태권도 앞차기 학습에서 교수기대와 시험기대의 학습효과 비교 = Comparative Effects of Teaching Expectation and Testing Expectation on Learning the Taekwondo Front Kick

다국어 초록 (Multilingual Abstract)

The purpose of this study was to compare and analyze the effects of expecting to teach and expecting to be tested on learning outcomes in Taekwondo front kick training. Thirty participants were randomly assigned to three groups (teaching-expectation, testing-expectation, and control; n = 10 each) and performed a Taekwondo front kick learning task. A 3 (group) × 6 (block) mixed design with repeated measures on blocks was employed. The dependent variable was the front kick performance score, measured across pre-test, acquisition, and retention phases. The results indicated that the teaching-expectation group demonstrated significantly higher performance scores during both acquisition and retention phases compared to the testing-expectation and control groups. These findings suggested that the expectation to teach enhances the learning of Taekwondo front kicks by facilitating deeper engagement in the learning process. The present study provided empirical evidence for the effectiveness of expectation-based learning in martial arts and offered practical implications for developing effective teaching and learning strategies in Taekwondo instruction.