유아교사의 신체활동 지도실제와 지도스트레스

김주연,김경숙 한국생태유아교육학회 2011 생태유아교육연구 Vol.10 No.1

본 연구는 유아교사의 신체활동 지도실제와 지도스트레스를 분석하였다. 본 연구의 대상은 유치원 교사 100명과 어린이집 교사 100명이었으며 설문지를 이용하여 유아교사의 신체활동 지도실제와 지도스트레스를 조사하였다. 본 연구의 결과는 다음과 같다. 첫째, 근무기관과 신체활동 연수횟수에 따라 유아교사의 신체활동 지도실제는 차이가 없었다. 그러나 학력이 높은 교사, 매일 신체활동을 실시하는 교사, 혹은 생활체육활동을 참여하는 교사가 신체활동의 목표에 대해 더 잘 인식하고 있었고, 지도 방법, 신체활동 환경 조성면에서 더 높은 실제를 행하고 있었다. 둘째, 신체활동지도에 대한 스트레스는 교사의 학력에 따라 차이가 없었다. 그러나 어린이집 교사에 비해 유치원 교사가 신체활동 교육과정과 교사의 개인문제로 인한 지도스트레스가 낮게 나타났으며 신체활동 연수 횟수가 많은 교사, 매일 신체활동을 실시하는 교사, 혹은 생활체육활동에 참여하는 교사가 교사의 전문성, 수업환경여건, 교사개인문제로 인한 지도스트레스를 적게 받고 있는 것으로 나타났다. 셋째, 교사들의 신체활동 지도실제와 지도스트레스 간에 정적 상관관계가 있어 신체활동 지도실제가 우수한 교사일수록 신체활동지도 스트레스를 적게 받는 것으로 나타났다. This study aimed to analyze teachers' practices and stresses in teaching physical activities. The subjects were 100 kindergarten teachers and 100 child-care teachers. Teachers' practices and stresses in teaching physical activities were surveyed using a questionnaire consisting of 39 items developed for the study. The results were as follows;First, teaching practices did not differ between types of working institutions or the numbers of physical activity training workshops taken. However, teachers with educational attainment of 4 years of college and above, those providing physical activities every day in their classes, or those participating in life-time sports more clearly recognized the importance and value of physical activity and prepared environments more conducive to physical activities. Second, teachers' stresses in teaching physical activities did not differ between levels of educational attainments. However, teachers who had taken a greater number of physical activity training workshops, those providing physical activities every day in their classes, or those participating in life-time sports experienced less stresses caused by teaching physical activity skills, class environments, or other teachers' unfavorable attitudes toward physical activities. Third, teachers' practices in teaching physical activities showed a negative correlational relation with teaching stresses.

