• The Journal of the Korea Contents Association
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• 제19권9호
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• pp.92-100
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• 2019

The purpose of this study is to analyze the 2019 Revised Nuri Curriculum and the 2015 Revised Curriculum for the comparative analysis of disaster safety education contents in the national level curriculum. The main results of this study are as follows: First, the content of disaster safety education for preschoolers in the 2019 Revised Nuri Curriculum was clarified as 'Knowing how to react in case of accident, fire, disaster, abuse, kidnap etc.' in 'Living safety' category of physical exercise and health sections. Second, in the 2015 Revised Curriculum, disaster safety education contents for elementary school students were found to have the difference between school year in same elementary school curriculum. For first and second graders, 'Disaster safety' was cleary presented in one of major categories of 'Living safety', which was newly created at the creative activity in the Revised 2015 Curriculum. On the other hand, for third to sixth graders, safety education is dispersed in the related subjects such as physical education, science, practical courses or in the creativity activity. Third, the safety contents in the Revised 2015 Curriculum for middle school and high school were also found to be dispersed in social studies, physical education, science, technology-home economics and creativity activity. The results of this study showed that the contents of disaster safety education in the national curriculum did not have continuity and systemicity from kindergarten to high school. Therefore, efforts should be made to ensure continuity and systemicity of disaster safety education contents when the national curriculum is revised in the future.

• Journal of Nutrition and Health
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• 제56권1호
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• pp.35-53
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• 2023

Purpose: The purpose of the first part of this study was to evaluate the validity of the physical activity classification table for youth (Youth-PACT). The second part of this study was aimed at comparing the estimated energy requirement (EER) with the total energy expenditure (TEE) and evaluating the physical activity patterns of Korean children and adolescents. Methods: The subjects of the first part of the study were 17 children aged 10 to 12 years, and their total energy expenditure (TEE_DLW) was measured using the double labeled water (DLW) method. A total of 166 children and adolescents aged 6-18 years participated in the second part of this study. Their resting energy expenditure (REE) was measured using indirect calorimetry and the TEE_Youth-PACT and physical activity level were calculated by applying the Youth-PACT to the physical activity diary prepared by the subjects. Results: In the first part of this study, there were no significant differences between the TEE_DLW and the TEE_Youth-PACT. The TEE_Youth-PACT accurately predicted TEE_DLW in 37.5% of the subjects. In the second part of the study, the rates at which EER accurately predicted TEE _YouthPACT and overestimated TEE _Youth-PACT were 29.6% and 47.3%, respectively. The time spent based on intensity of physical activity and the physical activity categories which were obtained using Youth-PACT showed different patterns according to sex and age group. Age showed significant positive correlations with REE, TEE, and the time spent in sedentary behavior, but age was significantly negatively correlated with REE/body weight, TEE/body weight, and the time spent in low-intensity and high-intensity activities. Conclusion: The results of this study showed that the Youth-PACT can be used to evaluate the TEE and PAL of children and adolescents. However, further studies are needed to validate the TEE_Youth-PACT and to set the EER for children and adolescents.

• Journal of the Korea Convergence Society
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• 제6권4호
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• pp.169-176
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• 2015

The purpose of this study was to analyze the relationship between sports confidence and class satisfaction according to adolescents' participation in marine sports. First, as a result of analyzing the correlation between sports confidence and class satisfaction, confidence on specific sports had a positive (+) effect on class contents, class style, and class effect, and had a negative (-) effect on physical education teachers. Competition orientation had a positive (+) effect on class contents, class style, and class effect. State sports confidence had a positive (+) effect on all the sub-factors of class satisfaction. Second, as a result of analyzing the effect of sports confidence on class satisfaction, class contents and class style had positive (+) effects on competition orientation and state sports confidence, and class environment and physical education teachers had positive (+) effects on state sports confidence and negative (-) effects on competition orientation.