The purpose of the present study was to investigate the effects of the aiming task difficulty on brain activity during mental preparation before performance begins. The contingent negative variation(CNV) was measured while 17 participants(male=13, female=4) performing goal-directed aiming actions with their fingers toward the horizontal targets of two different levels of difficulty. When the precue information of the task difficulty was presented in the form of vocal stimuli(S1), the subjects prepared the corresponding actions for 2,000ms, and then executed the required actions on the onset of the response signal(S2). The required responses were fliping the tiny stone away to put it in the small or large targets fixed on the table. Cerebral cortical activities were recorded in Fz, Cz, and Pz areas, and two-way ANOVAs were conducted to compare CNV amplitudes during the foreperiod between S1 and S2. The result showed that CNV amplitudes increased significantly with the task difficulty. The difference found in the amplitudes reflects the effect of anticipation and prediction for the task during the preparation period, and it also indicates that the more difficult tasks are to be prepared, the greater cognitive efforts are demanded. Another significant finding was that measured CNV amplitudes of Cz was greater than those of Pz. The increased activation of Cz region reflects preparation for motor activity, and the relatively small activation of Pz region indicates that it did not take much effort to perceive precue stimuli. Importantly, the present study illustrates that the demands for motor programming to aim for the horizontal targets using fine motor skills increase with the task difficulty, which was reflected on Fz, Cz, and Pz regions through CNV amplitudes.

The purpose of this study was to examine how mobile phone video feedback should be delivered to learners to maximize the motor learning effect. Specifically, we investigated the effect of video feedback(VF) combined with error-correcting information(EI), attention-focusing cues(AC) and expert model video(EMV). The to-be-learned task was an inside-of-the-foot soccer accuracy pass. The performance score represented kicking form and pass accuracy. Forty-six female participants were randomly assigned to one of four experimental groups according to what factors were combined with a video feedback; 1) control, 2) EI+VF, 3) EI+AC+VF, and 4) EI+AC+EMV+VF groups. All participants practiced 10 trials without any information during a practice phase and 40 trials with video feedback during an acquisition phase. A retention test was administered 24 hours later. The results indicated that all video feedback groups displayed better learning effect than the control group. The EI+AC+EMV+VF group exhibited better learning effect compared with other video feedback groups. These results suggest that the video feedback should be combined with EI+AC+EV to maximize learning effect. However, attention-focusing cues are redundant when error-correcting information was presented. Adding expert model video to video feedback seems to facilitate the detection of movement error by providing a template for evaluating kinematic features of video feedback.

Attention is an essential factor to decide performance. The core thing of the attention is to focus on the necessary clue and block unnecessary information. If one is an expert, he/she can experience peak performance by using proper attention. Previous studies revealed the relationship between attention and dance performance by taking dance majors in the universities as the subjects for the research. However, studies on attention with professional dancers have not been tried yet. This study aimed to investigate core clues of attention according to task type of dance with professional dancers. For the purpose, seven professional dancers (four males and three females) were selected for research subjects. The data was collected through in-depth interviews with them and inductively content analysis was conducted on the data. As a result, The professional dancers were accepting the clues for attention related to the task (central axis, balance, coordination, timing, gaze, dancers own intuition and expression elements) and blocking the improper things for attention (factors of stage performance anxiety, too many thoughts and bad habits). These results are discussed in depth in information processing approach and suggestions are provided for further research.

