The physical and therapeutic values of sports massage program on the well-being and performance of athletes in selected universities in Seoul, Korea : an assessment

이창성 Gregorio Araneta University Foundation 2001 해외박사

Statement of the Problem This study aimed to assess the effect of sports massage on physical fitness and performance of athletes of the selected universities in Seoul, Korea this fiscal year 2000. Specifically, this study sought answers to the following questions: 1. What is the profile of the respondents as to: age, sex, year level, number of years of using sports massage, and socio-economic status? 2. What is the status of the sports massage program of the respondent universities in terms of: 2.1. Number of athletes using sports massage; 2.2. Percentage of athletes using self-massage, therapist massage, and partner massage; 2.3. Facilities/equipment/materials and 2.4. Budget? 3. What are the reasons of athletes in applying sports massage as part of a daily workout/training program? 4. How effective is sports massage to athletes with respect to: 4.1. Maintaining physical fitness; 4.2. Improving psychological well-being, and 4.3. Improving performance? 5. Are there significant differences in the perceived effectiveness of sports massage when athlete's profile is considered? 6. What is the level of performance of athletes using sports massage? 7. Does significant relationship exist between the levels of sports massage effectiveness and performance? 8. What benefits are derived by athletes in using sports massage in terms of physical development and psychological development? 9. What strategies are proposed by athletes to improve and maintain sports massage program in the University? Methods Used. The descriptive method of research, employing a questionnaire, Was used in conducting this study. Two hundred (200) respondents, Who were chosen by random s sampling technique from the total population of 688 athletes using sports massage, were used for this study The data, which were obtained through a survey using a questionnaire, were consolidated, organized, and tabulated in distribution tables. They were analyzed and interpreted utilizing the following statistical tools: percentage, weighted mean, chi-square value of Independent samples, and Pearson Product-Moment Correlation (r). Finding From the analysis and interpretation nade, the following findings are drawn and presented: 1. The profile of the respondents as to: 1.1. Age. The average of the respondents WAs 19 years. Highest percentage (41%) of them belonged to thee middle-age, while lowest percentage (27%) were young. 1.2. Sex. Sixty-four (64) percent of the respondents were males. They exceeded in percentage the females by 28 percent. 1.3. Year Level. More than 3/10 (30.50%) of the respondents were fourth year, while less than 1/5 (17%) of them were first year. 1-4. Number of Years Using Sports Massage. The average number of years of using sports massage by the respondents was 12 years. Highest percentage (31%) of the respondents had 16 years and above of using sports massage, While lowest percentage (19%) had 1-5 years 1.5. Socio-Economic Status. More than 1/2 (53%) of the respondents belonged to average scio-economic status, less than 1/10 (6%) of them belonged to hip socio-economic status. 2. The Status of the Sports Massage Program of the Respondent Universities in term of: 2.1. Number of Athletes Using Sports Massage. The sports massage program of Yong In University had the highest number (158), or 23 percent, of athletes using sports massage, while the sports massage programs of Sahm Yook and Incheon Universities had the lowest number (124) and (127), or 18 percent, of athletes using it accordingly. 2.2. The Percentage of Athletes Using Different Types of Sports Massage is shown below: Self-Massage = 19% Kyung Won University Therapist Massage = 77% Incheon University Partner Massage = 14% Kyung Won University 2.3. Materials/Equipment/Facilities. The sports massage programs of all the respondent universities had adequate mattress of futon, comfortable or loosening clothing, rolled-up towel, and powder. 2.4. Budget. The average budget of the respondent universities for their sports massage program was $2,100. The sports massage program of Yong In University ($3,000) had the highest budget, while the sports massage program of Incheon and Sahm Yook Universities ($1,500 each) had the lowest, 3. The Average Mean Rating of 4.59 is a proof of the athlete's strong agreement to apply sports massage as a regular part of a regular workout or training program Most common among the athletes' reasons were as follows: Sports massage promotes feeling of comfort and well-being 4.73 SA It prepares, protects, and shapes athletes to join sports competition 4.71 SA It helps relieve the pain and soreness in the muscles joints after a post-sports event or competition 4.69 SA It enables athletes to experience feelings of relaxation and enjoyment after being massaged 4.66 SA It helps improve athletes' speed, agility, endurance, staina, and flexibility or physical fitness 4.63 SA 4. The Effectiveness of Sports Massage to Athletes with respect to: 4.1. Maintaining Physical Fitness. As attested by the average mean rating of 4.14, the use of sports massage was effective in maintaining the physical fitness of athletes. Most prominent among the indicators were; helping to conditions the athletes physical capacity, making them more alert, agile, flexible, powerful, relieving physical fatigue and discomfort, and maintaining physical health and fitness. 4.2. Improving Psychological Well-Being. The average mean rating of 4.13 was an evidence that the use of sports massage was effective in improving psychological well-being. Most popular among the indicators of effectiveness in using sports massage were; helping to stimulate feelings of mental comfort, relaxation, mental, alertness, and concentration, optimizing psychological state, and attaining general mental health and emotional well-being. 4.3. Improving Performance. As confirmed by the average mean rating of 4.13, the use of sports massage was effective in improving performance. Most common among the indicators were: increasing strengths, speed, and endurance; improving the ability to accomplish fully one's part in a sport event; helping athletes to become more comfortable, alert, and ready to participate actively in a certain sport; improving mobility and execution of movements, thus increasing the level of performance. 5. The Computed Values of Chi-Square (Χ²) on the Comparison in the Perceived Effectiveness of Sports Massage with respect to athletes' profile was considered were as follows: Age 2.56 N Sex 1.94 N Year Level 87.94 ** Number of Years of Using Sports Massage 63.771 ** Socio-Economic Status 1.4406 N 6. The average performance level of athletes using sports massage was (90) highly satisfactory. More than one-half (52%) of the athletes had highly satisfactory performance level, While less than one-tenth (6%) of them had fairly satisfactory. 7. There was significant relationship between the levels of effectiveness of sports massage and performance as attested by the t-value of 3.355. The use of highly effective sports massage bad enabled athletes to display highly satisfactory level of performance in a certain sports event. 8. The benefits derived by athletes in using sports massage with respect to: 8.1. Physical Development. The average mean rating of 4.15 was a confirmation that the benefits athletes derived from using sports massage were satisfactory in physical development. Most popular among the benefits were: increase of flexibility, agility, and physical capacity or wholesome physical health and fitness; relief of physical discomfort, fatigue, and exhaustion, and enhancer of performance in sports. 8.2. Psychological Development. As confirmed by the average mean rating of 81, the benefits athletes derived in using sports massage were satisfactory in psychological development. Most prominent among them were: attainment of feelings of calmness, serenity, enjoyment, relaxation, and wholesome well-being and restoration of mental energy and precision in making decision. 9. The following proposals were considered (4.13) effective means for improving and maintaining sports massage in the University; Maintains sports massage clinic in the University 4.47 E Employs enough professional therapists 4.40 E Conducts regular seminar-workshop on sports massage to help athletes acquire knowledge and skills needed 4.33 E Includes sports massage in the daily workout/training program 4.36 E Equips the university sports massage clinic with adequate materials/equipment/facilities 4.26 E Conclusions In the light of the foregoing finding, the following conclusions are arrived ar and presented: 1. Many of the respondents were middle-age, fourth year, with average socio-economic status, and within the upper number of ye of using sports massage. Majority of them were males. 2. Yong in university sports massage Program had the highest number of athletes and budget. Many of the athletes from Kyung Won University were using self-massage and partner massage and from Incheon University - therapist massage. The sports massage program of all the Universities had adequate materials, equipment, and facilities. 3. The following were the most important reasons of athletes in applying sports massage: it helps promote feeling of comfort, relaxation, enjoyment, and wholesome well-being; it prepares and shapes them to become competitive; aids in relieving pain and soreness, and helps in improving speed, agility, endurance, stamina, and flexibility, or physical fitness. 4. The sports massage was effective in improving psychological well-being maintaining physical fitness, and increasing performance of athletes, 5. There were no significant differences in the perceived effectiveness of sports massage with respect to athletes' age, sex, and socio-economic status. They had equally experienced the same level of effectiveness of the sports massage. There were significant differences in the perceived effectiveness of sports massage with respect to athletes number of years of using sports massage and year level. The third and fourth year athletes with many years of using sports massage had displayed higher regard on its effectiveness than the first and second year athletes with few years in using sports massage. 6. The athletes using sports massage had exhibited highly satisfactory performance. 7. Significant relationship existed between the levels of sports massage effectiveness and performance. The use of highly effective level of sports massage had helped athletes to display highly satisfactory level of performance. 8. The benefits athletes had derived using sports massage in terms of physical development were: physical comfort, physical health and fitness, relaxation, and high level of performance. The benefits athletes had derived in using sports massage in term of psychological development were: mental calmness, serenity, and wholesome relaxation, mental energy, emotional stability, and mental precision in making decision. 9. The most effective proposals of athletes to improve and maintain sports massage program in the University were: establishment of a sports massage clinic, employment of enough professional massage therapists, conducting regular seminar-workshop on sports massage, inclusion of sports massage in the daily training or workout, and provision of adequate materials, equipment, and facilities. Recommendations Based on the findings and conclusions arrived at, the following recommendations are evolved and forwarded: 1. The concerned universities should create and maintain a sports massage clinic for athletes, coaches, or trainors use. 2. The university management should hire and employ enough professional massage therapists. 3. The sports massage program, particularly the clinic should be furnished or equipped with adequate facilities, equipment, and materials, or supplies. 4. The sports massage program management should strive to include massage in the daily workout or training of athletes. 5. Regular seminar-workshop should be conducted to enable athletes acquire knowledge and skills needed in massaging themselves or other athletes. 6. The university should try to maintain the efficiency of massage therapists in the delivery of services. 7. The university management should keep on proving adequate budget for its sports massage program. 8. An offshoot study on the influence of sports massage program on personality development and performance of athletes of the selected secondary schools in Metro Manila should be conducted by future student researchers.

