Purpose: The purpose of this study was to investigate the effect of visual illusion on the self-efficacy according to golf putting skill and to test golf putting performance and learning effect. Methods: The subjects in Experiment 1 were 14 women in their 20s who had no prior experience in golf putting. In addition, seven subjects were assigned to the PLT (perceived large target) and PST (perceived small target) groups according to visual illusion conditions. For the task in Experiment 1, MRE and BVE were measured with a putting task of 2.5 m. self-efficacy were measured before the acquisition test, before the immediately retention test, before the delayed retention test. In the pre-test, participants was no difference in golf putting ability between the two groups and peformed a total of 10 putts. In the acquisition stage, a total of 50 times were performed 10 times, and immediate, delayed, and transfer tests were performed 10 times, a total of 20 times. The data analysis of acquisition phase, immediate, delayed, transfer tests were carried out under group×block factorial design with repeated-measure on block. The subjects of Experiment 2 consisted of six female professional golfers registered in KLPGA, and counterbalancing was performed so that they could put in both PLT and PST conditions. The experimental task was a 3m putting task, and the dependent variable was as shown in Experiment 1. All participants putted a total of 40 times, 20 times for each condition. The data analysis were carried out under condition×block factorial design with repeated-measure on block. self-efficacy were measured before each condition. The data analysis were carried out Paired t-test. Results: In Experiment 1 for novice, the PLT group showed more efficient learning effects in MRE and BVE than the PST group. There was no significant difference in self-efficacy between the two groups, but a gradual improvement occurred when the hole was largely perceived. In Experiment 2, PLT conditions showed more efficient learning effects at MRE and BVE than PST conditions, but there was no significant difference in self-efficacy. Conclusion: Through this study, it was confirmed that it was effective for task performance and learning to allow novice and experts to perceive the target size largely. However, it was not clearly suggested whether it was an effect due to self-efficacy. Nevertheless, it was confirmed that visual illusion is an important variable that explain a discriminatory effect not only on novice but also on golf putting of experts.

Purpose: The purpose of this study was to examine the structural relationship of self-management, sport confidence, and perceived performance of middle school soccer players. Three hypothesis were formulated to realize a research purpose. Methods: Participants were 271 middle school male soccer players (M_age=15.13, SD=.76). Date were collected by using Athlete Self-Management Behavior Survey, Sources of Sport Confidence Questionnaire, and Perceived Performance Scale. After the data collection, descriptive statistics, correlation, and Structural Equation Modeling (SEM) were used for data analysis. Results: The model fit indices were revealed as χ²/df=1.919, CFI=.948, TLI=.936, RMSEA=.058(90% CI=.044, .073), and SRMR=.047. First, supporting hypothesis 1, self-management positively affected sport confidence. Second, supporting hypothesis 2, self-management had a positive effect on perceived performance. Third, supporting hypothesis 3, sport confidence positively affected perceived performance. Conclusion: The self-management of middle school soccer players can be understood as a preceding variable that affects confidence and perceived performance. Furthermore, It can be seen that the level of perceived performance varies depending on the level of confidence of the players. Thus, athletes should learn and practice systematic strategies of self-management.

Purpose: This study was to explore psychological difficulties and needs of cyclists in the COVID-19 environment and to develop a hybrid psychological support program. Methods: Total 49 cyclists responded to open questionnaire asking psychological difficulties and needs of psychological intervention program. In addition, 44 cyclists participated in the hybrid psychological support program. An open-ended questionnaire was conducted to identify psychological difficulties and intervention program needs. THe collected data were analyzed by inductive content analysis. Bsed on the result of content analysis and expert meeting, the hybrid psychological program was developed.(The data were analyzed using SPSS 21 to verify the reliability of the psychological diagnosis tool for athletes.) Results: The 73 raw data of psychological difficulties were categorized into financial pressure, poor conditioning, and sudden conversion environment. The 56 raw data required for the program needs were categorized into physical conditioning, emotional control method, psychological conditioning, and eye improvement. Based on the psychological difficulties and psychological needs in COVID-19 situation, a face-to-face program for emotional control and psychological conditioning was organized. Furthermore, a hybrid psychological support program was organized as a non-face-to-face program for emotional control. The hybrid psychological support program was contributed to emotional control, eye improvement, and psychological conditioning, which were support needs according to the psychological difficulties of the cyclist. Conclusion: This study investigated the psychological difficulties and program needs of cyclists. Based on this, a hybrid psychological support model was developed and applied. Hybrid psychological support programs helped cyclists to overcome psychological difficulties in COVID-19 situation.

