to a night of sleep (i.e., sleep-based consolidation process).

The purpose of this study was to investigate the relationship among big-5 personality factors, basic psychological needs, and exercise outcome expectation of life sports participants. Through convenience sampling method, selected 389 survey questionnaires were used for final analysis from life sports participants. With the collected data, one-way ANOVA and multiple regression analysis were performed by SPSS 15.0. The results of the analysis were summarized as follows. First, the participation period showed significantly differences on autonomy, competence, relatedness, physical benefit, and psychological benefit, and the participation frequency no significantly differences on autonomy, competence, and relatedness, but showed significant difference on physical benefit. Moreover, the participation time showed significantly differences on autonomy and competence, but no significantly differences on physical benefit and psychological benefit. Second, the extraversion, agreeableness, and conscientiousness impacts positively(+) influence on autonomy, and the extraversion, openness to experience, and conscientiousness impacts positively(+) influence on competence. Moreover, the extraversion, agreeableness, and conscientiousness impacts positively(+), but emotional stability negatively(-) influence on relatedness. Third, the agreeableness and conscientiousness impacts positively(+), but emotional stability negatively(-) influence on physical benefit. And the conscientiousness impacts positively(+), but emotional stability negatively(-) influence on psychological benefit. Fourth, the autonomy and relatedness impacts positively(+) influence on physical benefit and psychological benefit.

The purpose of the study 1 were to develop and validate a Basic Psychological Needs Satisfaction Scale in Sports. The Basic Psychological Needs Satisfaction Scale is designed to assess the constructs of autonomy need, competence need, and relatedness need in various sports contexts including exercise. In a sample of university students, exploratory (n=194) and confirmatory (n=218) analyses supported a 15-item solution consisting of 3 factors. Overall, results show that the Basic Psychological Needs Satisfaction Scale is composed of three internally consistent factors. The construct validity of the scale is also supported by correlations with other constructs as postulated by self-determination theory. Evidence for external validity, internal consistency, temporal stability and exercise style invariance of the Basic Psychological Needs Satisfaction Scale was found. Additionally, the study 2 examined the effects of autonomy support on psychological needs satisfaction, and motivation, which was based on the framework of self-determination theory. In a sample of 347 participants (male: n=219, female: n=128) from recreational sport club in university, structural equation modeling (SEM) results supported the hypothesized model in that perceived autonomy support fosters more autonomy, competence, relatedness of psychological needs satisfaction. These psychological needs satisfaction in turn, enhanced more self-determined forms of behavioral regulations(intrinsic and identified motivation) and decreased more amotivation. The study 3 tested a model of the assumed sequential relationships among perceived autonomy support, psychological needs satisfaction, self-determined motivation, and psychological well-being, which was based on the hypothesized model by Vallerand(1997). The hypothesized mediational roles of psychological needs satisfaction and self-determined motivation were also studied. Consequently, basis psychological needs satisfaction had significant direct and indirect effect on psychological well-being as well as direct effect on self-determined motivation. These findings suggest that psychological needs satisfaction in exercise and sport contexts contributes to self-determined motivation and psychological well-being.

The present study examined the mediating and moderating effects of emotion and athletic identity in the relationships between adolescent athletes`` passion for sport and burnout. Subjects were 607 (389 males, 218 females) middle and high school athletes. Data were analyzed using descriptive statistics, confirmatory factor analysis, structural equation modeling, multi-group analysis, and moderated regression analysis. Results of the structural equation modeling revealed that athletes`` emotions and identity mediated the relationships between passion for sport and burnout, and 30% of the variance explained by the antecedents of burnout. Measurement invariance across gender was supported throughout multi-group analysis, but was unequivalent across grade and athletic career. Also, the three-way interactions (harmonious passion×obsessive passion× athletic identity, obsessive passion×positive emotion×athletic identity) and the two-way interactions (harmonious passion×negative emotion, obsessive passion×negative emotion) were significant. These findings imply that positive emotional experiences and the perception of identity are important factors to reduce adolescent athletes`` burnout symptoms.