The competency level and training styles of taekwondo instructors i In selected universities in Seoul, Korea

김중영 Gregorio Araneta University Foundation 2002 해외박사

Statement of the Problem This study aimed to describe and analyze the competencies and training styles of taekwondo instructors in selected universities in Seoul. Korea during the academic year 2001 to 2002. Specifically, it sought answers to the following questions: 1. What is the profile of the taekwondo instructors as to: a. sex b. age c. educational attainment d. length of involvement in taekwondo e. classification or rank 2. How extensive are the use of the training styles and techniques of the instructor? 3. What is the level of competency of taekwondo instructors with reference to: a. conceptual skills b. technical skills c. human skills 4. Are there significant differences in the levels of competency of taekwondo instructors when their profiles are considered? 5. How effective are the training activities and styles of the taekwondo instructors with respect to: a. physical b. mental c. social development d. emotional e. moral 6. Are there significant differences in the effectiveness of the training activities and styles of the instructor when their profiles are considered? 7. What problems are encountered by the taekwondo instructors in training their students and what solutions are proposed to them? Methods Used The descriptive method of research was employed. The questionnaire was the major tool of gathering data. Two hundred sixteen respondents were utilized in the study, 200 students and 16 taekwondo instructors. They were chosen from the population of taekwondo instructors and students of Taekwondo in the five selected universities. The Likert scale was used to categorize the responses. Mean values were computed to determine the level of competencies and extent on the use of teaching styles. The chi-square was used to test the null hypothesis. Findings Based on the specific problems cited in Chapter 1, the following findings were gathered: 1. Majority of the respondent students were males (150) or 75%. Ninety-two percent (92%) were age nineteen. They were composed of different academic levels: first year (43%), second year (36.5%), third year (9%); and fourth year (11.5%). They belonged to the classes or ranks of: first gup (11.5%); second gup (36%); third gup (21.5%); and fourth gup (31%). 2. The pragmatic style (4.72) is the most extensively used; while compulsive (4.41), coaching (3.92); and command (3.86) were extensively used. 3. Among the instructors techniques, kicking (4.81), punching (4.56), thrusting (4.57), fisting (4.58), blocking (4.55); offensive attacks (4.81); defensive attacks (4.52), and sparring (4.60). 4. The competency levels in terms of conceptual skills (4.02), instructional skills (4.23) and human skills (4.32) were all high. 5. The computed chi-square values resulting from the comparison of perceived competencies based on respondents profiles were: Sex 1.822 Not Significant Age 1.084 Not Significant Academic level 3.422 Not Significant Class/Rank 4.24 Not Significant 6. The training styles and techniques were effective in developing students with respect to physical (4.54), mental (3.60), socio-emotional (4.52), and moral-spiritual (4.42). 7. The computed chi-square for sex was 2.42, age 3.62, academic level 12.82 significant, and class racks 12.722 - significant. 8. The problems encountered which were serious were: conflicting schedules (3.60); lack of technical background of students (3.80), and lack of medical help (3.58). 9. The proposed problems were: determine the common time of students (4.52), update taekwondo equipments (3.60), improved facilities (3.58), conduct conference with parents (4.20) and conduct group guidance (4.20). Conclusion In the light of the foregoing findings, the following conclusions were drawn: 1. Majority of taekwondo students are males who are nineteen years old. Likewise, majority of taekwondo instructors are males. 2. Taekwondo instructors use the pragmatic style very extensively. 3. Taekwondo instructors use extensively the technique of kicking, punching, thrusting, fisting, blocking, offensive attacks, defensive attacks, and sparring. 4. The competency level of Taekwondo instructors in the area of study is high. 5. The styles and activities of taekwondo classes are effective in the physical, mental, social and moral development of students. 6. There are significant differences in the perceived level of effectiveness of taekwondo activities on student development when academic level and ranks of the students are considered. 7. Serious problems are encountered by taekwondo instructors on conflicting schedule, lack of technical background of students, and lack of medical help. 8. There is a need to determine the common time of students to avoid conflict of schedule. There is a need to review and upgrade Taekwondo facilities. Conference with parents and guidance counselor may help in solving problems with students. Recommendations The following recommendations are presented: 1. Conference with parents should be conducted to discuss student discipline and to seek assistance and cooperation from parents. 2. Group guidance should be periodically conducted to thresh out student problem and to be able to carry out solutions to existing problems. 3. A formal request should be forwarded to the administration regarding the need to update and upgrade facilities as well as medical assistance in case of emergency. 4. Taekwondo should be made part of the Physical Education curriculum to provide background to students which are necessary in their formal training. 5. Schedules should be carefully planned, taking into consideration the common time of the students. 6. Taekwondo instructors should vary their teaching styles to improve the teaching learning process. 7. A study on the effects of Taekwondo on values development of College students be conducted.

