국가대표 골퍼들은 무엇이 다른가? : 우수 골프선수와 일반 골프선수들의 심리적 특성 비교

설정덕(Sul Jung Duk),허정훈(Huh Jung Hoon) 한국코칭능력개발원 2010 코칭능력개발지 Vol.12 No.4

장애 태도가 장애인운동선수의 이미지 및 사회적 거리감에 미치는 영향

설정덕(Jung Duk Sul),오아라(Ah Ra Oh) 한국사회체육학회 2013 한국사회체육학회지 Vol.0 No.54

The purpose of this study was to find out the effect of the attitude toward with disabilities and athletes with disabilities image on social distance The subject of investigation total of 273 university student. questionnaires were distributed and 268 university student questionnaires were collected through a stratified at Seoul and GyeongGe-Do province by sampling method. The data were analyzed by reliability analysis, exploratory factor analysis, confirmatory factor analysis and multiple regression analysis using PASW 18.0 and AMOS 16.0. The following were the results: First, the attitude toward with disabilities in university students had significant influence on athletes with disabilities image. Second, the attitude toward with disabilities in university students had significant influence on athletes with disabilities social dist ance. Finally, the athletes with disabilities image in university students had significant influence on athletes with disabilities social distance.

도약 안구 운동 과제를 통한 반응 복잡성 효과 검증

설정덕 ( Jung Duk Sul ),김상범 ( Sang Bum Kim ) 한국스포츠심리학회 2011 한국스포츠심리학회지 Vol.22 No.4

반응 복잡성 효과는 수행해야할 동작반응의 복잡성이 증가함에 따라 반응시간이 길어지는 현상으로, 반응시간의 지연이 반응 계획 단계에서의 중추적인 처리과정의 지연에 의한 것이 아니라 복잡한 동작수행과 관련된 운동명령의 신경전달과 근육의 수축과정의 지연에 의한 것이라는 의문이 제기되어 왔다. 본 연구의 목적은 도약 안구 운동을 통해 말초적인 전달과정의 지연효과를 최소화하고 좌우 30도 수평 도약 안구 운동 과제를 통해 도약 안구 운동의 수를 1도약과제에서 4도약과제까지 증가하여 반응 복잡성의 증가에 따른 반응시간과 안구 운동의 운동학적 변인들의 변화를 비교 분석하였다. 대학에 재학중인 10명의 남학생이 반응 복잡성이 다른 4조건(1도약, 2도약, 3도약, 4도약)의 도약 안구 운동을 수행하였고, 매 시행 도약 안구 운동 자료는 EOG를 통해 수집되고 분석되었다. 연구결과, 도약 안구 운동의 수가 증가함에 따라 반응시간이 증가하였으며, 반응 복잡성이 증가함에 따라 반응계획단계에서 반응요소를 계획하는데 소요되는 시간이 증가를 야기하는 반응 복잡성효과를 재확인한 결과이다. 또한 1차 도약안구 운동의 운동학적 변인들(운동시간, 최대속도, 최대속도시간)는 1도약안구 운동과 다른 3조건들 간에 서로 다른 운동학적 수행 패턴을 보여, 도약 안구 운동수의 증가에 따라 단순히 1도약 안구 운동이 반복되는 것이 아니라 더 효율적인 동작으로 재구성되어 발현되는 것으로 나타났다. Response complexity effect studies have consistently revealed slower reaction times with more complex movements. However, some researchers have questioned whether cognitive processing time is indeed extended by factors such as movement complexity and accuracy. The limb mass involved with movements could be a confound. Eye movements allow research on the same phenomenon without the confounding effect of body mass. The current study investigated the movement complexity effect of eye movements by using electrooculargram (EOG) which can overcome the sensitivity constraint of eye tracking system. Ten participants performed four different eye movement conditions (i.e., moving from a central focus position to a target located at the periphery). A movement complexity effect was identified. Two, three, and four saccadic eye movement conditions took longer to initiate than one saccade. this results confirmed that response complexity effect is responsible for processing time delay involved with response programing stage. Additionally, movement kinematics of first saccadic eye movement revealed that reversal saccadic eye movement with the same movement amplitude caused more efficient reorganization of motor program than single saccadic eye movement.