The purpose of this study is to investigate the relative weighting for an effective test of gross motor development in young girls of early school age through Analytic Hierarchy Process. Specifically, the professional group on the Test of Gross Motor Development-2 was asked to complete the pairewise comparison survey on the relative weighting and index of difficulty. Also, Actual TGMD-2 (AT) was tested for comparing the raw data with data applying the relative weighting (RW) and the index of difficulty (RID). The Data on the consistency index, the relative weighting and index of difficulty were analyzed by using an AHP module in an Excel program for data analysis. The results were as follows. First, locomotor skill was more important and easier than object control skill in large classification. Also, the young girls performed superior abilities of locomotor skill in comparison with object control skill in AT. Second, RW in middle classification were in order such as hop, run, gallop, leap, slide, horizontal jump at locomotor skill and catch, throw, kick, dribble, roll, strike at object control skill. RID, however, were in order such as hop, leap, horizontal jump, gallop, slide, run at locomotor skill and strike, dribble, kick, catch, roll at object control skill. Third, in RW and RID of performance criteria ``Nonsupport leg swings forward in pendular fashion to produce force`` at hop items was valued the highest and ``Maintains control of ball for four consecutive bounces without having to move the feet to retrieve it`` at dribble items was the hardest. Fourth, correlation analysis between RW and RID showed positive correlation partly. Fifth, the mean of AT data, RW data and RID data on TGMD-2 were high in order such as RW, AT, and RID. Finally, the results on RW and RID will serve as a fundamental information to support a specific strategy on an assessment purpose.

This study aims to find the impacts of social-ecological variables on various intensities (strenuous, moderate and mild) of physical activity in adults. A total of 352 adults(male: 185, 52%; female: 169, 48%; age=39.68 years old) participated in the study. Questionnaires on self-efficacy, decision balance, social environment, physical environment and physical activity were used. Results indicated that physical environment had significant impacts on strenuous and mild intensity physical activities except for moderate physical activity and decision balance. In addition, results revealed that the relationship among physical environment, exercise benefit, self-efficacy, and mild intensity of physical activity are indirectly mediated by self-efficacy. In particular, self-efficacy had a strong direct effect on strenuous intensity of physical activity. The findings can be utilized by physical activity professionals who should promote successful activity experiences (self-efficacy) as well as a supportive social and physical environment, which is conducive to active lifestyles for health and wellness.

This study inductively explored various sub-constructs of embedded in three sport emotional intelligent constructs(recognition, regulation, utilization of emotions) by investigating Korean elite athletes` emotional experiences. 14 elite athletes (9 males and 5 females) responded to questions concerning their emotional experiences in sports with structured in-depth interviews. Hierarchical inductive analyses of interview raw data indicated various EI sub-themes associated with the three emotional categories: emotional recognition/understand, regulation, and utilization. Positive and negative emotion and self and other emotions were attributed to theses categories each other. Theses higher order themes were ideograhically described within the qualitative research framework. These results provide in-depth understanding of elite athletes` emotional intelligent associated in sport performance. This study discussed the results with theoretical and practical framework of emotional intelligent, and suggested future sport EI studies.

The purpose of this study was to develop Tennis Psychological Skills Inventory(TPSI) in order to test Tennis player`s psychological skills and to examine closely the external validity of the Tennis Psychological Skills Inventory. The participants of this study were total 708 tennis players(Study 1 : 131, interview: 8, Study 2: 291, and Study 3: 278) who were registered in 2012 on Korea Tennis Association. As the result of Study 1, the items of TPS were subdivided into 6 scales; competitive anxiety, self-confidence, attention control, mental toughness, goal-setting and self-management. After that, the results of Study 2 were analyzed by descriptive analysis, correlation analysis, item analysis, exploratory factor analysis(EFA), and reliability analysis based on the subdivision from Study 1. Therefore, total 27 items (4 items of anxiety control, 6 items of self-confidence, 4 items of attention control, 4 items of mental toughness, 4 items of goal-setting and 5 items of self-management) out of 103 were confirmed. Cronbach`s alpha(α) for each subfactor such as anxiety control(.71), self-confidence(.84), attention control(.81), mental toughness(.76), goal-setting(.93) and self-management(.88) was respectively confirmed by reliability analysis. As the results of Study 3, confirmatory factor analysis(Q=1.599, RMSEA=.048; TLI=.909, CFI=.917), convergent validity and predictive validity were done to confirm the external validity of the developed psychological skills inventory. The results showed that the external validity of the inventory was evaluated higher than in general.