Human resource management practices and problems of selected private universities in Metro Manila and Seoul : a multivariate analysis

원용혁 Gregorio Araneta University Foundation 1996 해외박사

This study was conducted to the management practices and problems on human resource,betelopment of two selected private universities in Metro. and SfrJU 1 during the school year 1995-1996. More specifically, the study sought answers to the following problems: 1. What is he organizational profile of the respondent universi ties as to: 1.1. structure 2. What is the demoaraahic orotlle of personnel in terms of: 2. 1. sex . .3 . educational attaiiment 2. 4. length of sers,ice 2.5. monthly salary, and 2.6. position? That is the oercei,ved level of effectiTL, of manaaemer, practices on human respect to: 3.1. recruitment/hirina 3.2. selection/placement 3.3. training 3. 4. working conoitions 3.5. motivations 3.5. promotion/compensation 3.7. transfer/demotlon/'dismissal, and 3.8. separation? 4. Are there significant differences among erceptions of the resbondents of the management resources development attributed to the demographic profile? 5. What are the problems encountered by the 7.5 and emplovees of and kwang University. mean, test were the statistical used , analizing and interpretifig the data of the 1. The Filipino respondents were 1 3. with mean age of 40.72 Bachelor-'s degree holde,rs, 26% Master 5 degree, and 13X Ph.D age lerigth of is 12.83 years. were of It females and males , with mean age of 45.11 are Ph.D holders. master's degree holders . and bachelor's degree holders. 2. The management practices of GAUF were rated follows: recruitment,2)selectioriiplacement 4.26, 'very effect 3) training, x29 moderately effective, 4) working conditions, 4.16- moderately the matrix of the result-of the F-test and square test on the hvpothesis is presented below: (3.54). indifferent attitudes fluencc in and appointing i3 .39). and lack of eiperiente of were among the top 5 problems of GAIJF respondents. Indifferent attitude of persoflnel (3.79). facilities and materials ( inadequate training iZ.68). political infliienze in and working conditions (3.40) were top 5 the top were: 1) perisdicall/ conduct in-service encourage personnel , campus and campus in-service training (4.56), 3) pay overloads on time 3) orovide personnel pleasant and comfortable rea (4.443, and 5) selecting or hiring employees on the basis of their qualifications. the top 5 strategies proposed by KWU respondents select employee-, according to their (>.68). personnel pleasant and comfortable encourage in-campus training (3.731. 4) provide adequate and functicnal equipment conduct dialogue 1. Najority of the Filipino respondents are females.

The influence of socialized physical education to personality of development and academic performance of college students in Inchon city, Korea : an analysis