유아 실외체육 활동의 실시현황 연구

박정민,윤애희 경복대학 2002 京福論叢 Vol.6 No.-

실외유아체육활동에 대한 실시현황을 알아보기 위해 경기도지역 의정부시 성남시의 유치원교사 78명에게 설문지 조사를 실시하였다. 나타난 결과를 요약하면 다음과 같다. 첫째, 교사들은 실외체육활동지도를 위해 유아교육 지도자료집, 실외체육활동 전문서적, 유아 월간잡지등을 참고하고 있었다. 둘째, 교사들은 실외체육활동 지도시, 고정놀이시설(미끄럼, 그네, 정글짐)에서 놀기, 신체를 많이 움직이는 게임, 유아들끼리 자유롭게 놀기 , 체조활동(뜀틀, 평균대, 매트이용)등을 활용하고 있었다. 또 대부분의 교사가 실외체육활동을 1주에 1,2회 실시하는 것으로 나타났으며, 1회 실외체육활동시간은 반수정도는 10분에서 30분정도, 반수정도는 30분에서 60분정도 실시하고 있었다. 또 실외놀이시 교사의 주역할은 유아의 안전을 위한 관찰자가 과반수 넘게 나타났으며, 실외시설사용에 대해 다른 교사와 사전협의하는 교사가 과반수 넘게 나타났다. 실외체육도구의 주정리자는 과반수 넘게 유아가 정리하는 것으로 나타났다. 셋째, 교사들이 자신의 실외체육활동지도에 대해 만족하지 않는 경향을 보이고 있었으며, 유아들은 실내활동에 비교하여 실외체육활동을 더 많이 좋아하고 있었다. 또 교사들이 실외체육활동지도에 어려움을 느끼는 내용은 유아들의 안전사고 발생위험과 체육활동을 할 공간부족 체육시설ㆍ설비의 부족등이었다. 넷째, 외부체육시설이용을 이용하는 교사는 과반수정도이며, 외부체육시설 이용시 1주간 이용시간은 30-60분이 제일 많았으며, 외부체육시설장소는 대부분이 수영장이었다. 다섯째, 실외체육활동에 대한 지식을 배운 경험이 있는 교사는 과반수 넘게 나타났으나, 배운 적이 없는 교사도 상당히 나타났다. 배운 경험이 있는 교사들은 대부분 대학 또는 보육교사양성과정등 자격훈련과정에서 배웠다. 여섯째, 활발한 실외체육활동을 위해 교사는 다양하고 새로운 체육놀이설비를 제일 많이 요구하고 있었으며 그 다음으로 마음껏 움직일 수 있는 더 넓은 공간, 안전하게 활동할 수 있는 체육설비, 체육활동을 연구할 수 있는 연구시간 등을 요구하고 있었다. 또 체육설비에 대해 교사는 더 넓은 모래놀이터를 제일 많이 요구하고 있었으며, 그 다음으로 안전장치를 한 그네, 다양한 체육활동도구 등을 요구하고 있었다. To investigate the practical application of outdoor physical activities for young children. The study conducted a questionnaire survey of 78 kindergarten teachers, who are active in Uijeongbu-si and Seongnam-si, Kyounggi province. The results are summarized as follows: 1. In order to guide children in their physical outdoor activities, many of the surveyed teachers were considered as referring to guide books for preschool education, technical books featuring outdoor physical activities, and child-care related monthly magazines. 2. In guiding childrens outdoor physical activities, teachers said that they encourage children to use specific play facilities (such as slides, swings, and jungle gyms) and participate in physically energetic games, free play with peers, and gymnastic activities (using vault, balance beam, or matt). Most teachers responded that they practice outdoor physical activities for children once or twice a week. About half of the surveyed teachers said that the length of activity time per practice is usually between 10 and 30 minutes, while the other half responded that the length is between 30 and 60. More than half of the surveyed teachers described their role in those outdoor activities as an observer. Also, the results of the survey proved that the majority of preschool teachers have a previous consuitation with there fellow teachers for the use of outdoors facilities. More than 50% of the surveyed teachers stated that the used aids and appliances are mainly arranged by children after an outdoor activity. 3. The results indicate that teachers have an inclination to be dissatisfied with their participation in outdoor physical activities, while children have a high preference for outdoor physical activities compared to indoor activities. Many teachers responded that they have difficulties proceeding with outdoor physical activity programs due to the danger of potential accidents and the insufficiency of usable space, facilities, and equipments. 4. The survey revealed that the majority of the surveyed teachers use the outside facilities for physical education outside kindergarten. In the survey, the vast majority of them said that the time required for the use of outside physical facilities is 30 to 60 minutes per week, and the most preferred facility was identified as a swimming pool. 5. More than half of the surveyed teachers stated that they had received an education related to outdoor physical activities, but the results proved that a good number of teachers dont have any educational experience in those activities. The teachers with educational experience responded that they had attended the related classes during their college/university courses or the qualification training courses such as a course for training of nursery teachers. 6. The survey proved that the top priority request the preschool teachers hope to be met for brisk outdoor physical activities is various and new physical play equipments, followed in order by sufficient space in which children can frolic freely and comfortably; safe physical facilities; and enough time for study of physical activities. It also revealed that, concerning the physical equipment, teachers place the greatest emphasis on a wider sandy playground, followed by swings with a safety device and various tools for physical activities.