The purpose of this study was to identify the influences of Analytic-Holistic thinking on counterfactual for athletes. Participants were 416 Middle, High schol, university student athletes(M=284, F=134, individual=184, team=234). They submitted responses to two questionnaires, AHS(Analysis-Holism Scale), CTNES( (Counterfactual Thinking for Negative Events Scale) respectively. We conducted the Exploratory Factor Analysis and Cronbach α　Analysis to found out Construct Validity and Reliability. Quartile Split used for turning the continuous variable, Analysis-Holism, counterfactual, into a 3 categorical levels and the data were analyzed using MANOVA. Finally We conducted Correlation and Regression Analysis. Results are as follow. Fisrt, Counterfacual were significantly different according to the variables of analytic and holistic thinking. Second, Counterfacual are significantly correlated with analytic and holistic thinking. Third, counterfactual was influenced by analytic and holistic thinking. Based on these results, Counterfactual of Athletes was differentiated by level of analytic and holistic thinking. Findings suggest that the level and strength of analytic thinking with their cultural backgrounds will contribute to the ego-involved counterfactual, on the contrary, holistic thinking with their cultural backgrounds will contribute to the ego and others-involved counterfactual thinking. Finally we discussed cross cultural psychology on that results and proposed athletes` regret.

This study was to compare the effects of psychological skill training(PST) based on the principles of control and adjustment with mindfulness & acceptance, commitment based approach (MAC) to athletic performance enhancement. The participants of this study was the high school male 26 athletes(13 archer, 13 shooter) registered by division association. All three athlete groups received the same measures given at pre- and post-7weeks treatment : Mindfulness Scale (Park, 2006), Acceptance & Action Questionnaire-16(AAQ-16: Bond et al 2000), Psychological Skill Scale(Vealey, 1988), Athletic Performance Scale(Mamassis & Doganis, 2004). The main results are as follows. First, the imagery, accomplished, and arousal of psychological skills did not differ between the groups. Attention skill of the psychological skills training groups and mindfulness·acceptance group was higher than that of the control group. Confidence skill of mindfulness?acceptance groups was the highest than in the other groups. Second, current awareness, non-judgmental acceptance, decentralized attention of mindfulness did not differ between the groups, the attention skill of mindfulness?acceptance groups was the highest than psychological skills training group and the control group. Third, the acceptance behavior of mindfulness?acceptance groups was the highest than psychological skills training group and the control group. Fourth, the perceived performance levels were not significantly different between the groups. The details of the results are discussed.

The purposes of this study were to examine how psychological strengths affect outstanding baduk players and how baduk players build on such strengths. A grounded theory methodology (Strauss & Corbin, 1990) was adopted. Four major findings emerged through analyses of data. First, the players listed four psychological strength factors that help them enhance their baduk performance. They included willpower, concentration, confidence, and calmness. Second, they felt that the psychological strengths were built through their own studies and experiences of participating in baduk competitions. The players were able to strengthen their willpower by qualitatively preparing for competitions and training themselves daily. Confidence improved through their successful experiences and continuous efforts to perform better. Their efforts to manage their competitions properly resulted in exceptional calmness. Third, the psychological strengths were utilized in specific circumstances during training and in competitions. They were able to maintain mental stability before and during competitions using the psychological strengths. After competitions, they focused on constructive sides regardless of results. Fourth, the psychological strength were linked to their goals and motivation to reach higher goals. The psychological strengths played influential roles in the players` daily life.

The purpose of this study was to identify the mediation effect of team cohesion on between the relationship team members` trust and team performance in pro baseball players. Data for the study were collected from a survey of 300 professional baseball players playing in 2013 Korea League. Data were analyzed to perform confirmatory factor analysis, correlation analysis, structural equation mode, and critical ratios for mediating effect difference with Phantom variable using by Amos Graphics 20.0 and SPSS 20. Findings reveal that the trust of leaders and co-players has influenced on team cohesion. Second, team cohesion has influenced on team performance. Third, there are mediation effects of team cohesion between leaders?co-players` trust and team performance. Finally, there was no mediation effect difference between leaders and co-players.