Purpose: The purpose of this study was to investigate how grit is formed from the view point of the socio-psychological environment in students who have fulfilled their achievements in school sports clubs and to suggest how physical educators can improve grit through physical education. Methods: Data were collected from open questionnaire, focus group interview, and individual interview from 28 research participants who won 2016 school sports club competition in three activities. The data were analyzed by using the grounded theory of Charmaz(2006). Results: Six categories emerged: ‘motivation’, ‘goal management’, ‘task and exercise’, ‘teacher’, ‘overcoming crisis’, and ‘atmosphere’. To raise students' grit through physical activity, curiosity must be turned into ongoing interest. Cognitive-affective problems and conflicts that arise in the practice process were the key issues to resolve. Diversifying practice methods enriches students' self-directed learning competency. Goal-oriented learning environment enables students to motivate themselves continuously and overcome crisis. Conclusion: In order to apply these research findings to school physical education, it is necessary to view instructing physical education from the perspective of teacher capacity, unit design, preparation for learning, and building communicative learning climate.

Purpose: The purpose of this study was to find out the effects of coaching language of coach on the team cohesiveness of the soccer players and the exercise satisfaction, difference according to age and career. Methods: For this study, questionnaires were initially distributed to 805 national soccer players. Among them, total 798 questionnaires were finally used in this study(middle school: 278, high school: 218, university: 302). The data were analyzed using SPSS 21 and AMOS 21 programs. The t-test and ANOVA were conducted to determine whether the coaching language, team cohesion, and exercise satisfaction differed according to age, career, Correlation analysis and multiple regression analysis were conducted to confirm the effect on team cohesion and exercise satisfaction. The results of this study are as follows. Results: First, coaching language, team cohesiveness, and exercise satisfaction differed according to age, athlete career, and competition. Second, coaching language, team cohesion, and exercise satisfaction were correlated. Third, in the case of junior high school students, the coaching language of the leader, the question language, the positive language, the management language, the question language of the coaching language for the high school students, the management language, Respectively. Finally, in the case of junior high school athletes, explanation language, question language, coaching language, positive language, coaching language which is coaching language, affirmative language, negative language, management language were found to affect player satisfaction. Conclusion: These results demonstrate the importance of soccer leaders' coaching language and provide meaningful implications for coaching language in effective soccer teaching methods.

Purpose: The study aims to identify possibility of faking in self-report psychological questionnaires used in physical activity studies. This research was conducted to determine if there was faking in the sport psychological measurement of youth athlete. Methods: The participants were 83 of youth student athletes at the youth soccer club operated by the Korean professional soccer team. Participants were divided into 3 groups which consisted of a control group, a group of being educated about sport psychological skill (unintentional), and a group of being educated about sport psychological skill as well as being exposed to result of the pretest (intentional). This study measured that sport psychological skills, athlete’s self-management, mental power, test of performance strategies (TOPS), and sports stress. Data were analyzed with multivariate analysis of variance, two-way repeated measures ANOVA, and Cohen’s d. Results: First, all responses indicated that there was significant main effect of order (pre, post) in sport psychological skills, athlete’s self-management, mental power, TOPS. Second, there was barely a significant increase between pre-posttest in the control group. On the other hand, there was barely significant group and order*group effect on several sub-components. Conclusion: This research identified possibilities of faking good tendency in youth athlete when lectured or lectured & recognizes their pretest results.

Purpose: The purpose of this study was to investigate influence factors of exercise self-schema. Self-schema is domain-specific cognitive structures formed from past experiences that are thought to guide both information processing and behavior. So the formation of exercise self-schema is important and the finding of influence factors of exercise self-schema is significant. Mothods: To explore the construct, 200 respondents answered a questionnaire consisted of 5 open-ended questions and 10 respondents answered a interview. The raw data was then subjected to a qualitative content analysis. Results: Results revealed that influence factors were body condition, exercise effect, behavioral aspect, cognitive aspect, psychological aspect, environmental aspect. Conclusion: The results of this study suggest that it create a program based on this result. Also, the strategy to enhance exercise self-schema should be involved in the training program for non-exerciser and exerciser.

Purpose: The purpose of this study was to investigate the effect of exercise addiction on human life using meta-analysis. Methods: In order to analyze the data, the effect size was calculated from 30 journals and 24 dissertation theses that meet the selection criteria of this study. A CMA(Comprehensive Meta Analysis) 2.0 program was used for data processing. Results: First, the total effect size of exercise addiction was moderate effect size(ES=.252(.268)). Second, the effect sizes of sub-factors of exercise addiction were emotional attachment(ES=.409), withdrawal symptom(ES=.247), need for exercise(ES=.245) and conflicts(ES=.065). Third, exercise addiction showed a significant effect on psychological well-being(ES=.311) and leisure satisfaction(ES=.311), and quality of life(ES=.165) and life satisfaction(ES=.127) were shown small effect size. Fourth, exercise addiction differed according to the control variable(male ratio, publication year). Conclusion: In order to prevent the negative effects of exercise addiction, the behavior control of the individual should be supported.