서원영 GREGORIO ARANETA UNIVERSITY FOUNDATION 2000 해외박사

This study aimed to analyze the influence of Socialized Physical Education to personality development and academic performance of college studens in Inchon City. Korea. More specifically, this study sought answers to the following problems: 1. What is the profile of the respondents as to: 1.1 Age 1.2 Sex 1.3 Year level 1.4 Place of origin 1.5 Educational attainment ofparents. 1.6 Socio-economic status, and 1.7 Exposure to socialized games or leisure clubs? 2. What is the status of the respondent schools in terms of: 2.1 Objectives 2.2 Environment 2.3 Number of faculty members 2.4 Socialized games/activities/programs 2.5 Physical facilities/eduipment, and 2.6 Competitions participated in and out of the school? 3. What are the levels of personality development and academic performance of the students when their profile is considered? 4. How effective is the implementation of the Socialized Physical Education activities when the following factors are considered: 4.1 Ojectives 4.2 Activities/Programs 4.3 Facilities/Equipment, and 4.4 Awards received in competitions in and out of the school? 5. Are there significant difFerences in the academic performance levels of the students when their profile is considered? 6. Are there significant differences in the personality development of the students when their profile is considered? 7. What problems are encountered in the implementation of the Socialized Physical Education activities and what solutions are offered to overcome them? Methods Used. The descriptive method of reseach, employing a questionnaire, was used in conducting this study. Our thousand students who were chosen by random sampling technique, were used as respondents of this study.The data, which were obtained through a survey utilizing a questionnaire were consolidated, organized, and tabulated in distribution tables. They were analyzed and interpreted using the following statistical tools: percentage, weighted mean, and chi-square test of Independent Samples. Findings From the foregoing results of the analysis and interpretation, the following findings are drawn and presented: 1. The profile of the respondents as to: 1. 1. Age. The averse age of the respondents was 19 years. More than two fifths(41%) of the respondents were within 18 - 20 years old, while less than three-tenths (29%) were within 17 years old and below. 1.2. Sex. Fifty-nine (59) percent of the respondents wera males. They surpassed in percentage the females by 18 percent. 1.3. Year Level. Highest percentage (29%) of the respondents were First Year while lowest percentage (20%) were Forth Year. 1.4. Place of Origin. Highest percentage (37%) of the respondents came from a town/district, while lowest percentage (28%) came from a subdivision 1.5. Educational Attainment of Parents. More than one-third (38%) of the respondents were belonging to parents with high school education while less than one-fifth (16%) of them were coming from parents with elementary education. 1.6. Socio-Economic Status(SES). Highest percentage (49%) of the respondents belonged to average socio-economic status, while lowest percentage(13%) of them belonged to high socio-economic status. 1.7. Length of Exposure to Socialized Games. The average length of exposure to socialized games was 7 years. Two-fifths of them had 1 - 5 years, while lowest percentage (28%) had 11 - 15 years exposure to sociali games 2. The status of the respondent - schools in terms of: 2.1. Objectives. As confirmed by the general average mean rating of 4.10. the objectives of the respondent - schools are often implemented. Most prominent among them are; to supply the basic human needs of the students, promote their physical and mental health and fitness, develop/practice desirable social habits and values, and to develop acquire useful playing skills. 2.2. Enrolment. The average enrolment of the respondent schools is 2,500 students. Incheon University had the highest percentage (29%) of enrolment, while Sahm Yook University had the lowest percentage (20%) . 2.3. Number of Faculty Member. The average number of faculty members of the respondent - schools is 65. Incheon University had the highest percentage(29%) of faculty members, while Sahm Yook University had the lowest percentage (20%). 2.4. Socialized Games/Activities/Programs. The respondent - schools agreed that they had implemented the following games/activities/programs : sports and leadership training, cultural programs, boxing, wrestling, and Taekwondo workout, and indoor recreational sports activities. 2.5. Physical Facilities. The physical facilities of the responent - schools were adequate, particularly the following: playing area, storage/locker rooms, library, shower/dressing/comfort rooms, Taekwondo/boxing wrestling rooms. 2.6. Equipment/Materials. The equipment/materials of the respondent - schools were adequate, especially the following: balls, nets, bats, hurdles, batons, tables, chairs, benches, books, magazines, and physical litness equipment/materials. 2.7. Sports Competitions Perticipated. The respondent - schools agreed that they had participated in sports competitions, particularly the following sports intramurals/tournaments, inter-school sports competitions, inter-destrict ahtletic meet, and provincial/regional/national athletic competitions 3. The level of: 3.1. Personality Development. The level of personality development of the students in terms of physical (91.98), intellectual (90.84), social (91.76) and emotional(90.73) was satisfactory, but in terms of moral(89.45) and spititual (88.73), moderately satisfactory. Highest percentage (43.40%) of the students had satisfactory level, while lowest percentage (9.80%) had outstanding level of personality development. The average level of personality development of the students was (91) satisfactory. 3.2 The Level of Personality Development of the Students When Grouped According to Their Profiles: Age, sex, year level, place of origin. parents' educational attainment, socio-economic status, and length of exposure to socialized games was satisfactory as attested by the average mean rating of 91, respectively. 3.3 Academic Performance Level of the Students was above average as confirmed by avearge mean rating of 89. 3.4 The Level of Academic Performance of the Students When Grouped According to Their Profiles: Age, year level, place of origie, parents' educational atainment, and socio-economic status was above average as evidenced by the average mean rating of 89. The level of academic performance of the students when grouped according to sex and length of exposure to sociaized games was above average as proven by the average mean rating of 90, respectively. 4. The Implementation of the Socialized Physical Education Activities with Respect to 4.1. Objectives. As attested by the average mean rating of 3.91. the objectives of the socialized Physical Education activities were effective most particulary the following: to supply the basic human needs of the students, promote their physical and mental health and fitness, and to inculcate/practice desirable social habits and values. 4.2. Activities/Programs. The average mean rating of 3.88 is a proof that the activities/programs of the Socialized Physical Education activities were effective, most especially the following: physical fitness, drill/practice, workout/practical test, sports intramural/tournaments, and sports trainning. 4.3. Facilities. The physical facilities of the Physical Education activities were effective as indicated by the average mean rating of 3.87, most importantly the following: playing area, shower/dressing/comfort rooms, multi-purpose court, and Taekwondo/boxing/wrestling rooms. 4.4. Eguipment/Materials. The average mean rating of 3.91 is an evidence that the equipment/materials of the socialized physical education activities were effective, most especially the following: balls, nets, bats, hurdles, batons, tables, chairs, benches, books, magazines, and physical fitness equipment materials. 4.5. Awards Received. As confirmed by the average mean rating of 4.59, the awards received by the students were effective, most particularly the following: certificate of recognition/application, bronze, silver and gold medals with certificates, accordingly. 5. Comparison of the Academic Performance Level of the Students There were no significant differences in the academic performance of the students when their age, year level place of origin and socio-economic status were considered as confirmed by their respective X2-values 0.397, 0.115, 0.361 and 0.976. Therefore, the null hypothesis was accepted. It proves that the students grouped according to those profiles had equally attained "Above Average" level of academic performance. There were significant differences in the academic performance of the students with respect to sex, parents' educational attainment, and length of exposure to socialized games as attested by their X2-value of 46.50, 169.53, and 219. 75, respectively. Thus, the null hypothesis was rejected. It is due to the fact that the female students with many years exposure to socialized games, and whose parents were with guaduate and college education had attained highly satisfactory academic performance level, while their respective counterparts had earned "Above Average" academic performance level. It means that the former students had exhibited higher level of academic performance than the latter. 6. Comparison in the Level of Personality Development of the Students. There were significant differences in the elvels of personality development of the students with respect to their age, parents' educational attainment, and length of exposure to socialized games as evidenced by their respective X^2-values of 296.362, 149.89, and 75.84. Hence, the null hypothesis was rejected. This is attributed to the fact that the older students, belongings to parents with graduate/college education, many years exposure to socialized games had attained satisfactory level of personality development, while the younger students, belonging to parents with high school/elementary education, and few years exposure to socialized games had possessed moderate level. In others words,the former students had displayed highar level of personality development than the latter. There were no significant differences in the elvel of personality development of the students when their sex, year level, place of origin and socio-economic status were considered as evidnect by their X^2-values of 0.209, 0.362, 0.405, and 1.268. Therefore, the null hypothesis was accepted. It proves that the students grouped according to those profiles had eqyally possessed the same satisfactory level of personality development. 7. Problems. As confirmed by the average mean rating of 2.92, the problems encountered in the implementation of the Socialized Physical Education activities are " Slightly Serious", particularly the following: limited time allotted to training/practices for recreational sports activities, difficulty to improve/maintain academic performance, lack of self-discipline of some student athlets, and lack of support from teachers and parents. 8. Solutions. The average mean rating of 3.88 is a confirmation that the solutions offered to overcome the problems were effective, most especially the following: preparing and implementing appropriate time schedule for training/practice of recreational sports activities, getting the suppotrt of teachers and parents, conducting regular sports clinic or counseling on personal discipline and improving academic achievement, and developing/inculcating self-discipline among the students. Conclusins In the light of the foreging findings, the following conciusions are developed and presented: 1. Many of the respondents are males, middle-age, First Year, with presents processing high school education, average socio-,economic status, and with few years exposure to socialized games. 2. The respondent - schools often supplied the basic hurnart needs of their students by promoting their physical and mental health and fitness, cultivating their social habits and values, and strengthening sports skills. Incheon University has the highest number of enrolment and faculty members. The respondent - schools have provided their students sports and leadership training, Taekwondo/boxing/wrestling workout, and indoor recreatiotnal sports activities for physicall, mental, and social development as well as skills strengthening. They have adequate physical facilities, such as: playing are, comfert rooms, multi-purpose court, and other PE and physical fitness facilities. Thet also have adequate equipment/materials, such as: balls, nets, tables, chairs, benches, books, magazines, etc. The respondent schools have participated in sports intramurals/tournaments, inter-school/district sports meet, and in provincial/regional/national athletic meet or competitions. 3. The level of personality development of the students when grouped according to their age, sex, year level, place of origin, parents' educational attainment, socio-economic status, and length of exposure to socialized games is satisfactory. The level of academic performance of the students when grouped according to their age, sex, year level, parents/ educational attainment, social-economic status, place of origin, and length of exposure to socialized games is "Above Average". 4. The implementation of the Socialized Physical Education activities in terms of objectives, activities/programs, facilities, equipmpnt/materiais, and awards received are "Effective". 5. There are no significant differences in the academic performance level of the students with respect to age, year level, place of origin, and socio-economic status. They have equally attained "Above Average' level of academic performance. There are significant differences in the academic performance levels of the students with respect to their sex, parents' educational attainment, and length of exposure to socialized games. The female students with parents possessing graduate, college education, and many year's exposure to Socialized Physical Education have attained "Highly Satisfactory" level of academic performance, while the male students with parents possesing high school/elementary education, and with few years exposure to socialized games have earned "Above Average" level of academic performance. 6. There are significant differences in the levels of personality development of the students with respect to their age, parents' educational attainment, and length of exposure to socialized games. The older students, with parents possessing graduates/college education and with many years exposure to socialized games have possessed "Satisfactory"' level of personality development, while the younger students, with parents possessing high school/elementary education and with few years expostue to socialized games have acquired "Moderate" level. There are no significant differences in the level of personality development with respect to sex, year level, place of origin, and socio-economic status. The students grouped according to those profiles have equally possessed " Satisfactory" level of personality development. 7. The problems encountered in the implementation of the Socialized Physical Education activities are: limited time allotted to training/practice, difficulty to maintain students academic performance and self-discipline, and lack of support from teachers and parents. 8. The following are considered effective solutions to problems: implementing appropriate time schedule for training/practice of recreational sports activities, getting the support of teachers and parents, conducting regular sports clinic of counseiling on personal discipline and academic performance and sharpening sports skills. Recommendations Based on the findings and conclusions arrived at, following recommendations are evolved and forwarded: 1. The concerned school should keep on implementing effective avtivities/progrms favorable to the development of students' personality and improvement of their acadeamic performance. 2. The administration and teachers should continuously equip their schools, particularly the socialized physical education with adequate and suitable facilities,equioment, and materials. 3. The schools should keep on recognizing/awarding deserving student - athletes. 4. The Physical Education management should prepare and implement appropriate time schedule for sprots training/practice or workout. 5. The schools should conduct regular training and development programs on skill sharpening and self-discipline enhancement. 6. The students should be made to value Socialized Physical Education activities by encouraging them to participate regularly in and out of school recreational sports. 7. An shoot study on the status of the Socialized Physical Education Program at the selected unversities iu Seoul, Korea should be conducted by future researchers.

