Purpose: The objectives of the present study were to investigate 189 male athletes playing soccer, rugby and water polo 1) to demonstrate the presence of the team-serving bias and thereby examine the validity of the Causal Dimension Scale for Teams (CDS-T), a measurement tool of team attribution, and 2) to verify the effects of group cohesion on the team-serving bias. Results: A team-serving bias was found in the locus of causality, stability and external control factors of team attribution, thus validating the measurement toolused in the study. Further, the moderating effect between group cohesion and team-serving bias was verified via hierarchical regression analysis. The direction of the moderating effects, as shown in the interaction graphs, indicated that the team-serving bias was higher for Individual-centred Task-oriented cohesion and Group-centred Task-oriented cohesion. Conclusion: we have shown that the team-serving bias tends to be stronger when group cohesion is higher. Further, we found that among the different types of group cohesion, there were moderating effects of task cohesion but not of social cohesion.

Purpose: Today, mindfulness become popular in medicine, psychology, physical education and so on. Mindfulness-based course began to be used in the educational field``s formal curriculum. Many researches show that mindfulness-based class increase a lot of psychological qualities. Positive psychological capital is the state of personal positive psychological development and contributes to individual productivity. There are some studies, proving mindfulness-based interventions influenced on subfactors of positive psychological capital. This study tried to test whether mindfulness-based course could change the student``s positive psychological capital. Methods: 164 participants were divided into 3 groups. Fifty-five were assigned to mindfulness based subjects as experiment group, 54 participants to yoga class, and 55 to general cultural subject as control group. During a semester, three classes were proceeded and some scales, including positive psychological capital, positive and negative emotions, and mindfulness were administered at pretest and posttest. Results: Significant differences were observed in all variables. Positive psychological capital, positive emotion, and mindfulness in mindfulness and yoga classes increased significantly and negative emotion in both classes decreased significantly, compared to control group. Conclusion: As a result, mindfulness-based class and yoga-based class could increase positive psychological capital and it is promising that mindfulness-based class can be included in curriculum.

Purpose: The purpose of this study was to develop a sport motivation scale and to verify the validity of the developed scale. Methods: 534 athletes and non-athletes participated in this study, and for analyzing data descriptive statistics, Exploratory Factor Analysis(EFA), Confirmatory Factor Analysis(CFA), reliability test, correlation analysis. Results: The results of EFA and CFA supported the 6-factor(internal regulation, integrated regulation, identified regulation, introjected regulation, external regulation, non regulation), 24-item Korean version of the sport motivation scale. Internal consistency proven signification. Conclusion: Results support the validity and reliability of Korean version of sport motivation scale based on self-determination theory.

Purpose: The purpose of this study is to conceptualize training engagement in sport based on the theory of Academic engagement that is being spotlight in the field of educational psychology and develop a scale for it. Methods: A focus group interview and a structural survey were done to 20 coaches and 389 high school and university sport players to collect data. Grounded on the psychometrical procedure, TES’s factor structures and constructs were verified. Results: According to the study results, just like Academic engagement, TES also implies ‘the intensity of an active and voluntary intervention and the quality of emotion that players show when they begin and perform their training’, and to measure it, 16 questions’ both structure and in the four dimensions of cognitive, emotional, behavioral, and agentic were verified. These findings discuss the value of TES in the research of sport psychology and also its utilization in follow-up research.

Purpose: Using the self-determination theory, this study examined both the mediating effects and the specific indirect effects of the satisfaction of the three psychological needs (need for autonomy, competence and relatedness) and intrinsic motivation in the relation between need support from the physical education (PE) teacher and engagement in PE classes. Method: Participants were 523 high school students (251 males, 272 females) and completed questionnaire assessing perceived need support, need satisfaction, intrinsic motivation and engagement in PE classes. Results: Structural equation modeling analysis showed perceptions of the three need satisfaction partially mediated the relation between need support from PE teacher and engagement in classes. Moreover, the indirect effect of intrinsic motivation was larger than those of the three psychological need satisfaction. Conclusion: These findings suggest that PE teacher is able to promote students`` intrinsic motivation by satisfying their needs for autonomy, competence and relatedness. The findings supported the theoretical tenets of self-determination theory as well.