미주 한인의 신체활동과 삶의 질: 조절된 다중 매개 효과 검증

오은광,장정윤,Diane Gill 한국스포츠심리학회 2018 한국스포츠심리학회지 Vol.29 No.4

Purpose: The purpose of this study is to examine the multiple mediating effects of physical quality of life and activities of daily living on the relationship between physical activity and global quality of life. We also examined whether the multiple mediating effects would be moderated by age. Methods: To achieve these goals, we recruited Korean American adults from the southeastern United States and used survey data from 201 Korean Americans to analyze moderated mediation models. Results: Physical activity was positively associated with physical quality of life and activities of daily living, which in turn, was positively associated with global quality. After controlling for physical quality of life and activities of daily living, physical activity was negatively associated with global quality of life. Although a high physical activity level led to high global quality of life via physical quality of life and activities of daily living, the effects of physical activity were reduced with advancing age. Conclusion: The effects of physical activity on global quality of life via physical quality of life and activities of daily living were moderated by age. The results demonstrate the need to consider cultural environmental factors to develop a positive lifestyle through physical activity.

한국과 영국 비교를 통한 대학 체육교육과 실기 강좌 발전 방향 탐색

이창현(ChangHyunLee) 한국체육학회 2015 한국체육학회지 Vol.54 No.1

본 연구의 목적은 한국과 영국 체육교육과 전공 실기 강좌의 시대적 변화과정(1970년~2010년)을 비교 분석하여 실기강좌의 발전 방안을 탐색하는 데 있다. 이를 위해 각 나라의 1개 대학 체육교육과를 선택하여 문서 자료를 수집하고 교수, 교사 및 학생과 인터뷰를 진행하였다. 수집된 자료는 근거 이론으로 분석하였고 이에 따라 나타난 결과는 다음과 같다. 영국 E대학 및 한국 K대학의 체육 실기 강좌 시수는 지속적으로 감소하고 있었다. 영국 E대학은 1970-1990년대에 수업시수 감소가 있었으며, 한국 K대학의 경우 1990-2010년대에 감소가 두드러졌다. 두 나라의 실기 강좌 형태는 학생들의 실기 능력 향상보다는 점차 교수법을 강조하는 방향으로 변화하고 있었으며, 학생들과 교수는 이를 긍정적으로 받아들이고 있었다. 하지만, 두 대학 모두 실기 강좌 시수 감소 및 나선형 교육과정의 한계로 인해, 학생들의 실기 능력 향상에 대한 우려가 나타나고 있었다. 한국 K대학의 경우 이런 한계점을 인식하고 2009년 실기 강좌를 개편하여 이를 극복하기 위한 노력을 보여주고 있다. 하지만, 전체적으로 체육교사교육과정에서 실기 강좌는 그 영향력이 점차 주변화(marginalization)되고 있었다. 이를 바탕으로, 본 연구에서는 영국 및 한국 실기 강좌의 변화가 필요하다는 점을 밝히며 3학점 통합적 실기 강좌 개설 및 실천을 제안한다. The purpose of this study is to examine the direction of development of units of physical activities in Korea through the comparison of units in Physical Education teacher education (PETE) programs in Korea and England. Grounded theory was used to analyze documents resources and interviews. I generally found marginalization of units of physical activities in England and Korea. The amounts of hours in physical activities in both PETE courses reduced. The reduction happened from 1970 to 1990 in England and from 1990 to 2010 in Korea. Teaching methods of physical activities in units of physical activities in both courses gradually stressed than teaching skills and techniques of physical activities. Student teachers learnt physical activities to introductory levels in units of physical activities. To overcome this problem, PETE course in K University changed the structure of units of physical activities in 2009. Students in Korea and England tried to keep their physicality through various outside activities. I propose to invent units of physical activity integrating skills, teaching, and educational models.

