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

다국어 초록 (Multilingual Abstract)

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.

목차 (Table of Contents)

• TITLE PAGE = i
• APPROVAL SHEET = ii
• ACKNOWLEDGEMENT = iii
• ABSTRACT = iv
• TABLE OF CONTENTS = xi
• LIST OF TABLES = xiv
• CHAPTER 1 THE PROBLEM AND ITS BACKGROUND = 1
• Introduction = 1
• Conceptual Framework of the Study = 2
• Statement of the Problem = 3
• Hypothesis = 5
• Significance of the Study = 5
• Scope and Delimitation of the Study = 6
• Definition of Terms = 6
• CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES = 9
• Foreign Literature = 9
• Local Literature = 18
• Foreign Studies = 20
• Local Studies = 32
• CHAPTER 3 METHODS OF STUDY T AND SOURCES OF DATA = 54
• Research Design = 54
• Respondents of the Study = 54
• Research Instrument = 54
• Data Gathering Technique = 55
• Statistical Treatment of Data = 55
• CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA = 56
• The Profile of the Respondents = 56
• Profile of Respondent Instructors = 59
• Training Styles of Taekwondo Instructors = 59
• Tecniques Employed by Taekwondo Instructors = 61
• Level of Competency of Taekwondo Instructors = 63
• Differences in the Levels of Competency of Taekwondo Instructors = 67
• Effectiveness of the Training Styles and Techniques on Student Development = 69
• Difference in the Perceived Effectiveness of Styles And Techniques on Student Development = 73
• Problems Encountered = 73
• Proposed Solutions = 76
• CHAPTER 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS = 77
• Summary = 77
• Findings = 78
• Conclusions = 79