Purpose: The current study explored differences in psychosocial variables by the physical activity stagesin a random sample of middle aged adults, and identified the relationship of physical activity with psychosocial variables. Methods: A total of 426 adults aged from 40 to 59 years old who reside in Nowon-gu, Seoul were voluntarily participated in the study. The study participants responded stage of change scale for physical activity, global physical activity questionnaire, self-efficacy scale, decisional balance scale, and social support. Frequency analysis, descriptive analysis, MANOVA, Correlation analysis, and regression analysis were applied using SPSS 20.0. Results: Results indicated that except perceived barriers self-efficacy, perceived benefits, friend support, and family support increased significantly across the stages of physical activity. Furthermore, based on the regression analysis, the most importantpredictors of physical activity in a descending order of significance were family support, self-efficacy, perceived benefits, and friend support, and family support The total variance in physical activity explained by these variables was 48%. Conclusion: The present study offers a starting point for practical interventions aimed at increasing physical activity levels of middle aged adults in healthcare settings, and also encourages and supports healthcare providers who are working in the community to increase their knowledge of physical activity and its related psychosocial variables.

Purpose: This study was conducted to investigate the mediating effect of perceived stress in the relation between coping skills and psychological well-being, and to test the structural model invariance across groups in university dance settings. Methods: To investigate the proposed paths structural equation modeling was used in a sample of 535 female university dance students (M(age=20.07±1.45)=20.07±1.45). Results: Structural equationmodeling indicated that problem-focused, emotion-focused, and avoidance skills were predicted by students`` perceptions of stress. In turn, problem- and emotion-focused skills also predicted psychological well-being. Mediation analyses partially supported the roles of coping skills. Structural weights in the model were variant across dance careers. Conclusion: The findings suggest that coping skills may help to reduce psychological distress and increase psychological well-being in university dance students. Specifically, problem- and emotion-focused skills are associated with positive scores for psychological well- being.

Purpose: This study examined the moderated mediation effect of self-efficacy in the relationships among students`` temperament, emotion, and class engagement in physical education settings. Methods: Middle school students (N=407, 226 males, 181 females) completed measures of approach and avoidance temperament, negative and positive emotions, self-efficacy, and engagement in class. Results: The result of multiple regression analysis showed that positive and negative emotions partially mediated the relationship between approach temperament and engagement in class. The mediating effect of negative emotions in the relationship between avoidance temperament and engagement in class were moderated by students`` self-efficacy. More specially, students with high self-efficacy protected from the detrimental impact of avoidance temperament on engagement, compared students with low self-efficacy. Conclusion: These findings suggest that students`` level of self-efficacy lead a more adaptive emotional and behavioral outcomes in physical education settings.

Purpose: The aim of this study was to explore the concept and structure of athletes’ Julsil and to develop the scale of Julsil. Methods: To establish the concept of athletes’ Julsil, we conducted in-depth interview with 19 national-level athletes in 10 sports. Preliminary questions for Athletes’ Julsil Scale were developed based on literature review and the inductive contents analysis on the interview transcripts. To evaluatereliability and validity of the scale, exploratory factor analysis and confirmatory factor analysis were conducted with the survey of 464 athletes. Results: Using the inductive contents analysis on the in-depth interview, three sub-factors were classified such as expectation of success, self-control, and perseverance and overcoming. Also, results from factor analyses and correlation analysis defined total fifteen items for the Athletes’ Julsil Scale (five items for each factor), and identified internal reliability and convergent validity.

Purpose: Functional recovery of the paretic upper extremity post stroke continues to be one the greatest challenges faced by rehabilitation professionals. Although many tasks require the coordinated participation of both hands, rehabilitation strategies for the most part have focused on the paretic limb. This study investigated whether coupled bilateral coordinated movements and repetitive high frequency TMS enhanced upper limb corticomotor excitability and motor function poststroke. Methods: For this study, we compared the neurophysiological and behavioral changes associated with two such rehabilitation protocols: coupled bilateral training and coupled unilateral training. Twenty chronic stroke patients were randomly assigned to the two training group over 8-week period. For this experiment, transcranial magnetic stumulation, EMG,Ag/AgCI suface electrode, rehabilitation training equipment, jebsen-talyer hand function kit, box & block, and pinch & power grip test kit were used. Results: First, in the box & block and JTT task, coupled bimanual group showed a reduction in movement time in comparision to receiving coupled unilateral group. Second, in the cortical excitability within affected hemisphere, using TMS, an increased in map volume, and map number following coupled bilateral group. Overall, these finding suggest that a coupled bilateral movement and high frequency repetitive TMS protocol effective in recovering upper limb motor function and cortical excitability in chronic stroke patients.