Boys from Mars, Girls from Venus: Implications for Encouraging Girls` Participation in Physical Activities in Elementary Schools

( Yeon Jong Hong ),( Ok Seon Lee ) 한국체육학회 2015 국제스포츠과학 학술대회 Vol.2015 No.1

Purpose: In recent years, there has been a growing interest in encouraging girls` participation in physical activities in elementary schools in Korea. Adopting action research, the purpose of this study was to examine students` perceptions of girls` participation in physical activities in elementary schools in order to provide some evidence for developing pedagogical programs for girl`s engagement in physical activities. Research questions are as follows: (a) How did students perceive girls` participation in physical activities in elementary schools?, (b) What were the pedagogical strategies to facilitate girls` participation in physical activities? Method: Participants were 5th grade students in an elementary school (n=24, 12 boys and 12 girls). Data were collected from focus group interviews, participant observations and teacher`s reflective journal entries. Data were analyzed inductively and trustworthiness of data was enhanced through triangulation and member check with participants. Result: Finding revealed that participants perceived girls` participation in the following ways. Firstly, negative perceptions of girls` participation were caused by: (a) prejudice due to stereotypes, (b) criticism and distrust, and (c) incongruent level of competitiveness. Secondly, positive perceptions of girls` participation in physical activities were formed through: (a) strengths in the role (e.g., caring, sympathetic, cooperative), (b) motivation for improvement, and (c) offering opportunities for active participation. Through these perceptions, following instructional strategies for encouraging girls` participation in physical activities were suggested: (a) breaking stereotypes on girls` participation, (b) establishing inclusive and respectful environment, (c) nurturing strengths in roles, (d) developing motivation for improvement, (e) focusing on possibilities rather than deficit, and (f) enhancing mutual understanding. Conclusion: The findings suggest that there is a need for promoting action research in that it provides a range of students` voices for the development of pedagogical program for girls in elementary schools. Further study is needed to develop specific programs for encouraging girls` participation in physical activities. Lastly, teacher education programs should focus on understanding and developing girls-friendly physical activities.

365+ 체육온활동으로 학교체육 활성화 방안

최민수 한국체육교육학회 2024 한국체육교육학회지 Vol.29 No.2

목적: 본 연구의 목적은 2023년 교육부에서 제시한 365+ 체육온활동 프로그램 적용이 학생들의 신체활동 태도, 운동습관 향상 및 프로그램 만족도를 알아보고 학교체육에서 활성화되는 방안을 제시하는 데 있다. 방법: 본 연구참여자는 2023년 5월~11월까지 G광역시에 소재한 S고등학교 1, 2학년 124명을 대상으로 진행하였으며 2023년 5월 15일부터 18일까지 사전 검사를 조사하였고 365+ 체육온활동 프로그램은 2023년 5월20일부터 11월 22일까지 적용하였다. 프로그램이 종료된 후 11월 23일부터 11월 29일까지 5일간 사후 검사를 진행하였다. 연구참여자의 사전·사후 변화를 검증하기 위해 SPSS 26.0 프로그램을 활용하여 대응표본 t검증으로 분석을 수행하였다. 또한, 학생들의 정성적인 만족도를 알아보기 위해 개방형 질문지를 활용하여혼합연구를 진행하였다. 결과: 학교 유휴 공간을 활용 및 온라인 환경을 구성하여 365+ 체육온활동을 위한 학교 환경을 재구성하였고, 메타 스포츠 School ‘온라인 체육교실’앱을 활용하여 가정과 학교에서 함께하는 학교 밖 365+ 체육온활동을 실시하였다. 또한, 365+ 체육온활동 프로그램을 실시한 학생들의 신체활동 태도, 운동습관 향상도, 프로그램 만족도 모두 향상된 것을 사전·사후 검사로 확인하였다. 결론: 365+ 체육온활동을 활성화하기 위해 학교 공간 및 교육과정을 재구성하고 스마트폰 앱을 활용하는 프로그램의 효과를 확인하였다. 또한, 체육배려학생과 저체력 학생들도 다양한 체육온활동을 하면서 신체활동증진에 도움이 되었고, 신체활동에 자신감을 가지면서 긍정적인 태도를 형성하게 되었다. Purpose: The purpose of this study is to find out the application of the 365+ physical education online activity program proposed by the Ministry of Education in 2023 to improve students' physical activity attitudes, exercise habits, and satisfaction with the program, and to suggest ways to activate it in school sports. Methods: Participants in this study were conducted from May to November 2023 on 124 first and second graders of S High School located in G Metropolitan City, and the pre-test was investigated from May 15 to 18, 2023, and the 365+ physical education online activity program was applied from May 20 to November 22, 2023. After the program was completed, post-test was conducted for 5 days from November 23 to November 29. In order to verify the pre- and post-change of the study participants, analysis was performed using the SPSS 26.0 program as a corresponding sample t-test. In addition, a mixed study was conducted using an open questionnaire to find out the qualitative satisfaction of students. Results: The school environment for 365+ physical education online activities was reorganized by utilizing school idle spaces and organizing an online environment, and 365+ physical education online activities outside of school were conducted using the Meta Sports School's Online Sports Classroom app. In addition, it was confirmed that the students who conducted the 365+ physical education online activity program all improved their physical activity attitudes, exercise habits, and program satisfaction. Conclusion: To activate 365+ physical education online activities, the school space and curriculum were reorganized, and the effectiveness of the program using smartphone apps was confirmed. In addition, physical education consideration students and low-intensity students also helped improve physical activity by engaging in various physical education online activities, and formed a positive attitude with confidence in physical activity.

