Purpose: The purpose of this study is to investigate the relationship between positive psychological capital and emotion-regulation based on the in-out of zone principle of the IZOF model. Methods: 123 male student-athletes were selected by the judgment sampling, and the data were collected after responding to the questionnaire using the self-administration method. In the survey, only 105 data were analyzed, excluding data from 18 people who had poor responses. Results: Emotion regulation-optimal zone and positive psychological capitals(self-efficacy, optimism, hope, resilience) showed positive relationships, and emotion regulation-dysfunctional zone and positive psychological capitals showed negative relationships. In addition, It was found that the emotion regulation-optimal zone was affected in the order of hope, optimism, and self-efficacy, and resilience and hope were found to affect the emotion regulation-dysfunctional zone. Conclusion: Hope affected both the optimal zone and dysfunctional zone, and control of hope is important for emotional regulation. It is necessary to conduct a study to control the variables that affect emotion, and if so, better results can be obtained in explaining performance.

Purpose: The purpose of this study is to explore social and emotional characteristics of elementary school students and methods for developing social and emotional competencies in physical activity based on the teaching experiences of elementary school teachers. Methods: The research participants in this study consisted of 11 elementary school teachers who had experience in teaching various subjects including physical education and school sports clubs. Experience data were collected through open-ended questionnaires and interviews, and analyzed through thematic analysis method. Results: Elementary school teachers recognized that elementary school students’ social and emotional behavior is affected by individual characteristics and environment(family, society, culture), and that their social and emotional behavior affects learning, achievement, and adaptation. Elementary school teachers recognized that social and emotional learning in physical activities is possible, but they showed a difference in the direction of education. Elementary school teachers proposed specific procedures and methods based on educational principles and conditions for social and emotional learning in physical activities. Conclusion: In order to develop the social and emotional competencies in physical activities that are the basis of lifelong physical education, it is necessary to understand the social and emotional context of elementary school students and to develop physical activity programs based on empirical research and deliberation.

Purpose: The purpose of this study was to explore the psychological difficulties and coping processes of youth badminton players due to the COVID-19 pandemic. Methods: For this purpose, difficulties, psychological experiences, coping methods, and perceptions of help were extracted using an open questionnaire targeting 107 middle and high school badminton players located in Seoul, the metropolitan area, Chungbuk, Gangwon, and Gwangju, and visualized as a causal network method. Results: The difficulties caused by COVID-19 were categorized into three areas: deterioration of the playing environment, underperformance, and unfamiliar life. The psychological experience of difficulties were categorized into anxiety, helplessness, a feeling of hopelessness; coping methods were categorized into creating a training environment, voluntary quarantine, passive coping, and relieving negative effect; perceptions of help were categorized into the reinforcement of performance, life pattern change, and strengthen self-directedness. The categorized results were schematized as causal network matrix principles. The results visualized that players experienced the greatest anxiety due to the deterioration of the playing environment, underperformance, and unfamiliar life due to COVID-19, but they recognized COVID-19 as a help to enhance performance by creating at raining environment. Although they experienced a sense of helplessness due to psychological difficulties, they experienced a perception of help for lifestyle changes through the alleviation of negative emotions. Conclusion: On the other hand, It has been found that some players have adequately dealt with the difficulties caused by COVID-19, but do not recognize them as help. It is expected that this study will serve as a starting point for the expansion of methods to cope with future infection diseases and devising effective ways to cope with infectious diseases in the future.

Purpose: This study attempts to examine the mediating effect of resilience in the relationship between autonomy support perceived by students and sport commitment, and the relationship between autonomy support and basic psychological needs. Methods: 299 middle school students (female: 153) participated in this study. Participants’ personal traits, autonomy support, sport commitment, resilience, and basic psychological needs were measured by a questionnaire and analyzed by SPSS(version 25) and Hayes’s PROCESS macro model 4. Results: The result showed that resilience mediated the relationship between autonomy support and sport commitment, and between autonomy support and basic psychological needs. Conclusion: This study confirmed the importance of autonomy support and resilience in managing school sports club activity. And to promote physical activity of adolescents, it is necessary to develop an education program for instructors of school sports club activity to long-term activation of school sports club.

Purpose: This study explored the conceptual structures of life skills in ballet through the utilization of multifaceted approach. Methods: Participants were 35; 15 ballet majors (M_age=17.13, SD=.74), 10 ballet instructors (2 males, 8 females; M_age=52.20, SD=6.94), and 10 mothers of children majoring in ballet (M_age=48.70, SD=2.05), respectively. A semi-structured questionnaire was developed through preliminary research and using these developed questionnaires, individual in-depth interviews were conducted. Results: The conceptual structures of life skills were categorized into personal dimensions and interpersonal dimensions. The concept of life skills in ballet deduced from the three groups showed that life skill factors from personal dimensions included the 10 factors of managing one’s self, possessing confidence, establishing goals, understanding one’s self, thinking positively, thinking creatively, controlling one’s emotions, coping with stress, managing time, and solving problems. Life skills from interpersonal dimensions included the 6 factors of cooperating, empathizing, resolving conflict, communicating, forming relationships, and leadership. Conclusion: This study explored conceptual structures in ballet by applying multi-dimensional approaches to life skills that can be acquired and developed through ballet. The findings would provide useful information to the development of life skill education programs or assessment tools through ballet.

Purpose: The purpose of this study was to investigate the effects of decision-making and visual search strategies based on peripheral vision and moving window paradigm in handball tactical game. Methods: A total of 12 participated in the experiment, including 6 skilled handball players and 6 novices. The experimental task performed the task by watching a handball attack tactical video in which all study participants were eye movement tracking devices and scaled the range under three conditions. Independent sample t-test was conducted to identify differences in the attacker’s proficiency and visual search strategies depending on the scope of the environment. Results: First, skilled were found to be more accurate in decision making and faster than novices. Second, the frequency of eye fixation showed that skilled have less frequency of eye fixation than novices. Third, skilled fix their eyes on the attacker’s area at a high rate, and beginners have shown a high rate of gaze fixation on the meaningless spatial area along with the attacker’s area. Conclusion: The frequency of gaze fixation and number of gaze movements in the visual search characteristics of skilled were seen through moving window techniques that adjust the scope of environmental vision by fixing eyes on major clues and obtaining information from the surrounding area.