청소년 운동선수들의 동기분위기, 재미 및 운동 몰입 간의 인과관계 검증: 재미의 매개효과

허정훈 ( Jung Hoon Huh ),설정덕 ( Jung Duk Sul ) 한국스포츠심리학회 2011 한국스포츠심리학회지 Vol.22 No.4

본 연구는 청소년 선수들이 지각한 동기 분위기와 재미, 운동 몰입의 인과모형을 검증하는데 그 목적이 있다. 총 738명의 남자 청소년 축구, 농구, 야구 선수들을 대상으로 동기분위기지각, 스포츠 재미, 운동몰입(commitment)검사지로 자료를 수집하였다. 신뢰도와 타당도 검증, 기술통계 및 다변량분석, 이원변량분석과 상관분석을 실시하고, 이론적으로 가설화된 인과모형은 구조방정식 모델로 검증하였다. 나타난 결과 첫째, 청소년 선수들은 경쟁분위기 보다 숙련분위기 지각이 더 높았고, 농구와 야구선수들이 축구선수들보다 숙련분위기 지각이, 야구와 축구 선수들이 농구선수들보다 경쟁분위기 지각이 더 높았다. 둘째, 스포츠 재미는 모든 요인에서 학교급별, 종목 간 차이를 보였고 단지 유능성 지각만 학교급별 차이가 나타나지 않았다. 셋째, 행위몰입은 종목 간 차이가, 인지몰입은 상호작용 효과가 나타났다. 넷째, 숙련 분위기 지각은 운동 재미와 몰입에 정적 상관을, 경쟁분위기지각은 부적 혹은 유의한 상관이 나타나지 않았다. 다섯째, 가설화된 인과모형은 양호한 적합도를 보였다. 숙련분위기 지각은 재미에 정적 영향을, 몰입에는 간접영향을 미쳤으나, 경쟁분위기 지각은 재미에 영향을 미치지 못하고, 몰입에는 부적영향을 미쳤다. 재미는 몰입에 높은 정적영향을 미쳤다. 마지막으로 다집단 분석결과 인과모형은 학교급별(중/고), 종목별(축구/농구/야구) 모든 집단에서 적합하게 나타났다. 이 결과를 토대로 선행연구와 비교하여 이론적, 실증적 논의를 전개하였다. The purpose of this study was to validate a causality model of adolescent players` perceived motivational climate, fun, and commitment. Data were collected from 738 male adolescent players in soccer, basketball, and baseball teams. The reliability and validity tests, MANOVA, two-way ANOVA, correlation tests and SEM were conducted to validate the hypothesized causality model. The results showed that adolescent players had higher scores on the perception of mastery climate than competitive climate. Basketball and baseball players had higher scores on the perception of mastery climate than soccer players, whereas baseball and soccer players had higher scores on the perception of competitive climate than basketball players. Second, there were significant differences on all the factors of sport fun by level of schools and sport types, but there was no significant difference on perception of competence by level of schools. Third, there were significant differences on behavior commitment by sport types and there was interaction effect on cognition commitment. Fourth, the perception of mastery climate was positively associated with sport fun and commitment but the perception of competitive climate didn`t have any or negative association with fun and commitment. Fifth, the hypothesized causality model showed a good fit. The perception of mastery climate had a positive impact on fun and indirect effect on commitment. The perception of competitive climate did not affect fun but affected commitment negatively. Fun had high positive impact on commitment. Finally, multi-group analysis revealed that the causality model was fit for all the groups(high/middle school groups, and sport types).

골프 드라이브스윙에서의 스트레칭 적용 효과 -ROM, 비거리, 헤드스피드, 샷 효율성-

나웅칠 ( Woong Chil Na ),박시복 ( Si Bog Park ),김미정 ( Mi Jung Kim ),오상덕 ( Sang Duk Oh ),서경묵 ( Kyung Mook Seo ),설정덕 ( Jeong Dug Sul ) 대한스포츠의학회 2007 대한스포츠의학회지 Vol.25 No.1

배구선수들의 정신력요인 비교 및 규준 개발

조성봉(Sung Bong Cho),김상태(Sang Tai Kim),설정덕(Jung Duk Sul) 한국사회체육학회 2001 한국사회체육학회지 Vol.16 No.-

The purpose of this study was to compare the mental toughness factors and to development the norms of volleyball athletes in competition. Subjects were 226 volleyball athletes who participated in `2001 Samsung Super league`. For mental toughness test acopted Loehr(1982) was used in this research. The main findings of this study were as follows. First, there were significant mean differences in the self-confidence factor(t=2.30*), the visualization and imagery control factor(t=1.94*) and the positive energy factor(t=3.25***) between male and female athletes, however there were no difference in other factors. Second, there were significant mean differences in the visualization and imagery control factor(F=4.09**) and the motivation factor(F=4.89**) among under 7.36th, 7.37th~14.07th and over 14.08th years by career, however there were no difference in other factors. Third, there were significant mean differences in the motivation factor(t=2.66**) and the attitude control factor(t=2.64**) between elite and non-elite athletes by level, however there were no difference in other factors. Fourth, there were 12~26 norm scores of male university athletes, 14~23 norm scores of male business athletes and 14~23 norm scores of female business athletes in the self-confidence factor. Fifth, there were 11~26 norm scores of female business athletes in the arousal control. Sixth, there were 12~28 norm scores of male university athletes, 13~26 norm scores of male business athletes and 15~23 norm scores of female business athletes in the attention control. Seventh, there were 9~28 norm scores of male university athletes, 13~29 norm scores of male business athletes and 15~27 norm scores of female business athletes in the visualization and imagery control. Eighth, there were 13~27 norm scores of male university athletes, 10~29 norm scores of male business athletes and 14~26 norm scores of female business athletes in the motivation. Ninth, there were 10~24 norm scores of male university athletes, 13~24 norm scores of male business athletes and 14~22 norm scores of female business athletes in the positive energy. Tenth, there were 15~28 norm scores of male university athletes, 10~27 norm scores of male business athletes and 16~27 norm scores of female business athletes in the attitude control.