음악과 신체표현을 통합한 예술경험활동이 유아의 정서능력 및 창의적 신체표현에 미치는 효과

송순옥 ( Song Soon-ock ) 한국아동교육학회 2016 아동교육 Vol.25 No.4

본 연구는 음악과 신체표현을 통합한 예술경험활동이 유아의 정서능력 및 창의적 신체활동에 미치는 효과를 알아보고자 하였다. 연구대상은 만 5세 유아 40명(실험집단 20명, 통제집단 20명)을 선정하였고, 연구도구는 유아 정서능력 척도와 창의적 신체표현 척도를 사용하였다. 자료분석은 SPSS 21.0 프로그램을 이용하여 다변량분산분석(MANOVA)을 실시하였다. 연구결과, 첫째, 음악과 신체표현을 통합한 예술경험활동이 유아의 정서능력 증진에 효과가 있는 것으로 나타났다. 둘째, 음악과 신체표현을 통합한 예술경험활동이 유아의 창의적 신체표현 증진에 효과가 있는 것으로 나타났다. 이러한 결과는 음악과 신체표현을 통합한 예술경험활동을 통해 정서능력과 창의적 신체표현이 향상되었음을 의미한다. 따라서 본 연구결과는 음악과 신체표현을 통합한 예술경험활동이 유아교육현장에서 의미 있는 교수활동으로 활용될 수 있음을 시사한다. The present study aims to examine the effects of art experience integrating music activity program and physical expressive activities on young children`s emotional competence and creative physical expression. The research subjects were 40 children aged five (20 children in an experimental group, and 20 children in a comparison group). The young children`s emotional competence scale and creative physical expression scale were used as research tools. A Multivariate Analysis of Variance (MANOVA) was conducted using SPSS 21.0 software for data analysis. The results revealed that first, art experience integrating music activity program and physical expressive activities were effective in improving young children`s emotional competence. Second, art experience integrating music activity program and physical expressive activities were effective in improving young children`s creative physical expression. Such results signify that emotional competence and creative physical expression were improved through art experience integrating music activity program and physical expressive activities. Accordingly, the present study results suggest that art experience integrating music activity program and physical expressive activities can be utilized as meaningful teaching activities in the field of early childhood education.