The purpose of this study was to develop a Sport Character program (SCP) appropriate for the higher elementary students; and to test its effects on sport character factors. The program development was based on the conceptual reflections Eum`s results about Lickona`s character theory. This SCP was verified by the educational program development process ADDIE, that is, analysis, design, development, implementation, and evaluation. Firstly, in the phase of analysis, learners`` developmental characteristics were analyzed and followed by task analysis. Secondly, in the design stage, objects that were defined on the basis of taskanalysis were explored developed as a teaching model for character education through sport, teaching and learning strategy, and teaching media. Thirdly, in the development stage, teaching materials were developed. The newly designed program was made up of 14 sessions, 40 minutes per session, so that it could be carried out after school. The program was implemented in an elementary school. The fifth and sixth grade students (N=61) from after school classes participated in the program, They were divided into two groups; treatment group and controlled group. All the measurement tools are as following: Sport character scale, Self-esteem questionnaire, and Emotion control scale were all used for pretest and posttest. The experimental group showed significantly higher scores than the control group on sport characters scores. This result proves that the SCP developed in this study has effect on developing children`s character through sports.

This study was to verify the relationship between needs, motivation and burnout of various athletes through a hypothetical structural model proposed by Lonsdale, Hodge and Rose(2009). Therefore, path analysis was performed by calculating autonomy index and single indicator latent variable based on the preceding theory. Prior to the hypothetical structure model verification, the results of preceding analysis about each observed variable showed that autonomy needs was higher and relationship needs satisfaction was lower in players. Moreover, players experienced psycho-physical exhaustion highly and level of lose value experience was low in case of burnout. The results of correlation analysis with observed variables were that autonomy had positive relationship with motivation, and motivation showed negative relationship with burnout. These results were confirmed with hypothetical structure validation results one again. Autonomy needs satisfaction made self-determination motivation improve and this got involve in burnout directly or indirectly. these, this results were discussed on the background of academic of the self-determination motivation and sport-burnout theory and sports field.

This study was conducted to explore the structure of emotion inherent in Salpuri dance and verify the emotional differences between a group of dancers expressing the emotion of Salpuri dance and a group of audience experiencing the performance. Thus, by sampling a total of 453 research subjects, this study drew research results based on the research procedure and data analyses. It was found there is a structure of 9 individual emotions inherent in Salpuri dance, such as likability, affection, attraction, mournfulness, anguish, loss, solitude, indifference and thrill, and this study investigated those 9 factors in 27 items. When analyzing confirmatory factors to verify the goodness-of-fit, this study found out that each model had a hierarchy of three complex emotions, love, moan and introspection. Lastly, when verifying differences in the emotional structure inherent to Salpuri dance between the two groups, this study found out that dancers expressed the emotion of affection in high intensity when dancing Salpuri dance, while audience experienced such emotions as likability, anguish, solitude and thrill when seeing the performance of Salpuri dance. The results of this study were discussed on the basis of the theoretical background of emotion and the characteristics of Salpuri dance. Besides, it was explained in a high-dimensional way that Salpuri dance typically possesses ``Han (deep-rooted grudge)`` which is the intrinsic emotional feature of the Korean people.

The first purpose of this study way to explore the psychological factors that can affect billiard players`` performance. The second purpose was to develop an billiard psychological skills inventory measuring factors that were explored in the study 1. The third purpose was to examine the validity of PSIB developed in the study 2. The participants were composed of the top level billiard players in the Korea(n=50). The data were collected by an open-ended questionnaire and interview. An inductive method was adopted to analyze the data. The participants were composed of 372 national billiard players(A sample 186, B sample 186). The A sample data were used for items analysis, reliability analysis and exploratory factor analysis while the B sample data were utilized for confirmatory factor analysis. Also convergent validity, discriminant validity, predictive validity and latent mean analysis of PSIB were analysised. The results of this study are as follows. Firstly, seven psychological factors affecting billiard players`` performance were identified. Seven factors were confidence, anxiety control, attention focus, imagery, goal setting, behavioral routine and environment resilience factors. Secondly, It was emerged that 27 items of PSIB can clearly measure seven factors. Thirdly, PSIB is a credible measurement because validation of PSIB was secured.

