Ebe Daigo

DOI:10.26584/RDPE.2020.6.4.1.1 Vol.4(No.1) 1-16, 2020

In 2013, the Japan Sports Association announced the "National Sports Promotion Plan in the 21st century―Sports Promotion 2013." Two words that have not been seen in previous plans appear in the latest edition: “analysis” and “criticism.” These words can be regarded as referencing a new direction to more deeply experience sports. The purpose of this study is to reveal the abilities that are reflected in the growth process of the dance critic and to present a model of dance appreciation which includes the critics. This survey took place from December 2013 to February 2014. Subjects were questioned in a semi-structured interview. They were asked to recall the circumstances that led them to become dance critics. The critics all shared three abilities prior to attaining their profession: the ability to formalize, physical compressive ability, and concentration power. The ability to formalize is an intention to express one’s impression of an experience to others. Physical empathy ability is displayed by two people who have prior dance experience, who can reflect physical exercise by drawing from their own experiences. Concentration power is to feel very close, or immersed, in the experience. Diversification of the concept involves the compulsion to write criticism. Explanatory power, objective ability, analytical skills, and information organizing abilities are concepts that are very similar: they all involve information-intensive abilities, response capabilities, and evaluation abilities. The ability to collect and organize information has changed since the subjects of the study began as critics. Current concepts connect knowledge collection to meaning. Further, critics react with one after another in this new stimulus. The ability to evaluate a work and its producer has become more important. Language and debate skills are also necessary.

dance appreciation, dance critics, audience abilities, dance management

Eun Hye Kwon

DOI:10.26584/RDPE.2020.6.4.1.17 Vol.4(No.1) 17-25, 2020

The level of the physical activity (PA) of children with disabilities are lower than children without disabilities. Based on the studies, there are several barriers to participate in the physical activity for people with disabilities in the aspects of personal, social, environmental, and program (Frey, Stanish, & Temple, 2008; Sheilds, Synnot, & Barr, 2012). To promote the PA level for people with disabilities, the holistic approach needs to be implemented to design PA program for children with disabilities. The purpose of this article is providing an example of a theory-driven PA program for the successful participation of children with disabilities into the PA program.

Physical activity for children with disabilities, Theory-driven Physical Activity Program, PA participation for children with disabilities

Cunfang Chua , Chanmin Park

DOI:10.26584/RDPE.2020.6.4.1.27 Vol.4(No.1) 27-43, 2020

Risk management in sport is of vital importance in a litigious society that we live in today. The purpose of this study was to analyze and evaluate the safety risk assessment management in sports (RAM) guideline as proposed by Sport Singapore. A literature review based on legal aspects of risk management in sport, risk management practice of various countries, and previous studies of risk management in sport was conducted. On the basis of the literature review, similarities and differences between the Singapore risk assessment management model and other models were identified. An overview of elements and stages of risk assessment management was discussed to identify a common process. An evaluation regarding current risk assessment management practice adopted by Singapore was conducted and recommendations were made. Results showed that the sequential process of risk identification, risk estimation, risk evaluation, and risk treatment forms the basis of any risk assessment management model. A revised model for risk assessment management in sports in Singapore was proposed. The third stage of risk elimination in the RAM was replaced by risk estimation, in which the frequency and severity of identified risks are to be assessed. Risk treatment strategies were also incorporated into the revised model. Other recommendations include ongoing communication to stakeholders, monitoring and reviewing, implementation and documentation of the risk management plan. The findings of this study have provided a deeper understanding about the risk management practice in Singapore which sport organizations could use to better handle risk management in sport.

risk appraisal, risk management, sport organizations, sport facilities, sport activity

Won-min Choi , Ji-hang Lee

DOI:10.26584/RDPE.2020.6.4.1.45 Vol.4(No.1) 45-55, 2020

This research analyzed the trends in Korea’s psychology of dance research by studying master’s theses, doctoral dissertations, and papers published between 1975 and May 2020, inclusive, in KCI-registered academic journals. The analyzed data includes titles, published dates, research targets, keywords, and research types. The pool of documents analyzed included 241 master’s theses (48%), 72 doctoral dissertations (14.3%), and 189 domestic (Korean) research papers (37.6%). Research types ranged from technical research (76.7%), experimental research (13.5%), analytical research (3.6%), qualitative research (5.6%), to mixed research (0.6%). Research topics were divided into six categories: emotion, motivation, personality, psychology technique, health psychology, and dance/social psychology. It is important to review these papers in detail to see whether the knowledge obtained is applicable to the real dance field. In addition, transforming dance psychology research into a theory-based paradigm focused on the actual dance field will allow us to build dance psychology theories unique to Korean culture and establish a system applicable to the dance field.

Dance psychology, content analysis, research trends, research

Ji Young Kim , Aeryung Hong

DOI:10.26584/RDPE.2020.6.4.1.57 Vol.4(No.1) 57-70, 2020

The learning goal of dance education for students with disabilities should not be limited to physical technique, but should encourage them such as thinking, expressing, and challenging new concepts. Therefore, it is more educationally meaningful and appropriate to draw creative movements and interactions from students than apprenticeship dance classes that simply follow dance moves. In this context, the study is a meaningful guide to the teaching expertise of future dance educators, including serious worries, trial and error, and new discoveries in creative dance classes in approaches to dance education for students with disabilities. This study was intended to provide an explanation of what happens in these creative dance and dance classes to foster the achievements of the possibility of students with intellectual disabilities. Based on the diversity and integration perspective, the study was designed to recognize the importance of integrated dance education for disabled students in schools and provide practical examples for the scalability of dance education currently being conducted. This study not only presents obstacles but also practical directions of dance education across boundaries and suggests implications for the role of dance educators in their expertise.

Creative choreography, Dance class, Student with intellectual disability, Narrative inquiry