중학생의 가정배경, 문화활동이 예술체육교과흥미 및 성취에 미치는 영향에 관한 연구

한경훈,한수정 사단법인 인문사회과학기술융합학회 2019 예술인문사회융합멀티미디어논문지 Vol.9 No.12

This study utilizes the KEEP(Korea Education and Employment Panel) data to explore the effect and causal relationship between the family background and cultural activities of middle school students and their interests and achievements in art, music and physical education curriculum. The features of Family background are set as parent education level, family income and parental care, and features of cultural activities are set as the enjoyment of art and leisure activities experienced together with their family. This study was performed on 1,760 middle school students, and the particular fields of the curriculum this study intends to explore are subjects of music, art and physical education. The analytical method of this study used the frequency analysis, correlation analysis and structure equation model analysis in order to identify the effect of family background on interest and achievement in art, music and physical education through the mediation of cultural activities, and programs of SPSS and LISREL were used in this process. The result of the analysis indicates that, firstly, the family background has a significant effect over cultural activities, whereas its effect on interest and achievement in art, music and physical education is only partial. Especially, parent education level and family income do not have a direct effect over interest and achievement in art, music and physical education, and it shows a significant effect when mediating cultural activities. Only, parental care is exhibiting direct effect and mediative effect on cultural activities as well as interest and achievement in art, music and physical education. Secondly, the variable of cultural activities directly exerts a significant effect on 'interest in art, music and physical education' as well as 'achievement in art, music and physical education'. It also has an indirect effect on 'achievement in art, music and physical education' through 'interest in art, music and physical education'. Thirdly, 'interest in art, music and physical education' has a significant effect on 'achievement in art, music and physical education'. 본 연구는 한국교육고용패널 데이터를 활용하여 중학생의 가정배경과 문화활동이 예술체육교과의 흥미와 성취에 미치는 영향과 그 인과관계를 탐색하고자 한 것이다. 가정배경은 부모학력, 가구소득, 부모관심이며, 문화활동은 가족과 함께 경험하는 예술관람, 여가활동이다. 연구 대상은 중학생 1,760명으로서, 탐색하고자 하는 세부 교과 영역은 음악, 미술, 그리고 체육교과 영역이다. 연구의 분석방법은 가정배경이 문화활동을 매개하여 예술체육교과의 흥미와 성취에 미치는 영향을 파악하기 위해 빈도분석, 상관분석, 구조방정식모형 분석을 활용하였으며, 이를 위해 SPSS와 LISREL 프로그램을 사용하였다. 분석결과, 첫째, 가정배경의 특성은 문화활동에 정적영향을 미치고 있으나 예술체육교과의 흥미와 성취에 대한 효과는 부분적이다. 특히 부모학력과 가구소득은 예술체육교과의 흥미와 성취에 직접 영향을 미치지 못하고 문화활동을 매개할 때 유의한 정적효과를 나타내고 있다. 다만 부모관심은 문화활동, 예술체육교과의 흥미와 성취에 직접효과와 매개적인 영향을 보여주고 있다. 둘째, 문화활동변인은 예술체육교과흥미와 예술체육교과성취에 직접적으로 유의미한 영향을 미치고 있으며, 예술체육교과의 흥미를 통하여 간접적으로 예술체육교과의 성취에 영향을 미치는 것으로 나타났다. 셋째, 예술체육교과의 흥미는 예술체육교과의 성취에 유의미한 영향을 미치는 것으로 나타났다.