중학교 골프선수들의 자기통제 심리기술훈련 효과

설정덕,김상태 한국스포츠리서치 2004 한국 스포츠 리서치 Vol.15 No.2

The purpose of this study was to examine the effects of a self-control psychological skills training program for middle school golf players. Specifically. this current study employed two steps. First a psychological skills training program for middle school golf players was developed, incorporating psychological skills of the athletes. Second, the psychological skills training program was administered to middle school golf players to test the effectiveness of the program A total of 14 middle school golf players participated in this study. For psychological skills training program. adopted group training programs of Kim (2002), included goal setting, relaxation, imagery, concentration and self-efficacy training. Mental toughness test(MTT) was used to measure changes of athletes, psychological ability before and after the twelve-weeks training and eightenth-weeks self-control training. The main findings of this study were as follows. Psychological ability after the psychological skills training 1. Group There were significant mean differences in the all perids between experimental and control group. 2. Period 1) experimental group There were significant mean differences in the all factors among three periods. 2) control group There were significant mean differences in the SC and PE factors among three periods, however there were no mean differences in the other factors.

대학교 골프선수들의 심리기술훈련 효과

설정덕 한국스포츠리서치 2003 한국 스포츠 리서치 Vol.14 No.6

The purpose of this study was to examine the effects of a psychological skills training program for university golf players. Specifically, this current study employed two steps. First, a psychological skills training program for golf players was developed, incorporating psychological skills of the athletes. Second, the psychological skills training program was administered to golf players to test the effectiveness of the program. A total of 5 university golf players participated in this study. For psychological skills training program, adopted group training programs of Sul(2000), included goal setting, relaxation, imagery, concentration and self-efficacy training. Psychological skills inventory for sports(PSIS) was used to measure changes of athletes, psychological ability before and after the twelve-weeks training and eightenth-weeks self-control training. The main findings of this study were as follows. Psychological skills inventory for sports(PSIS) There were significant mean difference in the anxiety, concentration, confidence, mental preparation motivation and team emphasis factor.

중·고교 골프선수들의 정신력요인 비교 분석

설정덕,박준성 한국스포츠리서치 2005 한국 스포츠 리서치 Vol.16 No.2

The purpose of this study was to compare the mental toughness factors for middle and high school golf athletes in competition. Subjects were 112 golf athletes of high(211) and middle(201) school. For mental toughness test, MITT, adopted Loehr(1932) was used in this research. The main findings of this study were as follows. 1. There were significant mean differences in the self-confidence factor(t=-2.58). arousal control factor(t=-2.05), attention control factor(t=2.02), motivation factor(t=-3.21) and the visualization and imagery control factor(t=-1.99) between middle and high school athletes, high school golf athletes appeared higher than middle school boys. However there were no mean differences in the positive energy and the attitude control factor. 2. There were significant mean differences in the self-confidence factor(F=3.15) and the visualization and imagery control factor(F=5.73) among under 2.05th, 2.06th-6.60th and over G.Glth months by career, athletes who there are a lot of careers appeared higher than less bows. However there were no mean differences in the arousal control, the attention control, the motivation and imagery control factor. Through conclusion such as addition. is thought that there is necessity to execute psychological skills training at time that age or career is less.

중학교 골프선수들의 MTT 척도 규준 개발

김상태,설정덕 한국스포츠리서치 2004 한국 스포츠 리서치 Vol.15 No.2

The purpose of this study was to development the development the mental toughness norms of middle school golf players in competition. Subjects were 142 golf players of middle school. For mental toughness test, MTT(Mental Toughness Test), adopted Loehr(1982) was used in this research. The main findings of this study were as follows. 1. There were 9~27 norm scores of middle school players in the self-confidence factor. 2. There were 12~26 norm scores of middle school players in the arousal control factor. 3. There were 8~24 norm scores of middle school players in the attention control factor. 4. There were 12~30 norm scores of middle school players in the visualization and imagery control factor. 5. There were 15~27 norm scores of middle school players in the motivation factor. 6. There were 16~28 norm scores of middle school players in the positive energy factor. 7. There were 14~29 norm scores of middle school players in the attitude control factor.