A Comparative analysis of the training needs and preferences of physical education teachers in selected schools of Metro Manila and Seoul

강성식 Gregorio Araneta University Foundation 1998 해외박사

본 연구는 1997년부터 1998년동안 서울과 필리핀 마닐라 대학에서 근무하는 체육교육학 강사들의 훈련에 대한 욕구와 선호도를 확인하고 분석하는것을 우선적으로 의도했다. 그 특수한 논제는 다음을 포함하고 있는데 : 교사응답자의 성별과 같은 개별적 차이점, 교육적 자질, 교육경험기간, 실시하는 훈련활동에 대한 참여도 등이다. 또한 학교의 특성은 학생과 교사의 수, 그리고 체육교육을 위한 시설물과 장비같은 것으로 특징지어진다. 실시하는 훈련욕구는 기본적인 기량, 태크닉과 육체적인 교육기량으로 구분된다. 개별적인 변수는 훈련욕구 분석에서 그룹 응답자를 위한 기초로써 사용되어졌다. 훈련 선호도는 기술의 각 유형별로 세 그룹으로 구분되어진다. 기술적 조사방법이 사용되었고 조사자에 의해 개발된 앙케이트가 자료수집의 주도구였다. 목적에 부합되는 셈플링의 기술을 통해 서울에 소재한 고려대학교, 한양대학교, 연세대학교가 선정되었다. 필리핀 마닐라에서 응한 학교는 George Araneta University Foundation, Feati University, MLQ University 그리고 Technological Institute of the philippines 대학교다. 이러한 학교의 체육교육강사들중 84명중 80명, 95.24% 앙케이트가 회수되었다. 통계적 방법은 기술적이고 추론상의 데이타 분석 즉 도수검사, 페센티지, 평균 표준편차, 양측검정(5% 유의수준)이 사용되었다.

