학문의 발전과정에 있어서 최근의 연구경향을 살펴보는 일은 그 학문의 지식구조가 어떻게 변해가는 지를 알아보는 중요한 지적작업이다. 하지만, 최근 스포츠교육학의 연구경향을 분석한 연구는 전무한 실정이다. 따라서, 본 연구의 목적은 북미 스포츠교육학 연구경향을 시대별로 나누어 연구주제, 이론적 배경, 연구방법 측면에서 분석하고, 국내 스포츠교육 연구에 주는 시사점을 찾아보는 데 있다. 이를 위해 총 12편의 북미 스포츠교육학 연구경향을 분석한 논문을 대상으로 체계적 문헌분석을 활용하여 1970년대부터 2000년대 중반까지의 연구경향에 나타나는 특징을 분석하였다. 또한, 선행연구에서 다루어지지 않은 최근 10년간 북미 스포츠교육학 연구경향 분석을 위해 2007년부터 2017년까지 발행된 JTPE, RQES, QUEST의 스포츠교육학 관련 연구 총 605편을 분석한 결과를 연구영역별 주제, 이론적 배경, 그리고 연구방법의 측면에서 제시하였다. 이를 바탕으로 북미 스포츠교육학 연구경향이 국내 스포츠교육학 연구에 주는 시사점을 제시하였다.

This study used critical theory as a theoretical lens to explore how diverse individuals, groups and organizations have made endeavours to promote social change and policy reform regarding human rights issues involved with South Korean student-athletes. Therefore, three primary cases of social activism were examined. The first case was the activism of civil society as the initial gatekeeper to increase public attention. The second case was the activism of journalists that delivered messages to the general population through public media. The third case was the activism of scholars who directly contributed to empowering civil organizations and establishing the official collegiate sports governance. This study was conducted in an attempt to support previous research by providing more various examples of individuals and groups, attempts to expand this topic and knowledge into global scholarship. This study adopted a critical approach in order to promote theoretical contribution to the academic community in a specific regional context.

This study examined the conflicts of interest regarding the new student-athlete eligibility system (SES) among diverse stakeholders, including the collegiate sports governance, coaches, student-athletes and parents in the current Korea University Sport Federation (KUSF) system. The new academic regulation requires student-athletes from the KUSF member institutions to maintain an academic Grade Point Average (GPA) of 2.0 (C) on a 4.5 scale to be eligible to compete. This study investigated each stakeholder group's specific viewpoints and positionalities towards the new academic regulation for student-athletes embedded in the sociopolitical and sociocultural phenomena in South Korea. A total of 25 participants from four different stakeholder groups consisting of (1) KUSF administrators, (2) college coaches, (3) student-athletes and (4) parents were interviewed regarding the conflicts of the SES. Grounded in critical conflict resolution theory and practice, this study indicated that the academic support system for student-athletes needs to be improved, respecting coaches' job security, solving scheduling conflicts between academics and athletics as well as reducing the overemphasis on winning. Overall, this research provides a new insight into the formation process of conflicts among different conflicting groups in a new collegiate sports system and plausible conflict resolution agendas and their limitations.

학교체육의 목적은 시대와 사회의 요구에 맞추어 전환돼 왔다. 최근 들어, 미국에서는 청소년 건강발달이 학교체육의 실제적인 목표로써 부각되고 있다. 또한, 중-고강도 신체활동 증진을 목표로 하는 다양한 학교기반 신체활동 프로그램을 개발 및 적용하고, 중재 효과 분석을 통해 학교체육의 정당성을 확보하고 있다. 반면, 국내 학교체육의 건강교육은 건강체력 측정과 처방 등과 같이 형식적으로 운영되고 있다. 이에 본 연구에서는 최근 북미에서 나타나고 있는 학교기반 청소년 신체활동 증진 프로그램을 살펴보며 학교체육의 건강교육 방향성을 탐색하고자 한다. 2장에서는 신체활동의 의의를 3가지 근거(비만 초점 건강 정책의 한계, 신체활동과 건강의 관계, 청소년 신체활동 실태 문제)로 살펴보았다. 3장에서는 학교기반 신체활동 증진 프로그램의 실행모형이 되는 Whole-of-School 모형에 관해 알아보았다. 4장에서는 미국의 대표적인 학교기반 청소년 신체활동 증진 프로그램들(SPARK, CATCH, LEAP, CSPAP, HOPE, SPEM, 그리고 SHL)의 개발배경, 구조 및 특징과 효과를 살펴보았다. 마지막으로, 5장에서는 국내 학교체육에서 건강교육이 나아가야 할 방향과 연구 과제를 제안하였다.

