Purpose: This study aims to verify the casual relationship between narcissistic personality, self-esteem and perceived performance of domestic team athletes. Methods: To this end, data were collected from team sports players belonging to business teams and analyzed with final 242 copies. When it comes to analysis method, IBM SPSS 23.0 and AMOS 25.0 were used to perform frequency analysis, confirmatory factor analysis, measurement model verification, and mediated effectiveness verification, and the results are as follows. Results: First, narcissistic personality of athletes was found to have a statically significant effect on positive self-esteem and no statistically significant impact on negative self-esteem. Second, it revealed that positive self-esteem has a statistically significant effect on perceived performance, and negative self-esteem has a statistically negative effect on perceived performance. Third, positive self-esteem played a full mediating role in the relationship between athletes’ narcissistic personality and perceived performance. Conclusion: These results are meaningful in that the positive aspects of narcissistic personality that athletes have were proved, and it will be a momentum to promote other studies based on athletes’ individual characteristics.

Purpose: This study developed and applied ACT-based career group counseling programs to teenage retired athletes. Through this process, Through this, we will provide the path of career preparation and career exploration process, and provide the preparation process necessary for stable positioning in society. Methods: Based on ACT, the program developed a total of 12 rounds of career group counseling programs, which went through acceptance, cognitive defusion, self as context, being present, value, committed action, and review, and applied them to six teenage retirees. The effectiveness assessment of the program was conducted by Career decision-making self-efficacy, Career attitude maturity, Acceptance-Action Questionnaire, and in-depth interviewing and qualitative evaluation. Results: As a result of quantitative analysis of ACT-based program effects, the sub-factors of career attitude, career self-efficiency, and acceptance behaviors are mostly improved the average score post-mortem than before. It was the only one that showed a statistically significant difference in career attitude. There was no statistical significance in other factors. Participants responded with considerable significance during the self-reported qualitative evaluation and in-depth interview process. Conclusion: As a result, the ACT-based career program has a positive impact on players' mindset, with changes in career preparation behavior and views on career path and can be interpreted as providing a flexible response to career attitude, maturity, and social entry for teen retirement athletes than nervous.

Purpose: This study was to examine the behavioral examples and causes of Gamesmanship in sports and player’s emotional responses. Methods: Study subjects were 18 elite athletes who had a player experience of more than 5 years. Data were collected through focus group interviews (FGI) with players in such individual sports and such group sports, and then collected data were systematically analyzed according to the procedure of qualitative study. Results: First, the recognition of Gamesmanship was divided into positive and negative. Second, the cause of Gamesmanship was by teammates or fellow players, by the other party, by coaches or parents, and by cultural environment of sports. Third, the behavioral examples of Gamesmanship diversely occurred in reflected the characteristics of sports. Fourth, regarding player’s response to Gamesmanship, they interpreted it positively when they did it, but they evaluated it negatively when others did it, thus presenting a typical self-serving causal attributive pattern and alliance consciousness. Fifth, some regarded Gamesmanship as having both positive and negative effects on players, whereas others thought it had no specific effect. Sixth, the ethical judgment on Gamesmanship was classified by agon perspective, arete perspective, ethos perspective. The existential value of Gamesmanship was divided into a phenomenon that must be regulated, a standpoint of neutrality, and a strategy that must be utilized actively. And finally, alternative measures for Gamesmanship were carrying out personality/ethical education, supplementing/reinforcing rules, and tightening coach’s qualifications. Conclusion: The fact that if the structure of sports games lays stress on competition and victory, Gamesmanship can generate or escalate the negative aspects of sports games, whereas if it gives more weight to self-realization and personal competency, Gamesmanship can get close to the real aim of sports.

Purpose: The purpose of this study is to explore the story of life in the adaptation experience of professional team players. Through the narrative form, the players' experiences were analyzed, interpreted, and meaning was constructed. Methods: In this study, five professional team players registered with the Korean Table Tennis Association were selected to conduct a 1:1 in-depth interview. According to the narrative inquiry (Clandinin & Connelly, 2000) process, their team adaptation experience was analyzed. Results: The meaning of the experience of adapting to the professional team by players through the narrative inquiry method is as follows. First, the beginning of an unfamiliar environment: Joining the professional team was a place where players felt proud of their skills and a strange environment filled with the coldness of winning. Second, the key to adapting to the professional team is adapting the director style: They experienced conflict with the leader. Technical guidance in the untrustworthy state could confirm that it meant nothing to the players. Third, Changes in my role depending on my skills and situation: The players were aware of their role depending on their current skills and position in the team, and recognized it as an important factor in team performance and team cohesion. Fourth, retirement concern: Although he was aware that the end of his career in the professional team was retirement, he had a vague dream of retirement. But college-educated athletes were fearless in planning, preparing and implementing for the future. Conclusion: Through this study, we were able to understand the process of players’ adaptation to the professional team and identify their thoughts and experiences that emerged within it. We hope that the understanding of professional team adaptation experience through narratives inquiry will extend beyond the understanding of individual humans to the understanding of players joining the professional team.

Purpose: This study examined the relations between peer- and- teacher relatedness support, psychological needs satisfaction, learning engagement, and leisure-time physical activity in secondary Physical Education (PE) context. Methods: Students (n= 1,004) from 16 secondary schools completed the pack of questionnaires of leisure physical activity, learning engagement, psychological needs satisfaction, peer- and- teacher relatedness supportive. For the analysis, the SPSS and AMOS program was used to test research hypotheses proposed in this study. Results: Results showed that the peer- and- teacher relatedness support both was positively associated with leisure physical activity, learning engagement, psychological needs satisfaction. Specifically, the peer relatedness support was a stronger predictor of leisure physical activity, learning engagement, psychological needs satisfaction than teacher relatedness support was predictor. Conclusion: In conclusion, both peer relatedness support and teacher relatedness support are crucially important on students motivation and engagement. The findings indicate that future research would benefit from incorporating peer as well as teacher influences on motivational outcomes in order to understand the dynamics of both peer relations and student-teacher relation in the PE classroom. More details and future directions were discussed.