The administration of financial resources in selected local autonomous districts in Seoul, Korea

이춘기 Gregorio Araneta University Foundation 1999 해외박사

본 연구는 1995년부터 1997년의 회계연도 동안 서울지역의 지방자치에 따른 재정자원 관리 분석으로 25개 구청 중에서 종로구, 서대문구, 관악구, 양천구, 강남구의 5개 구청에 대한 지방자치에 따른 세금구조와 세출제도에 대한 분석이다. 본문에서 두 가지 주요질문이 제기되는데, 그것은 첫째, 지방자치제의 세입구조와 세출현황은 어떤 변화를 가져왔는가와, 둘째, 세금행정추진의 효과로, 세금징수, 정보전달, 예산책정, 예산집행은 어떠했는가이다. 오늘날 지방자치단체의 재정수요는 팽창하고 있는데 반해 이에 충당할 재원조달 능력은 매우 저조해 지방재정의 위기를 맞고 있다. 더구나 자치단체의 주민이 "보다 적은 세금, 보다 많은 서비스"(the lesser tax, the more service)의 요구와 함께 사회가 다변화하면서 급증하는 행·재정 수요에 대응해 나가야 하는 지방자치단체로서는 이를 최대한 충족시킬 수 있는 재원확보는 한정되어 있기 때문에 이의 원만한 해결이 지방자치단체가 가장 크게 당면한 과제라고 할 수 있다. 결론적으로 세금관련 행정의 문제점으로 높은 세금 수율에 대한 인센티브나 혜택의 결여, 인사와 재무 행정에 대한 기술적 지식이 결여되어 있다는 점이 지적되었다. 지적된 문제점들에 대한 해결 방안은 높은 세금징수 실적을 올리는 공무원에게 인센티브를 제공하고, 세금행정 정책을 검토하고 개선하여 자원마련 연관성을 지니게 하며, 재무 행정에 관련된 세금 납부자들을 위한 설명회, 연수, 세미나를 실시하여 정보전달의 수단을 향상시켜야 한다. 형평성 분석에서는 세 가지 결과로 요약될 수 있는데, 첫째, 수입은 일반 회계 또는 재특 회계를 통해 얻어지고 지출은 일반행정, 사회발전, 경제발전, 민방위 등에 쓰여진다. 둘째, 조사대상이었던 5개 구중 강남구가 가장 많은 수입을 기록했고, 양천구가 가장 낮은 수입을 기록했다. 셋째, 지방제의 세금징수 부서에 대한 보상제도와 직원들의 기술적인 전문성을 향상시킬 필요성이 있다. 향후 연구 방향은 지방재정 마련을 위한 좀 구체적인 분석과 지방자치의 실시에 따른 효과 분석을 들 수 있겠다.

THE ADMINISTRATION OF THE ENVIRONMENTAL PROTECTION PROGRAMS IN KOREA AND THE PHILIPPINES : POLICIES, STATUS, AND PROBLEMS

권세개 Gregorio Araneta University Foundation 1998 해외박사

결론 학위 논문의 연구 고찰을 바탕으로 아래의 결론이 도출 되었다. 1. 모든 응답자들이 환경 교육에 관한 연수에 참가 하였다. 2. 한국의 환경 보호 프로그램은 국가에서 쾌적한 국토 환경을 유지하기 위한 정책을 기반으로 하고 있으며, 세부 실천 계획에 의해 환경투자를 실시 하여 추진해 나가고 있다. 3. 한국과 필리핀 양국의 학교나 사회에서는 환경 교육이 광범위하게 실시되어야 된다고 생각하고 있다. 4. 한국 정부는 환경부에서, 필리핀은 환경 및 천연자원부, DECS(교육,문화,체육부)와 CHED(고등교육위원회)에서 환경 보호 프로그램의 주요 시행 기관이다. 5. 한국 정부에 의한 환경 보호 프로그램의 시행 사항은 보통으로, 필리핀 정부의 시행은 잘된다고 응답하였다. 6. 교육 프로그램, 환경 보호 캠페인, 예산액 배정, 홍수 조절에 있어서 한국은 보통으로 응답하였으며, 필리핀은 교육 프로그램은 잘됨으로, 홍수 조절은 불량으로 기타는 보통으로 설문 조사 나타났다. 7. 응답자들의 프로필에 근거한 환경 보호 프로그램의 시행 범위에 대한 관념은 특별한 차이가 없었다. 8. 환경 보호 프로그램의 시행에 있어서 어려운 점은 제한된 자원, 명학하지 않은 정책, 그리고 법규의 느슨한 집행 때문이라 생각 하고있다. 9. 날로 심각해져 가는 환경 문제에 대한 인식 제고와 환경 보전 실천 의지 확립, 환경 전문인력 양성을 위한 환경 교과목 교육이 시급히 필요하다. 제안 연구 고찰과 결론에 비추어 아래와 같은 제안을 하고자 한다. 1. 환경 보전을 위해 환경 교육을 실시하지 않는 학교는 환경 과목을 선택 과목으로 교과목 프로그램에 포함 할 것을 제안 한다. 2. 환경 보호에 관한 환경 관련 법규를 엄격하게 집행하여야 한다. 3. 정부는 환경 보호 프로그램에 관한 정보를 지속적으로 알려 주고 환경 보전 국민 의식 제고를 위한 홍보 활동을 강화하여야 한다. 4. 필리핀 정부는 수해 피해를 대비하여 홍수 조절 전략을 개선 해야 한다. 5. 환경 공해를 줄이기 위해 집중적인 환경 보호 캠페인을 실시 하여야 한다.

