Kyoung June Yi , Weon-il Lee

DOI:10.26584/RDPE.2017.1.1.1 Vol.1(No.1) 1-12, 2017

Unemployment and its consequences in one’s quality of life is a major concern worldwide. Estimated 35% of economically active population group in Korea identify themselves as job seekers and perceive that their current employment status is insecure. Graduates from post-secondary education with the physical education major and/or other related degrees (e.g., kinesiology, sport/leisure/recreation studies) also experience the difficulty in securing their professional careers. However, little is known about the effective ways of preparing pre-service professionals within the contexts of physical and health education teacher education (PHETE) post-secondary education programs. This viewpoint article aimed at discussing the ways in which holistic and interdisciplinary approaches in PHETE contribute to diversifying career paths for pre-service professionals. Furthermore, this article highlighted how community-based experiential pedagogy (e.g., community service-learning and cooperative education) in PHETE could be a vehicle for expanding career options and enhancing the level of professional preparation among the pre-service professionals.

PHETE, professional preparation, physical and health literacy, community-based experiential pedagogy

Eun Hye Kwon

DOI:10.26584/RDPE.2017.1.1.13 Vol.1(No.1) 13-28, 2017

Since the Individuals with Disabilities Education Act (IDEA) was mandated in 1975, segregated special education programs were moved to more inclusive ones. According to National Center for Education Statistics (2016), there are over 6.5 million students with disabilities receive special education. 95% of those students with disabilities are taking special education services in the public school setting. However, studies showed that General Physical Education (GPE) teachers would not feel competent or prepared to include students with disabilities. Since most of PETE programs offer one Adapted Physical Education (APE) course, it is necessary to reconceptualize PETE curriculum for better preparation for inclusion. Infusion approach curriculum (DePauw and Goc Karp,1994) was proposed for successful training toward inclusion in PETE curriculum. Studies revealed that an infusion approach-based curriculum model could positively affect students’ attitudes toward individuals with disabilities (Barrette, Holland Fiorentino, & Kowalski, 1993; DePauw & Goc Karp, 1994). However, developing an infusion approach curriculum has several barriers, limited lecture hours, overload, and faculty supports. To successfully develop an infusion approach curriculum, blended learning can be one of the methods for successful implementation. This paper introduces the direction to infuse disability concept in PETE program applying blended learning.

PETE Curriculum, Adapted Physical Education, Infusion approach-based curriculum, Blended learning

Parshwa Mehta , Soon-mi Choi

DOI:10.26584/RDPE.2017.1.1.29 Vol.1(No.1) 29-35, 2017

Dance is regarded as a not only art form with technical and expressive aspect but also sports form due to its high physiological capacity. Dance activity is frequently described as: complex, diverse, non-steady state, intermittent, of moderate to high intensity, and with not able differences between training and performance intensities and durations. It is important to understand the physiology of strain on the dancers since dance performance is regarded as a sports form as well as an art form. Therefore, it should be addressed that the presence of an underlying science foundation is an important pre requisite to successful and sustained dance performance. In addition, since dance science has been growing, it needs to be known and be taught to dancers how to improve their performance as well as how to ensure the appropriate preparation within their training. The field of exercise physiology encompasses knowledge about physical fitness, conditioning training methods, and injury prevention as well as energy systems.

Dance science, Dance medicine, Dance physiology, and Dance physical fitness

Hyoung-kil Kang , Eunsoon Lee

DOI:10.26584/RDPE.2017.1.1.37 Vol.1(No.1) 37-44, 2017

The purpose of this study is to provide a basic guideline for dance and physical education students to write research papers. This paper explains theory, paradigm, concepts, and laws, and introduce two basic approaches of developing theories. This paper also presented how theory can be applied in practice. It is hoped that this paper can provide a basic guideline of conducting research for students in the fields of dance and physical education.

theory, paradigm, concepts, law

Ja Youn Kwon , Pamela Hodges Kulinna

DOI:10.26584/RDPE.2017.1.1.45 Vol.1(No.1) 45-51, 2017

Given that the field of Physical Education in educational settings is increasingly marginalized, it is evitable that personnel in the field will need to make an effort to expand our roles. As there may be additional responsibilities for physical educators, it is important to understand how Physical Education Teacher Education (PETE) programs may train students in their degree programs for these more extensive responsibilities. In order to prevent childhood disease (such as obesity or type 2 diabetes), the United States introduced a school-wide physical activity approach, which is an opportunity for the field of Physical Education to emphasize its sustainability and take on a broader role in promoting health. In Korea, in order to assist elementary teachers and to run a sport club in secondary schools, a sport instructor was introduced. In both the United States and Korea, there has been lack of preparation for the expanded role of physical educators. Thus, it is suggested: (a) that the expanded roles of physical educators might be added into the existing courses (e.g., discussion, assignment, or guest speaker); (b) that practical experiences for the expanded roles of physical educators (e.g., internship or volunteering) be sought and added to programs; and (c) that additional efforts may be needed by PETE professors to assist their majors in preparing for these expanded roles.

Sport Instructor, Comprehensive School Physical Activity Programs, Teacher Training, Teacher Preparation

Park In-sil

DOI:10.26584/RDPE.2017.1.1.53 Vol.1(No.1) 53-70, 2017

The purpose of this research is to examine the relationships among eco-friendly LOHAS tendency, well-being tendency, health consciousness and life-satisfaction. To accomplish the above purpose, 511 square line dancers participated in the study. And the following statistics were used to analyze the acquired data. They are frequency analysis, exploratory factor analysis, confirmatory factor analysis, reliability analysis, One-way ANOVA, correlation analysis, structural equation modeling: SEM, the bootstrapping method. Some of the findings are as follows. First, there was a significant difference in well-being tendency, health consciousness, life-satisfaction on the basis of participation experience. There was a significant difference in LOHAS tendency and health consciousness in terms of participation frequency. Second, LOHAS tendency had a positive effect on health consciousness. Third, LOHAS tendency had a positive effect on life-satisfaction. Forth, well-being tendency had a positive effect on health consciousness. Fifth, well-being tendency had a positive effect on life-satisfaction. Sixth, health consciousness had a positive effect on life-satisfaction. Seventh, there was a mediating effect of health consciousness between LOHAS tendency and life-satisfaction. Eighth, there was a mediating effect of health consciousness between well-being tendency and life-satisfaction. Conclusively, eco-friendly LOHAS tendency and well-being tendency were important factors to increase health consciousness and it resulted in lifesatisfaction of plaza line dance participants. As to eco-friendly LOHAS tendency, well-being consciousness and life-satisfaction, health consciousness was an important mediating factor to increase life-satisfaction.

line dance, LOHAS tendency, well-being tendency, health consciousness, life-satisfaction