Purpose: The purpose of this study investigated that to describe the metaphorical thinking and understand perception of Student-Athlete’s “Experience of COVID-19”. Methods: Participants are 87 middle and high school athletes and 116 college students. Data were collected from open questionnaire using online. The questionnaire conducted on consisting of daily life, study, training, and future career areas and metaphor. The collected data were categorized into inductive content analysis according to the category of metaphor based on metaphor analysis by using the grounded theory of Saban(2007). Results: Analysis through systematic metaphor analysis resulted in a total of three metaphor categories: Obstacle’, ‘The road not taken’, ‘An Oasis in the desert’. The results of inductive categorization in four areas based on metaphor categories were commonly reported in daily life and training areas. Maintain Social distancing was performed due to concerns over infection prevention, reducing exercise motivation and difficulty in systematic training due to absence of feedback. On the other hand, the experience of various experiences and new learning, the time of reflection through recharging, and the experience of positive emotions through efficient learning and self-directed training were recognized as meaningful events.. Conclusion: The student athlete's experience with the COVID-19 incident through metaphor analysis recognized the limitations of training, the anxiety of future career due to the loss of opportunities for participation, and the change of learning environment as major difficulties. However, learning how to cope with a crisis and learning new opportunities other than exercise were also a time for positive coping experiences. Metaphors are formed on the basis of experience and serve as filters for recognition. Metaphors play an important role in changing a person’s perception and attitude, and the progress of counseling using them makes it easier to understand a person's feelings or thoughts. We hope that this research will be used as a basis for research using metaphor in psychological counseling in the sports psychology.

Purpose: The purpose of this study was to identify the effect of self-controlled feedback learning in practice conditions of faded and increased feedback. Methods: Twenty-four participants were randomly assigned to either increased self-controlled feedback group or faded self-controlled feedback group. Timing task was to press the he J and the F keys on the computer keyboard with right and left index fingers to match the target displayed on the computer screen at pre-exercise phase, acquisition phase, retention test and transfer test. Relative timing error and absolute timing error were quantified to assess the participants’ performance. Results: For both groups, relative timing error and absolute timing error significantly reduced across blocks during acquisition and only absolute timing error reduced significantly during retention phase. However, both group demonstrated no differences on relative timing error and absolute timing error during the retention and the transfer phase. Conclusion: This results indicated that providing either faded or increased feedback could influence the improvement of temporal performance but not motor learning.

Purpose: The purpose of this study is to identify the difference of working-memory capacities of high-level athletes after grasping the behavioral characteristic and prefrontal brain connectivity of members of the national team, athletes, non-athletes when performing tasks related to visuospatial working-memory. Methods: To attain this end, a total of 36 members participated in the study, including 12 national racket players, 12 athletes and 12 non-athletes. The experimental task which was a visuospatial N-back task was divided into 1-back and 2-back depending on the level of the difficulty and performed a total of 360 times, 60 times in 3 sessions, 180 times in total, also in order to identify the difference, the connection and reaction time of the prefrontal lobe were measured by utilizing the near-infrared spectrometric analyzer(fNIRS) and the response key. Results: In performing tasks, members of the national team demonstrated the statistically significant differences in a response time compared to other two groups, also the national team even showed a strong connection in terms of the connectivity of the prefrontal lobe. Conclusion: National athletes with world-class levels of performance could be judged to have an excellent ability of general working memory as well as cognitive factors associated with competitions.

Purpose: The purpose of this study was to investigate the effect of context interference in attentional focus on motor learning in beginners. Methods: Badminton novice college students(n=30) were randomly assigned to 3 groups(IFA: a constant-practice group with repeated internal attention instruction, EFA: a constant-practice group with repeated external attention instruction, R: a random-practice group with internal and external attention instructions randomly presented). The experimental task was to perform badminton high-clear skill. This experiment consisted of pre-test, acquisition stage, delayed retention test and transfer test. The absolute error, the variable error and the error were calculated for all trials. Results: The IFA group and the R group showed a significant delayed retention effect in terms of accuracy and although no statistically significant difference was shown, the R group showed a better delayed retention effect. In terms of consistency, no significant learning effect was shown and in terms of achievement, the only delayed retention effect showed in the R group. The transfer effect was not shown in all aspects. Conclusion: This results showed that randomly presenting internal/external attention instructions can be more effective than repeatedly presenting a single attention instruction in beginner's badminton high-clear learning.

Purpose: The purpose of this study was to verify the effect of the load change in the body on the affordance perception of the vertical high jump task. Methods: 80 adult men and women in their 20s were recruited, and 20 people were randomly assigned to each control group, 10% weight loading group, 20% weight loading group, 30% weight loading group. The experiment task is to measure the perceived maximum jump height(PRH) and actual maximum jump height(ARH) in the vertical high jump and was conducted with the pre-test and the main test. The load change was analyzed by dividing it into weight wearing condition, weight removal condition, and weight experience condition according to the measurement stage of PRH and ARH. Results: The change in perceptual measurement according to weight change during weight wearing and removal did not depending on the size of load. In addition, regardless of weight size, the weight experience did not affect on the perception of maximum jump height. The accuracy of the perception of affordance decreased as the size of the weight condition increased, and the difference between the perception of maximum jump height and the ability to act on weight increased gradually. Conclusion: It was confirmed that the change in the weight worn on the body changed the ability of the action capability of vertical high jump and thus affected the action boundary perception(affordance perception).