Purpose: The purpose of this study was to examine the effect of different verbal cues during observational learning of a soccer kick. Methods: The to-be-learned task was an inside-of-the-foot soccer accuracy pass. Thirty female participants were randomly assigned to one of three experimental groups according to the type of verbals cues combined with an expert model video; 1) discovery learning, 2) attention-focusing cue, 3) error-correcting cue. All participants practiced 10 trials without any information during a practice phase and 40 trials with treatments during an acquisition phase. A retention test was administered 24 h after acquisition. Results: The effect of observational learning was evaluated by kicking form, absolute error(AE), variable error(VE). The results revealed that two verbal cue groups displayed better kicking form than the discovery learning group during the retention test. The error-correcting cue group revealed better learning effect than attention-focusing cue group. However, for AE and VE the two verbal cue groups did not show a significant difference and the learning benefit relative to the discovery learning group. Conclusion: The results suggest that error-correcting cue is more effective during observational learning than the attention-focusing cue. The error-correcting cue facilitates attentional and retentional subprocesses. In addition, it facilitates the search for a task-appropriate coordination solution.

Purpose: The purpose of the present study was to investigate the effect of different types of practice on badminton skill in elementary school student during practice with observation learning, repeated readingand mixed practice combining observation learning and repeated reading. Methods: Thirty-six 5th grade male elementary students participated and were randomly assigned into four different groups; control, observation learning(OL), repeated reading(RR), and mixed model(MD). Before performing the striking skill, they observed the badminton expert’s performance three times in real time. They were asked to peform high clear striking as a badminton skill 20 times at pre-test, practice, retention(RT) and delayed retention(DR). During intervention, control group watched video clips not related badminton, OL was asked to watch the video containing the expert performance in saggital view, RR was required to read the customized reading material, and MD watched the expert’s video and read the reading material. Results: There was significant difference in performance score between pre-test, RT, DR in MD. Conclusion: The current results suggest that MD seems more effective practice to learn badminton skill for male elementary school student.

Purpose: The contextual interference effect is a theory crucial for explaining the importance of efficient practice and its application in the field, and representative hypotheses on the theory are elaboration hypothesis and reconstruction hypothesis. as the recent studies on contextual interference by Lin et al. (2008, 2009, 2010) and Cross et al. (2007) support different hypotheses, this study purposed to examine the time point and tasks of interest in order to compare the result of the two hypotheses Methods: The subjects were 36 right.handed male and female adults aged between 19 and 32, and they were divided into two groups (n=18 each) at random according to practice condition (blocked practice/random practice). In each group, 9 subjects were given transcranial magnetic stimulation(TMS) before task performance and the other 9 were given TMS after task performance. In the test, key pressing response time was used, and each group had the acquisition phase (1st day), and retention test and transfer test (2nd day), and then response time measurements were analyzed statistically Results: When TMS was given after task performance in the acquisition phase, the performance level was lower in the blocked practice group, but in the retention test when TMS was given before task performance the stimulation hindered the random practice group’s learning and lowered its performance level and consequently the contextual interference effect did not occur. Conclusion: After task performance in the acquisition phase, the information process occurs between tasks in the resting phase, and at the same time, the information process occurs in the preparation phase before task performance and affects learning. Accordingly, both the retention phase before task performance suggested by the reconstructive hypothesis and the resting phase after task performance suggested by the elaboration hypothesis can be the time points when contextual interference occurs between tasks, and therefore it is concluded that the reconstructive hypothesis and elaboration hypothesis may coexist with each other.

Purpose: Grounded on Self-Determination Theory(Deci & Ryan, 2000), the aim of this study was to investigate the longitudinal effect of the autonomy-supportive intervention program on student amotivation in the physical education (PE) context. Methods: In the experimentally-based, longitudinal research design, one-hundred twelve students from four classes of two PE teachers were randomly assigned into either the experimental group(n=50) or the control group(n=62). The questionnaires were administered at beginning (Time 1, T1) of and at middle (T2) of the semester. Repeated measure two-way ANOVAs were used to investigate the effects of need-supportive motivating style on student classroom amotivation and academic achievement. Results: As results, students of the teacher in the experimental group showed greater psychological need satisfaction and less PE-specific amotivation-low ability, low effort, unappealing task characteristics, low value, and problematic relationship than did students of the teacher in the control group. Conclusion: These findings showed autonomy-supportive intervention program to prevent students from being amotivated in PE was effective for the teacher to reduce students’ PE-specific amotivation because the teacher could successfully identify, nurture, and develop students’ psychological needs in an autonomy-supportive way.