Purpose: The purpose of this research was to investigate the difference of visual search on expertise of bowling performance. Methods: For the purpose of this study, participants (N=10) were assigned to one of the groups defined by expertise levels which were comprised of 5 novices and 5 experts. Task was to throw a bowling ball into 10 bowling pins on a alley accurately. To acquire data on visual search such as average visual-fixation time, visual-fixation frequency, visual-fixation time by visual-region, visual-fixation time rate by visual-region, visual-fixation time just before the first step and visual-fixation time just before releasing the ball, vision-motion system and Dikablis Eye Tracking System were used. Results: The results by independent sample t-test on expertise levels were as following. Firstly, difference of visual-fixation time on expertise levels was statistically significant. The experts (M=1.26) had long average eye-fixation time than the novices (M=0.61). Secondly, visual-fixation frequency on expertise levels was not statistically significant. The experts (M=3.15) had less frequency than the novices (M=3.54). But it was not statistically significant. Thirdly, visual-fixation time and visual-fixation time rate by visual-region on pin and aim spot on expertise levels were statistically significant. Specifically, the novices (M=1.10, M=24.46%) had long visual-fixation time than the experts (M=0.75, M=1.69%) in pin-region and the experts (M=2.34, M=56%) had long visual-fixation time than the novices (M=0.52, M=10%) in aim spot- region. Fourthly, the experts (M=0.98) had higher the starting time just before the bowler’s first step compared with the novices (M=0.62). Also, the experts’ (M=1.27) visual-fixation time just before releasing the ball was higher than the novices (M=0.22). Conclusion: Bowling experts have an economic and efficient visual search strategy rather than novices. Especially, the expert showed that they focused longer on the aim spots. Thus, the leaders of the bowling need to tell novices to focus on aim spots.

Purpose: This study was conducted to investigate the influence of reactive neuromuscular training on head and clubhead coordination using inertia overloading. Methods: RNT has been shown to exaggerate performer error. To create a self-learning environment from these exaggerations, beginner golfers who had difficulty with head sway during golf pitch shots were selected as study participants. A 7kg clubbell was used for inertia overloading in the RNT group, whereas a 400g plastic T-bat was used for the minimum inertia loading(MIL) group. Both the RNT and MIL groups performed golf pitch shot practice combined with their respective inertia loading task. Control group practiced their golf pitch shot and did not receive any additional training. For data analysis, a pitch shot accuracy evaluation tool was utilized and 3-D motion analysis was used to calculate the head movement and head-clubhead coordination. Results: Golfers in the RNT group showed the most improvement in head movement and head-clubhead coordination and subsequently demonstrated better accuracy in their retention tests. Conclusion: The concept of RNT exaggerating performer error, is novel approach in motor skill learning. we expect to conduct many follow-up RNT studies to create self-learning environments in a variety of sports field.

Purpose: The purpose of this study is to investigate whether video feedback using mobile phones affects the learning (accuracy, consistency) of badminton high clearance technology, which is one of the open exercise techniques, and to verify the continuity of learning effect on it. additionally, this study is to present the possibility of the use of mobile video feedback in the exercise learning field and to provide basic basis. Methods: Participants were 26 women who were assigned to mobile video group (8), demonstration feedback group (9), and non - feedback group (9). The acquisition phase for badminton high clear technology was 3(group) × 5(Block of trial), and the retention phase was 3(group) × 2(Block of trial) factorial design with repeated-measures on last factor. The mean radial error (MRE) and bivariate variable error (BVE) were used as dependent variables. Results: First, mean radius error and bivariate variable error in the acquisition phase the error score decreased significantly according to the block of trial. There was also a significant difference in the main effect according to the group and post-hoc results showed that the mobile video feedback group and the demonstration feedback group were compared with non - feedback group the error scores were significantly lower. Second, The mean radial error was significantly decreased by block of trial at the retention phase of post - hoc, the difference between the mobile video feedback group and the non - feedback group appeared significant difference. There was no statistically significant difference in the main effects of bivariate variable error. However, of post-hoc according to group, mobile video feedback group and demonstration feedback group appeared lower error score than non - feedback group. Conclusion: it is suggested that mobile video feedback is more efficient than the conventional traditional method, and it suggest that mobile video feedback can be used as a tool to promote learning in the field of motor learning.