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정봉해(Bong Hea Chung) 한국사회체육학회 2005 한국사회체육학회지 Vol.0 No.23
The purpose of the present study was to investigate the effect of jump heights on the stability of coordinative structure. The jump heights were manipulated as a task constraint and consisted of three conditions(50cm, 70cm, 90cm). Ten highschool students were selected as subjects for this study. During jump the segment motion were recorded with videotape(60Hz) Kinematic data for the ankle, knee and hip joint angle were obtained with KWON3D Motion Analysis Package, while the ground reaction force was collected with AMTI reaction board. Angle-angle velocity plot and relative phase plane were produced from the kinematic data of the joint. Analyses of data revealed that there was no difference on the stability of coordinative structure according to the jump height. It was concluded that there was no empirical evidence about mutual constraints between organism and task.
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한광희(Kwang Hee Han),정봉해(Bong Hea Chung) 한국체육교육학회 2000 한국체육교육학회지 Vol.5 No.1
The purpose of this study is to provide an effective teaching model based on the changes in affective psycho-motor domain of students by applying the sport education curriculum model. To achieve the purpose, the study selected 100 students from two 2nd year classes of Inchon Y girls` high school as the object of the study and split them into two groups and classified such as experimental & comparison group. As the investigation tool for affective domain, the attitude evaluation for affective domain by Korea Central Education Evaluation Institution(1984), Questionnaire for affective domain by Park Mi-young(1998) and the attitude investigation paper for the game by Kim Do-soo(1996) etc. were used after its revision and settlement. Sub-tests for the affective domain were successful serve times and pass times. As the procedure of the study, after pretest, sports education model to experimental group and general teaching model to comparison group were applied for 2 weeks. The data collected through pre & post test was treated statistically and it was compared and analyzed. Summary of the results are as follow. 1) A meaningful inter-group difference(p$lt;.01) was shown on basic attitude of affective domain. Through students` sport education model, they can understand the sport and participate in the class activities positively. Therefore, the motivating the students is decisive for effective learning. 2) In the psychological aspect of affective domain, a meaningful inter-group difference(p$lt;.01) was shown. Through the sport model, the student can enjoy the pleasure of games and they can participate in the class activities with new learning methods escaping from traditional routine methods. 3) In the social aspect of affective domain, a meaningful inter-group difference(p$lt;.01) was shown. This means that they can learn sound social attitudes such as team-work, collegue consciousness, fair spirit and deep understanding etc. through the sport model. 4) In the serve sub=test of psycho-motor domain, a meaningful intra-group difference was shown between pre&post investigation, but an inter-group difference was not shown. Therefore, there was no difference for the simple function training. 5) In pass sub-test of psycho-motor domain, a meaningful inter-group difference(p$lt;.01) was shown. In spite of no meaningful difference in the serve function, a considerable difference of 1.13 in the pass times was shown. This means that the coping function of the students with the dynamic game situation was improved considerably through the sport model.
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원주연(Ju Yean Won),정봉해(Bong Hea Chung) 한국사회체육학회 2002 한국사회체육학회지 Vol.17 No.-
TIn physical activities and sports motor skill acquisition can be defined as the changes in movement organization that accompany the prolonged practice of a motor task. From the perspectives of information processing this motor skill acquisition was considered to be the process of organizing a motor program appropriate to the given task, schematizing the program to the memory system, and reorganizing it into an efficient scheme to improve motor skill performances. However, recently the dynamics system theory defines motor skill acquisition as a process of forming efficient coordination patterns to perform the given task and increasing flexibility to cope with the changes in features of environment and the given task. In terms of eco-psychology it is defined as a process of increasing coordinations between perception and actions to conform to the given task and environmental requirements in perceptual motor activity domain through practice and experience. This study starts from the eco-psychological perspectives regarding motor skill acquisition process formation of coordination patterns, and shows changes in the degrees of freedom and coordination patterns, perceptual-motor workspace, general understanding of search strategies, and the importance of formation of coordination patterns in motor skill acquisition.
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원주연,정봉해 대전대학교 기초과학연구소 1997 自然科學 Vol.8 No.2
Fishbein과 Ajzen(1975)의 합리 행위이론과 지각 행동 통제를 추가시켜 이를 확장시킨 Ajzen(1985)의 계획 행동 이론의 간명성과 운동 참가 지속에 대한 높은 설명력으로 운동 심리학 분야 연구자들의 많은 관심을 끌고 있다. 본 연구는 운동 참가 경험에 따른 운동 태도와 의도의 관계를 규명하기 위해 운동 참가 경험을 비참가, 참가포기, 운동참가, 참가재개로 구분하여 운동 의도의 차이를 분석하였다. 전국민을 모집단으로 설정한 다음 다단계 표집으로 3,000명의 연구 대상자를 선정하여 국민생활 체육 참여 영향요인에 대한 사회조사 자료를 활용, 일련의 통계적 분석을 실시 한 본 연구의 결론은 다음과 같다. 첫째, 운동 의도는 Sallis와 Hovell(1990)이 구분한 운동 참가 경험에 따라 차이가 있다. 둘째 합리 행위 이론과 계획 행동 이론은 한국인의 운동참가 지속을 잘 설명하며, 지각한 행동 통제를 추가시킨 계획행동 이론이 합리행위 이론보다 운동의도에 대한 설명력이 상대적으로 크다. 셋째, 운동 참가 경험에 따른 운동 의도를 설명하는 데에 있어서 운동에 대한 태도, 주관적 규범, 지각한 행동 통제의 상대적 중요도가 상이하다. Reasonable Action Theory of Fishbein and Ajzen(1975) and Planned Action Theory of Ajzen(1985) have interested many researchers in sport psychology for their simplicity and high explicability of sport participation adherence. In this study all national were selected as the case group, and 3,000 subjects were chosen through multistage stratified chuster random sampling. By analyzing the data of social survey in effective factors of the nation's life-sports participation we came to the conclusion as follows; Frist, sport intention varies according to sport participation experience as Sallis and Hovell(1990) said. Secong, Reasonable Action Theory and Planned Action Theory added the perceived action control is relatively mere explicable in terms of sport intention than Reasonable Action Theory. Third, with regard to sports intention is sport participation experience the relative importance in the attitude toward sports, subjective norm and perceived action control are different.
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