Purpose: A Quality of Life Survey has been developed and used in physical activity and health promotion research, based on a working definition of Quality of Life as: a subjective, multidimensional, integrative construct that reflects optimal well-being and positive health(Gill, et al., 2011). In this study, we developed a Korean version of the Quality of Life(QoL) Survey and assessed its validity. Methods: We developed the Korean version using established cross-cultural translation and validation techniques, with related QoL and physical activity measures used for validity. The first steps were developing an initial Korean version of the QoL measure through a series of translations and back-translations, and giving both the English and Korean versions to university students and community members who speak both Korean and English(N= 39). Next, to establish reliability and validity, we recruited Korean university students participants(N=351) for confirmatory factor analysis, reliability and item analysis with the overall measure and each sub-domain scale, as well as concurrent/construct validity analysis through relationships with conceptually-related measures(WHOQOL-BREF), Satisfaction with Life Scale, and physical activity to explore construct validity. Results: Correlations between Korean and English(N=39) were .382~.919, Cronbach``s α of Korean version is .95, English version is .93. Confirmatory factor analysis(N=351) with 7 sub-factors showed good model fit(RMSEA .06, CFI .91, TLI .90). Cronbach’s α for sub-scales ranged from .65~.92, correlations with WHOQOL-BRIEF from .30~.60(p<.01), correlations with SWLS from .33~.48(p<.01). Conclusion: Results support the validity and reliability of Korean version of QoL survey.

Purpose: The purpose of this study was to examine the relationship of stage of exercise behavior change and physical self-efficacy, gratitude, psychological well-being for young children’s parents. Methods: Using cluster sampling was adopted by the study participants who are 340 young children’s parents of kindergarten located in the P city. Frequence analysis, confirmatory factor analysis, reliability analysis, multivariate analysis of variance, correlation analysis, and structural equating model were conducted for this study. Results: First, the results of analysis of the physical self-efficacy, gratitude, psychological well-being according to stage of exercise change, showed a significant difference in the physical self-efficacy and gratitude, psychological well-being in only a sub-factors, self-acceptance and environmental mastery, there were significant differences. Second, the results of analysis causal relationship of the physical self-efficacy, gratitude and psychological well-being, physical self-efficacy to gratitude, gratitude to psychological well-bing, physical self-efficacy to psychological well-being affected all positively to each variables. And gratitude partially mediated the relationship of physical self-efficacy and psychological well-being. Conclusion: It is better for Physical Self-Efficacy, Gratitude, Psychological Well-being to be exercise more and these variables are related to each others positively.

Purpose: The Acceptance Commitment Therapy(ACT) is a new treatment approach that focuses mindfulness, and it is classified as the third wave in the cognitive behavior therapy. Methods: The present study evaluated a 8-week``s ACT program designed specifically for four female archers who had stress and chronic pain. In order to explore process of the ACT, the researcher utilized the qualitative case study methodology. Results: The results exhibited various experiences of participants within six components of ACT program: acceptance, defusion, self as context, focus on present, value, and commitment. Each participant described cognitive-behavioral changes through the ACT program. Conclusions: Overall, the participants reported their changes in terms of‘increasing in awareness``, ``diminishing in pain and stress diminishing pain and stress``, ``recognizing peer relationship``, ``valued goal-setting``, ``decreasing negative thought``. Finally, these results were discussed with theoretical and practical frameworks in mindfulness, and the suggestions were provided.

Purpose: The purpose of this study was to reveal the formation process by depth approaches to mental toughness of elite Ssirum players. For this purpose, we used grounded theory approach that was widely used qualitative analysis. Methods: We selected elite Ssirum players as participants who had champion title by association of professionals that was composed of Ssirum experts and sports psychologists. To gather material for formation process of mental toughness, we used in-depth interview, non-participant observation and leaders interview, and by triangulation, confirmation of participants and consultation of experts, we had enough validity. All of data were analyzed for interactions of cause and effect, context relationship, mediation qualification and interactive strategy. Results: The process mental toughness of elite Ssirum players was divided into 4 stages : creating champion goals by positive expectation, social support by parents and leaders, constant effort with positive feedback by leaders, development of personal mental toughness by individual experience. Conclusion: These results might provide information to develop new related theories by revealing the formation factors of mental toughness, which might improve the Ssirum leaders and young players`` performance.