The influence of home envir onment on values development of preschool pupils in Kyongi, Korea : An analysis

김춘태 Gregorio Araneta University Foundation 2001 해외박사

Statement of the Problem This study aimed to analyze the influence of home environment on the values development of preschool pupils in Kyonggi, Korea during the schoolyear 2001-2002. Specifically, it sought answers to the following questions: 1. What is the profile of the respondents as to: a. age b. sex c. parents' educational background d. sibling order e. religion f. family size 2. What is the status of the respondents' home environment as to: a. family structure b. type of residence c. media exposure d. rearing practices e. form of punishment f. form of reward g. frequency of encouragement 3. What is the level of values development of the preschoolers in the areas of: a. physical b. mental c. emotional d. social e. spiritual 4. Are there significant differences in level of values development of preschoolers when grouped according to their profile? 5. Are the levels of values development of the preschoolers? Significantly influenced by: a. family structure b. type of residence c. rearing practices d. dorm of punishment e. form of reward f. frequency of encouragement g. media exposure Methods Used The descriptive method of research was employed in this study. The research instrument was the questionnaire developed by the researcher. It was administered to 200 parents who answered for their preschool children and their teachers. The respondents were randomly selected from the population of the study. The mean values were computed to determine the general observation in a particular aspect of the study. Percentages were also computed. The null hypotheses were tested using the chi-square test. Findings The following are the findings gathered through the survey questionnaire: 1. The respondents were composed of 96 five years old and 104 who were six years old. Fifty nine percent (59%) were males and forty one percent(41%) were females. Seventy one percent of them have parents who were college graduates. Eighty percent were protestants. 2. One hundred percent (100%) of the respondents had newspapers in their homes and they always watch the television Ninety percent (90%) of them often listen to the radio. 3. Ninety percent (90%) of the respondents belonged to nuclear families, living in apartment complex. The parent's child rearing practices were highly supportive (4.65). They sometimes (2.82) employed punishment. They also often five rewards (3.68). Seventy five percent (75%) claimed that they always give encouragement. The levels of their values development were very high (4.0) in spiritual aspects. 4. The computed chi-square values for the comparison of level of values development based on respondents profiles were as follows: Age - 6.022 (significant) Sex - 6.242 (singificant) Parent's education - 9.04 (significant) Family structure - 9.588 (significant) 5. The computed chi-square values on the comparison of levels values development based on home environment were as follows: Type of family structure 9.490 Significant Rearing practices 28.928 Significant Frequency of Encouragement 10.488 Significant Conclusions In the light of the foregoing findings, the following conclusions were drawn: 1. Majority of the respondents were males whose parents were college graduates and who were protestants. 2. The respondents are exposed to newspapers, television, and radio broadcasts. 3. Majority of the respondents belong to nuclear families who live in apartment complex. Their home environment is generally warm where there are positive child-rearing practices, rewards and encouragement for good behavior, but sometimes employ punishment. 4. The level of values development of the respondents is high in the areas of social, emotional, and spiritual; very high in physical. 5. There are significant differences in the levels of values development of the respondent with respect to age, sex, parent's educational attainment, and family structure. 6. There are significant differences in the levels of values development with respect to: family structure, rearing practices, and frequency of encouragement. Recommendation On the basis of the conclusions, the following recommendations are presented: 1. Parents should enrich the media exposure of their children by providing varied reading materials. 2. Close supervision should be provided by parents in the use of television to guide them properly on the different TV programs. 3. Parents should try other techniques of preventive discipline instead of using punishment. 4. Parents should maintain their roles as models of human values since their children are being influenced by the outlook and behavior. 5. Parents should try to improve their reward system to provide rewarding experiences rather than material reward. 6. As an offshoot of this study, a research on the influence of computer on values development among grade six pupils be conducted.

The Status and practices of pre-school education in Seoul., Korea : an evaluation

주명관 Gregorio Araneta University Foundation 2000 해외박사

본 연구의 목적은 1999-2000학년도 서울의 유치원교육의 현황과 관행을 평가하는 것으로 다음 문제들에 대해 답해 보고자 하였다. 1. 응답자에 관한 변수로 지위, 학력, 경력, 유치원 교육과 관련한 세미나 참여 횟수를 고려 2. 유치원 교육의 현황으로 교육목표, 등록원생 수, 학급 규모, 지원 서비스, 시설 3. 유치원 교과과정으로 교육과정, 교육방법, 활동 4. 유치원 경영의 효율성으로 직원개발, 교과과정개발, 시설개발, 지역사회와의 연계 5. 응답자의 지위, 학력, 경력, 세미나 참여 횟수가 유치원의 정책과 경영의 효율성 면에서의 두드러진 차이점 6. 유치원 운영 시 직면하는 문제점과 그 해결 방안 7. 학부형이 자녀를 취학시킬 유치원을 선택하기 위해 고려하는 사항 본 연구는 문헌연구와 설문지 조사연구를 병행하였으며, 설문지 조사연구는 무작위로 선정한 서울에 있는 유치원의 원장 13명과 교사 57명을 대상으로 하여 평균, 전체가중평균, 빈도와 백분율을 구하고, t- 검정 및 f-검정하였다. 연구결과의 분석은 다음과 같다. 1. 다수의 응답자가 1-6년 정도의 경력자이며 1-3차례 세미나에 참석하였다. 2. 유치원 교육의 목적은 아동의 사회화와 인지능력을 높이고 균형 있는 발육을 도모하는 것에 있으며, 유치원 지원 서비스는 등록원생수를 감안할 때 충분하다. 3. 학습내용, 교육방법, 활동은 유치원의 교육목적에 부합한다. 4. 교과과정개발, 시설개발 면에서 유치원 경영은 매우 만족스러운 것으로 나타났고 직원개발과 공동체와의 유대 면에서 만족스러운 것으로 드러났다. 5. 응답자의 직위, 경력, 학력, 세미나 참여 횟수 면을 고려하였을 때, 유치원 경영의 인지된 효율성에 두드러진 차이는 없었다. 6. 유치원의 프로그램에 대한 지역사회의 관심이 부족하다. 7. 지역사회와 유치원과의 연계를 강화시킬 필요가 있다. 8. 학부형들은 안전하고 깨끗한 환경을 제공하는 유치원을 선호한다. 이러한 조사 분석을 토대로 앞으로 추진해야 할 과제를 몇 가지 제시하면 다음과 같다. 1. 직원의 채용과 유지에 관한 방침이 재검토되어야 한다. 2. 원생들에게 의료 및 의료 서비스를 제공하는 것에 좀 더 세심한 배려를 해야 한다. 3. 교사들은 그룹게임과 현장학습을 지속적으로 실시하되 다른 방법을 좀더 채용하여 테크닉을 다양화 시켜야 한다. 4. 교사들은 놀이와 대화 이외의 활동도 시도해야 한다. 시 낭독, 역할극, 이야기시간, 청소시간 등도 시도되어야 한다. 5. 직원개발프로그램을 계획하고 실행해야 한다. 6. 지역사회와의 유대관계를 강화하여 유치원 프로그램에 대한 지원과 협조를 구해야 한다. 7. 부모와 지역사회 구성원을 프로그램에 참여하도록 시도해야 한다.