It has been demonstrated that the cerebellum plays a key role in controlling voluntary movements including body balance and posture. The present study examined the effects of dance-based exercise therapy program on relearning of balance and locomotion ability in an individuals with cerebellar disease. A male patient (39 years old) with severe cerebellar atrophy who shows ataxic movement disorders participated in 1½-hour of adapted tango lessens 3 times per week, completing 24 lessons within 8 weeks. The results indicated that the participant exhibited improvements of normal walking and functional gait ability. More specifically, step width was decreased while step length, single stance time, gait speed and balance time were increased after the intervention. In addition, the participant improved on freezing time, pre-obstacle distance and crossing velocity during the obstacle crossing task. This case study suggests that a dance-based exercise therapy program may positively influence on the recovery of gait and balance ability for those who suffer movement disorders due to cerebellar disease.

The purpose of this research was to test the factor structure of a 3×2 achievement goal model (Elliot, Murayama, & Pekrun, 2011) and investigate links between the six goals in the model and its related variables in the physical education setting. The model comprises six different goal construct (task-approach goal, task-avoidance goal, self-approach goal, self-avoidance goal, other-approach goal, other- avoidance goal) rooted in the definition and valence of competence. The results from studies 1 (N=193) and 2 (N=407) confirmed that the six-factor structure of the 3×2 structure of achievement goal model had a good fit to the data (Study 1.  ²=354.59, df=120, p<.001, Q=2.12, CFI=.952, TLI=.938, RMSEA=.076; Study 2.  ²=254.21, df=120, p<.001, Q= 2.11, CFI=.972, TLI=.965, RMSEA=.052). The results of standard multiple regression analysis in Study 2 revealed that each of sic goal constructs was significantly predicted by students`` approach- avoidance temperaments and were related with positive/negative emotions and task engagement. The results of multi-group confirmatory factor analysis documented the strongest measurement equivalence across the two samples (partial measurement invariance). Findings imply that the factor structure of the 3×2 achievement goal model is applicable to the physical education setting.

The current study investigated the effect of obesity management program based on physical activity and psychological modification on weight control and changes in physical activity and its related psychological variables in obese male adolescents. A total of 86 obese adolescents were voluntarily participated in the study. A obese management program consisted of skipping rope and psychological modification and these activities were carried out over 12 weeks (5 days per week, 40 minutes per a session). The program included 3 times per week of various skipping rope activities and the psychological modification included 2 times per week of various psychological activities. Leisure time physical activity questionnaire, exercise self-efficacy scale, and decision balance scale for exercise were applied to measure the participants`` physical activity and its related psychological variables. Descriptive analysis was performed to present the study participants`` age, weight, height, and body mass index. In addition, changes in physical activity and its related psychological variables of study participants were analyzed by repeated measure ANOVA. Results indicated that participation in physical activity increased significantly (F=3.87), meanwhile body mass was substantially reduced after obesity program (F=4.89). Furthermore, obese male adolescents`` psychological variables were significantly positively changed after the program (self-efficacy F=4.38, perceived benefits F=4.07, perceived barriers F=4.15). The current study suggests that in obesity and exercise science further research should be considered not only physical activity, but psychological variables.

The present study investigated the differences in the stages of physical activity and the sub constructs of the theory of planned behavior among adults and also identified the effects of the TPB`s constructs on physical activity. A total of 334 adults in S-gu voluntarily participated in the study. Stages of physical activity scale, attitude scale, subjective norm scale, perceived behavioral control scale, and intention scale were applied to measure the study variables. Results indicated that male adults (57.3%) more regularly participated in physical activity than female counterparts (50.0%) (χ2 =9.47, p<.05). In addition, the findings reported that perceived behavioral control [F(4,329)=33.36], intention [F(4,329)=28.08], attitude [F(4,329)=23.13], and subjective norm [F(4,329)=9.93] significantly contributed to explain physical activity [Wilks`λ = .60, F[4,329]= 15,24, p<.001] with 47.0% of Classification accuracy. Further research should be aimed at identifying not only psychological variable, but social and environmental variables to explain physical activity.