The purpose of this study was to examine ways in which adolescent males constructed their body image through sociocultural influences in physical activity. Interviews and visual diaries were collected from eight eighth grade males in two middle schools located in the southeastern United States. The data were inductively and deductively analyzed using constant comparison. From the data analysis, three categories emerged: media influence, significant others, and indifference to sociocultural influences. The data were interpreted using three themes of hidden acceptance, lack of concern, and critical awareness. The results showed that sociocultural influences (e.g., media, parents, and peers) appear to impact adolescent males’ conceptions of body image and their physical activity preferences.

The purpose of this study was to examine the association between the process and outcome of learning muscular fitness knowledge using a science-based physical education curriculum. Fourth grade students (N = 1220) from 15 elementary schools in an urban school district in United States were participated in this study. In each school, 10 lessons of muscular fitness unit using science-based physical education curriculum was taught by trained physical education teachers. Student journals were collected at the end of the unit and graded using validated rubrics. A standardized knowledge test was developed and administered prior to and after the 10 lessons. Correlation, ANOVA, and a multiple regression were conducted to examine the association between student journal and knoweldge test. The result showed that the student journal was an effective tool to assist students to construct their muscular fitness knowledge in the science-based physical education curriculum

Research has shown that interest in knowledge facilitates students' academic achievement in learning. Because individual interest is often based on how much one knows, in other words existing or prior knowledge, studying adolescents' interest in health-enhancing physical activity and its benefits should address the relation between the interest and their existing or prior physical activity knowledge. Understanding this relationship may help us facilitate students to not only develop interest in knowing more about but also actual adopt a healthy, active lifestyle. This study used a large-sample structural equation design to identify the relationship between middle school students' interest in physical activity knowledge and their prior physical activity knowledge, and to assess the change of this relationship over time. Guided by the declarative-procedural knowledge framework, latent growth models were developed and tested on data collected from a random sample of 3882 students from ten middle schools. The latent growth curve model indicated that, 1) on average, students experienced a significant interest decline in both procedural and declarative knowledge; 2) prior knowledge helped slow the decline and facilitated interest growth in knowledgeable students. The results suggest that existing knowledge determined the interest change.

Anti-fat bias by professors in physical education departments may interfere with the training provided to pre-service teachers. The purpose of this study was to evaluate the attitudes of professors in physical education departments toward obese individuals. Professors from randomly selected institutions across all four US regions participated in the study (N = 94). Participants took the Implicit Association Test and answered the Anti-Fat Attitude Scale and two questions specifically designed to measure their attitudes toward physical education teachers and majors who are obese. The participants exhibited implicit good–bad (p < .001) and lazy–motivated (p < .001) anti-fat biases. Professors favored accepting majors who are obese (p < .001), but they strongly disapproved of obese physical education teachers as role models to their students (p < .001). Explicit anti-fat bias was associated with a stronger disapproval of physical education teachers who are obese as role models to students (p < .001) and accepting majors who are obese (p < .001). Implicit good–bad anti-fat bias was associated with a stronger disapproval of obese physical education teachers as role models to students (p = .047). The anti-fat bias demonstrated by the professors may negatively affect the training of pre-service physical education teachers to work with students of all body sizes. Awareness programs may be necessary to diminish anti-fat bias among professors in physical education teacher education programs.

In physical education, it has become necessary for children to learn kinesiological knowledge for understanding the benefits of physical activity and developing a physically active lifestyle. This study was conducted to determine the extent to which cognitive assignments about healthful living and fitness contributed to knowledge growth on cardiorespiratory fitness and health. Fourth grade students (N = 616) from 15 randomly sampled urban elementary schools completed 34 cognitive assignments related to the cardiorespiratory physical activities they were engaged in across 10 lessons. Performance on the assignments were analyzed in relation to their knowledge gain measured using a standardized knowledge test. A multivariate discriminant analysis revealed that the cognitive assignments contributed to knowledge gain but the contribution varied assignment by assignment. A multiple regression analysis indicated that students' assignment performance by lesson contributed positively to their knowledge growth scores. A content analysis based on the constructivist learning framework showed that observing-reasoning assignments contributed the most to knowledge growth. Analytical and analytical-application assignments contributed less than the constructivist theories would predict.