Purpose: The purpose of the study was to determine the factors of athlete leadership by exploring the behavior of athlete leader, and to identify the roles and influences of athlete leadership. Methods: University athletes in 11 sports participated in two qualitative and quantitative data collection stages. Data from open-ended questions were content-anlayzed. Data processing was conducted to analyze athlete leaders’ main behaviors, roles and technical statistics were performed to understand the athlete leaders’ influence, behavior, and teammates’ preferences. Results: In training and competition situations, the athlete leaders’ main positive behaviors included shouting for encouraging teammates. The main negative behavior was to express dissatisfaction and anger to the team, In daily life, athlete leaders tended to emphasize strict obedience of living rules. The main negative behavior was to forcefully instruct compliance with living rules. Athlete leadership had five factors: taking the initiative and setting an example, encouragement and atmosphere formation, guidance and advice provision, unity and communication, and negative influence. Athlete leaders preferred by the teammates were the team’s official leader, captain and vice-captain. Athlete leaders’ feedback on the team’s deficiencies was the highest contributor to team confidence and teammate’s preference. Athlete leaders’ clapping or thumbs-up during the game was rated as the most effective behavior that helps team members. Conclusion: The results suggested that athlete leaders can exert positive influences on the team and ultimately help achieve the team’s goal.

Purpose: The purpose of this study is to investigate the effect of the instructor’s feedback type on the exercise commitment and satisfaction of exercise participants during pilates exercise and provide basic data to help participants continue exercise. Methods: The data were collected by conducting a survey of 302 adults conducting pilates in Seoul metropolitan area in 2022, and the collected data were analyzed using Jamovi 2.2 for frequency analysis, exploratory factor analysis, Cronbach’s α coefficient, Pearson’s correlation analysis and multiple regression analysis. Results: Among the sub-factors of exercise participants’ exercise commitment, cognitive commitment was influenced by performance knowledge feedback, positive general feedback and positive non-verbal feedback, which are sub-factors of the instructor’s feedback type, and behavioral commitment was influenced. Performance knowledge feedback, positive general feedback, and positive non-verbal feedback were found to have an effect on the sub-factors of satisfaction of exercise participants, such as instructor behavioral satisfaction, exercise ability satisfaction, and exercise environment satisfaction. Conclusion: We found that the instructor’s feedback type had a significant effect on exercise commitment and satisfaction. In order to continue participating in Pilates, Pilates instructors should be able to increase participants’ exercise commitment and satisfaction through the use of feedback appropriate to the situation based on a positive atmosphere.

Purpose: The purpose of this study was to verify constructed an empathy-based program to reinforce and improve college athletes’ empathy ability, communication, and coach-athlete relationship maintenance and effectiveness. Methods: For this study, 6 athletes with relatively low empathy scores(M=3.00 less then) were selected as research participants by measuring the pre-empathy questionnaire for K-university athletes located in Gangwon-do. The empathy-based program was composed of a total 10 sessions based on the counsel of experts. In order to verify the effectiveness of the program, pre-and post-test results were compared and analyzed based on empathy, communication, and coach-athlete relationship maintenance questionnaires. SPSS 26.0 was used to analyze the effectiveness of the empathy-based program through Wilcoxon signed-rank test, a nonparametric statistics method. Results: First, empathy-based program had a significant effect on improvement of the athlete’s empathy ability. Second, empathy-based program had a significant effect on the communication improvement of the athletes. Third, empathy-based program had a significant effect on coach-athlete relationship maintenance on improvement and reinforcement. Conclusion: The empathy-based program constructed in this study is expected to resolve conflicts among team members in the sports field and to improve coping skills to wisely overcome when faced of temporary adversity.

Purpose: This research examined the mediational effect of life skills transfer on the relationship between middle school athletes’ caring climate and satisfaction with life. Methods: Participants were 221 middle school athletes (male=155, female=66) and their mean age was 15.94. Measures were the CCS for caring climate, KLSTS for life skills transfer, and SWLS for satisfaction with life. Descriptive analysis, correlation, and structural equation modeling analysis were undertaken by using Stata 9.2 program. Results: First, caring climate had a significant effect on life skills transfer. Second, life skills transfer had a significant effect on satisfaction with life. Third, caring climate did not significantly affect satisfaction with life. Lastly, life skills transfer had a mediation effect on the relationship between caring climate and satisfaction with life. Conclusion: The climate in which team members, including coaches, respect and encourage each other helps to transfer life skills developed in sport to various domain of life. Furthermore, since the life skills transfer increase the overall satisfaction of players with life, coaches need to foster a positive climate within the sport context.