초등학생의 틈새신체활동 프로그램 참가에 따른 자기인식과 신체적 자기개념 효과

박명선,홍성택,양광희 한국초등체육학회 2015 한국초등체육학회지 Vol.21 No.2

본 연구의 목적은 초등학교 남·여학생의 체육활동 참여를 확대하기 위한 일환으로 정규 체육수업 이외에 활용되고 있는 틈새신체활동 프로그램 참가에 따른 학생 자신의 인식과 신체적 자기개념의 효과를 알아보는 데 있다. 이러한 목적을 달성하기 위해 크게 초등학생의 틈새신체활동 프로그램 개발 및 적용과 참가에 따른 심리 인지적효과 즉, 신체적 자기인식과 자기개념의 긍정적 효과의 방향으로 연구를 진행하였다. 연구 도구는 초등학교 남·여학생의 자기인식을 분석하기 위해 사례기록분석과 귀납적 범주분석을 활용한 심층면담을 실시하였으며, 신체적자기개념을 측정하기 위해서 Marsh, Rechards, Johnson, Roche와 Tremayne(1994)이 개발하고 김병준(2001)이 번안 및 재수정한 한국판 신체적 자기개념 질문지(Physical Self-Description Questionnaire, PSDQ)를 사용하였다. 결과는 빈도분석 및 독립표본 t-검정, 대응표본 t-검정을 활용하였으며 심층면담을 통해 도출하였다. 그 결과는 다음과 같다. 첫째, 초등학교 학생들은 틈새신체활동 프로그램 참가에 따라 이전보다 긍정적으로 달라진 나를 경험하게 되었으며, 건강 및 운동체력의 향상, 학생들의 생활습관, 자신감, 학습능력에 크게 기여할 수 있는 교육활동이라고 인식한 것으로 나타났다. 둘째, 틈새신체활동 프로그램 참가에 따라 신체적 자기개념의 하위 요인 중 건강과 자기존중감 요인을 제외한 8개의 요인들 즉, 스포츠 유능감, 신체활동능력, 신체상, 체지방 감소, 외모평가, 유연성, 지구력, 근력에서 긍정적인 변화가 있는 것으로 나타났다. 결론적으로 본 연구에서는 초등학교 남·여학생의틈새신체활동 프로그램 참가는 학생 스스로가 인식하는 자기 자신에 대한 긍정화와 실제 신체적 자기개념에 효과가 있으므로 초등체육을 활성화시키고 효과를 높일 수 있는 대안인 것으로 나타났다. The purpose of this study is to study the influencing effects of niche physical activities of elementary school students to their physical self-concept and self-awareness. For this study, question survey was conducted using physical self-concept survey papers which were targeting sixty 6th grade elementary school students in J city and the interviews were conducted to make more in-depth study about the awareness of study subjects’ niche physical activities. In order to identify the changes of physical self-concept before and after the participation in niche physical activities, t-test was conducted with 5% of significance level. Results are as follows. First, analysis results according to the demographic characteristics showed statistically significant differences between male and female students in sports competence, body fat, self-respect and entire body factors among the physical self-concept factors which were measured before the niche physical exercises. In four factors, the average score of male students was higher, which showed male students felt bigger sports competence through sports than female students. Second, changes of physical self-concept according to the execution of niche physical activities were identified to have increased and examining the significances of each factor, ex post scores were identified to have increased in 8 factors except the health and self-respect which had more than 4 points higher preliminary scores. This could be interpreted that the competence and physical activities which were felt through sports and the confidence about the entire body have increased and the evaluation about body fat reduction and appearance and the evaluation about exercise functions of flexibility, endurance and muscle power have increased as well. Third, analyzed results of pre and post self-awareness according to the participation in niche physical activities showed that research subjects could experience ‘different me’ through niche physical activities and came to recognize niche physical activities are the educational activities which could contribute much to the improvement in health and exercise stamina, students’ living habits, confidence and learning ability. Therefore, it could be identified that continuous participation in niche physical activities brought not only healthy soul and body but also various positive influences like living habits, attitudes, confidence and learning ability.

Association between Physical Activity Levels and Physical Symptoms or Illness among University Students in Korea

Sang Hyun Ahn,Yoo-Jin Um,Youngju Kim,Hyun Joo Kim,Seung-Won Oh,Cheol Min Lee,Hyuktae Kwon,Hee-Kyung Joh 대한가정의학회 2016 Korean Journal of Family Medicine Vol.37 No.5

Background: Low levels of physical activity can cause various physical symptoms or illness. However, few studies on this association have been conducted in young adults. The aim of this study was to investigate the association between physical activity levels and physical symptoms or illness in young adults.Methods: Subjects were university students who participated in a web-based self-administered questionnaire in a university in Seoul in 2013. We obtained information on physical activities and physical symptoms or illness in the past year. Independent variables were defined as symptoms or illness which were associated with decreased aca-demic performance. Logistic regression was performed to calculate odds ratios (ORs) and 95% confidence intervals (CIs) of each physical symptom or illness with adjustment for covariables.Results: A total of 2,201 participants were included in the study. The main physical symptoms or illness among participants were severe fatigue (64.2%), muscle or joint pain (46.3%), gastrointestinal problems (43.1%), headache or dizziness (38.6%), frequent colds (35.1%), and sleep problems (33.3%). Low physical activity levels were signifi-cantly associated with high ORs of physical symptoms or illness. Multivariable-adjusted ORs (95% CIs) in the low-est vs. highest tertile of physical activity were 1.45 (1.14–1.83) for severe fatigue, 1.35 (1.07–1.70) for frequent colds, and 1.29 (1.02–1.63) for headaches or dizziness. We also found that lower levels of physical activity were associated with more physical symptoms or bouts of illness.Conclusion: Low physical activity levels were significantly associated with various physical symptoms or illness among university students. Also, individuals in the lower levels of physical activity were more likely to experience more physical symptoms or bouts of illness than those in the highest tertile of physical activity.