The effects of Taekwando training on personality development of student-athletes in selected Taekwando schools in Seoul, Korea : an assessment

남승현 Gregorio Araneta University Foundation 2000 해외박사

This study aimed to assess the effect of taekwonda training on personaiify development of student-athletes an selected taekwondo schools in Seoul, Korea this fiscal dear 1999. More specifically, the sturdy sought answers to the following problems: 1. What is fhe profile of the student-athletes as to: age, rank, educational level, and length of exposure of taekwondo training? 2. What is the extent of taekwando training on personality development of the participants in terms of: pre-conditioning exercises and techniques? 3. What is the perceived level of effect of the taekwondo training on personality development of the respondents when grouped according to their profiles? 4. Are there significant differences in the perceived personality development level of the respondents when the profiles are considered? 5. Is the extent of laekwondo training significantly related to the level of perceived personality development of the participants? 6. What are the problems encountered by the teacher-trainors and student-trainees in conducting and participating in the taekwondo strategies offered by them to overcome the problems? Methods Used. The descriptive method of research, employing a questionnaire, was used in conducting this study. Forty (40), ar 50 percent taekwondo trainees were used as respondents or participants of the study. They were chosen by random sampling techniques from the total population of more or less than .80 taekwondo trainees in selected taekwanda schools in Seoul, Korea this fiscal year 1999. The data obtained through a survey by using a questionnaire were consolidated, organized, and tabulated in distribution tables. They mere analyzed and interpreted by utillzing and following statistical tools: percentage, weighted mean, ranking system, and Chi-square (X2) test of Independent Samples and Significance. Findings Based on the specific problems in Chapter 1, the fotlowfng findings are evolved and presented: 1. The profile of the student-athletes (respondents) as to: 1.1. Age. The average age of the student-athletes is 14 years. Highest percentage (45%) of them are 16 - 18 years old, while lowest percentage (20%) are 19-21 years old. 1.2. Rank. Highest percentage (30%) of fhe student-athletes are blue betters, while lowest percentage (95%) are either brown beiters or black belters. 1.3. Educational Level. Sixty (60) percent of the respondents are high school student-athletes, while 40.00 percent are college student-athletes. 1.4. Length of Exposure to Taekwondo Training. The average length of exposure to taekwondo training of the athletes is 4 years. 55.00 percent of then had 1-3 years exposure to taekwondo training, while only 15.00 percent have 7 - 9 years. 2. The extent of taekwando training on personality developmenf of the 2.1. Pre-conditioning Exercises. As confirmed by the average mean rating of 4.25, the participants have often involved in Taekwondo training on personality training on personailty development, particularly in the following pre-conditioning exercises: formattan, neck circie, push-up, finger press, and rope jumping. 2.2. Techniques. The average mean rating of 4.10 is a proof that the participants have often engaged in taekwotida training on personality development especially in the following techniques stance, kick, punch, strike, footwork, and breathing, 3. The peceived level of effect of Taekwondo Training on Personality Development of the participants when: 3.1. Ungrouped According to their Profiles. The level of effect of taekwonda training on personality development is high as attested by the average mean rating of 4,13. Among the highly significant personality developments are: strength end will power, physical healthtfitness, such as agility, flexibility, endurance, and others. 3.2. Grouped According to their Profiles with respect to: age. The 13-15 years old participanfs or respondents had moderate level (3.50) of personality development; 16 - 18 years old, high level (4.39), and the 19-21 years otd, very high level (4.63). Rank. The green belters had moderate level (3.25) of personality development; blue betters, high level (3.75); purple belters (4.63), brown betters (4.67), and the black belters (4.82) had very high level. Educational Level. The high school participants had very high level (3.71) of personality development, while the college respondents had very high level (4.75). Length of Exposure fo Taekwondo Training. The respondents with 1 - 3 years exposure to training had high level (3.59) of personality development, white the participants with 4-6 years (4.75) and with 7-9 years (4.83) had very high level. 4. The computed values of X2 on the comparison in the perceived personality development level of the participants when the profiles are considered are as follows: 5. The extent of taekwondo training is significantly related to the level of personality development of the participanto. These who often/always engaged in taekwondo training have attained high/very high level of persanality development 6. The trainors/trainees considered the following problems not serious as evidenced by the average mean rating of 2.29: lack of time, lack of support from parents, and tack of fund. 7. As confirmed by the average mean rating of 4.31, the proposed strategies were effective particularly the following: deloading teacher-trainars, conducting dlaiagues with parents is get their full support toward the taekwondo training program, soliciting and providing adequate fund, strictly enforcing the rufes/etiquefte, and providing sufficient allowance ar honoraria to trainars. Conclusions In tha light of the foregoing findings, the following conclusions are drawn and presented: 1. Many of the student-athletes are 16 - 18 years old and blue belters. Majority of them are high school and few years in taekwondo training. 2. The participants have often engaged in taekwondo training an personality development in terms of pre-conditioning exercises; formation, push-up, rope-jumping, finger press, neck circle and techniques: stance, kick, punch, footwork, and strike. 3. The participants have acquired high level of strength and will power, sound mental health, and physical fitness-agility, flexibility, speed, and endurance. In general, the level of effect of taekwondo on personality development is high when grouped according to age, rank, educational level, and length of exposure to taekwondo training, particularly among the 16-21 years old participants, purple, brown, and blue belters, and college students with many years in taekwondo training. 4. There are significant differences in the perceived personality development levels of the participants when age, rank, educational leve1, and length of exposure to taekwondo training are considered. 5. The extent of taekwondo training is significantly related to the level of personality development of the participants. 6. Lack of time, lack of support from parents, and lack of fund are not serious problems of the teacher-trainors and trainees. 7. Among the strategies offered and considered effective by the respondents are: deload the teacher-trainors, conduct dialogues with parents, solicit and provide sufficient honoraria or allowance to the trainors, and strictly enforce the rules/etiquettes of the training and/or the sports. Recommendafrlons In the light of the findings and conclusions arrived at, the following recommendations are evolved and advanced: 1. Continue the effeetive implementation of taekwondo training for personality development. 2. Invite parents during taekwondo olympics for this will motivate them to give their full support to taekwondo training programs. 3. Deload teacher-trainors to give enough time to the taekwondo training of student-athletes. 4. Solicit and provide adequate fund for the taekwondo training program and allowanoe/honorerie of trainors. 5. Strictly enforce the rules/etiquette of fhe sport on taekwondo training. 6. Further research on the relationship of taekwondo training and physical fitness of student-athletes in selected high schools in Seoul, Korea should be conducted.