The physical activities that are carried out in school education are the most characteristic element that distinguishes physical education(PE) from the other subjects. Through these physical activities, we keep our body and mind healthy, cultivate social adaptability, and ultimately develop our own life to enhance our capabilities to contribute to the local community and national development that we belong to. Especially, physical education curriculum is very important for junior high school students who have strong physical activity and sensitivity, so I would like to make suggestions through analyzing the operation of martial arts curriculum that is aiming at mind and body training.
In terms of the changes in the physical education curriculum, it had not had systematic curriculum until it established the 1st curriculum under the US armed forces. The 1st curriculum was enacted on August 1, 1955, and the 2nd curriculum in 1963, the 3rd curriculum in 1973, the 4th curriculum in 1981, the 5th curriculum in 1987, the 6th curriculum in 1992, and the 7th curriculum was revised in 1997 and operated until 2007. After this, while the 7th curriculum has been maintained in the 2007 revision curriculum, in which junior high schools changed their differentiated curriculum into differentiated instruction, also the divisions such as "step by step type" or "intense and supplementary type" were abolished. Since the intensive classes have been strengthened, classes have become available for each semester. However, the hours of alternative course were reduced by the five-day school week.
The martial arts education of Korean junior high schools started to appear from the 3rd physical education curriculum, operated as physical arts from the first grade to the third grade of junior high school. The contents of physical education curriculum were different for boys and girls, for example, soccer and physical matches were only for boys, dance was for girls only, and gymnastics was clearly distinguished for boys' and girls'.
The junior high school martial arts education is a challenging activity among five contents areas(health activities, challenging activities, competitive activities, expression activities, leisure activities) in the 2007 revised physical education and curriculum, and is an activity to challenge the physical skill of others who are moving, which includes sports like ssireum, taekwondo, and kendo. However, due to the nature of martial arts education, it is difficult to achieve the learning goals because of the lack of instructors and martial arts classes based on the educational curriculum.
The martial arts occupy an important area as not only a mental education for human formation but also fitness training for a physical education. In other words, martial arts are appreciated by training the body to improve physical fitness and health, and as a self-defense to protect oneself. Therefore, it is necessary to con-struct systematically in order to achieve the goal of martial arts education of Korean junior high school as follows.
1) The martial arts education in the school should be systematically organized by the annual plan.
2) It is necessary to expand the professional manpower who are in charge of martial arts education at school.
3) Organize the martial arts education systematically according to the level of the students and conduct them in a step-by-step manner so as to acquire the ability to protect oneself from danger.
The purpose of this study is to analyze the martial arts curriculum of Korean junior high schools and to under-stand the martial arts spirit, which will help the martial arts operate systematically in the physical education curriculum.
This study suggests strategic approaches to the sport market by analyzing the effects of sport participants' personality on motivations participated in sport activities and the interrelation of personality, participation motivation and decision factors in purchasing sport products.
A total of 737 effective responses over 15 years old, living in the capital city in Korea were chosen by using convenience sampling technique. The data were analyzed using SPSS 20 and Amos 20.
The personality of sport and leisure participants seems to have a positive effect on introverted motives for participation in sport activities. In addition, their personalities have a positive effect on extroverted motives for participation in sport activities. Sport and leisure participants' personalities also have a positive effect on product factor and have a positive effect on the image factor in purchasing sport products.
On the other hand, sport leisure participants' personalities do not seem to have a positive effect on external factors in purchasing sport products directly. It was also found that sport leisure participants' introverted motives do not affect the product factor in purchasing sport products positively. Similarly, sport leisure participants' introverted motives do not affect image factor in purchasing sport products. In addition, their introverted motives do not affect external factors in purchasing sport products. Sport and leisure participants' extroverted motives also do not seem to affect the product factor or the image factor in purchasing sport products. However, extroverted motives affect the product factor in purchasing sport products positively.
Through the study, it is possible to see the potential value of sport activities in the sport market. Further study on the interrelationship between various personalities of sports and leisure consumers and the decision factors in their purchases is expected to be helpful for leading consumer market in sport industry.
Keyword:Middle School, Martial Arts, Physical, Education, Instructional