• Journal of the Korean Society of Costume
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• v.31
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• pp.165-188
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• 1997

This study aims at 1) examining the perceived importance of clothing norms 2) examining relationship between perceptions of clothing norms clothing behavior and psycho-logical variables-ego identity(uniqueness and self acceptance) and sex role identity and 3) ascertaining any significant differences in the level of the perceived importance of clothing norms among variables-sex role identity and the uniqueness in psychological variables-and which variables are influencingon perception of clothing norms. The perception of cloth in norms inventory clothing norms inventory clothin behavior inventory ego identity in-ventory and the Bem Sex Role Inventory were administered to 620 college students. Sex role identity was classified into androgynous mas-culine feminine and undifferentiated type. Subjects were asked to rate each statement on the clothing norms under two kinds of instructions: their attitudes(TATT) and their beliefs about the expectations of others toward clothing norms(TBEO). 1) The scores of 3 TBEO of the students were higher than the scores of TATT. But the scores of TBEO concerning modesty of students were lower than the scores of TATT. Discrepancy scores of TATT and TBEO of the students were revealed significances differently according to clothing norms. males lower and higher class students had more free attitudes to the norms concerning genaral clothing attitudes. Females and higher class students had less free attitudes to the clothing norms concerning modesty. Females and lower and higher class students had more free attitudes to the norms concening sex-role related clothing attitudes but male students had less free to the sex-role related clothing norms. 2) Significant negative correlations between each variable of clothing norms and conform-ity-individuality were found. But negative correlations between those variables of the males and lower class students were higher than the correlations of the female and higher class students and the former had more posi-tive relationships with clothing norms and con-formity as compared with the latter. And sig-nificant positive correlations between each variable of clothing norms and modesty were found. But positive correlations between those variables of the males females and higher class students were higher than the correlations of the lower class students and the latter had less positive relationship with clothing norms and modesty as compared with the former. 3) Significant negative correlations between clothing norms and uniqueness were found in the subjects groups. The females and lower class students had more negative relationships with clothing norms and uniqueness as compared with the male and higher class students. Significant positive correlations be-tween uniqueness and conformity-individuality were found in all subjects groups, Therefore the higher uniqueness the student have the less they perceive theimportance of clothing norms and the more they have individuality. Significant positive correlations between sex-role related(higher class) general(female) clothing norms and self acceptance were found. but significant negative correlations be-tween campus style(higher class) general(female) clothing norms and self acceptance were found. But significant negative correlations be-tween campus style(males lower class, higher class) clothing norms and self acceptance were found. Clothing norms therfore related posi-tively or negatively with self acceptance ac-cording to the subjects groups. And significant negative correlations between conformity in-dividuality and self acceptance was found in higher class students. 4) The female masculine groups and the masculine groups of lower class revealed high scores than the scores of andrgynous group and undifferentiated group in clothing norms concerning modesty. And the feminine group revealed high scores in conformity-individu-ality than the scores of the masculine group. Male masculine and feminine group revealed high scores in clothing norms concerning cam-pus style than the scores of the androgynous group. The masculine group and feminine group of the lower classes revealed high scores in general clothing norms than the scores of the androgynous group. 5) The most influencing variables on the clothing norms were sex conformity-individu-altiy and masculine-feminine variables in the right order. The general clothing norms and clothing norms concerning modesty were influened by the sex role identity but the sex role related clothing norms and clothing norms concerning campus style were influenced by the ego identity. 6) Based on the sum scores of the uniqueness each group of the subjects was separately segmened into "high medium and low" groups. By the analysis of variances sig-nificant differences in discrepancy scores of TBEO and TATT among 3 uniqueness level groups were found on all clothing norms variables in all students three clothing norms variables in male and female students and one clothing norms variable in lower and higher students and in each clothing norms variable the mean discrepancy scores of the high uniqueness group were higher than those of the other groups. The findings indicated that the differences in the discrepancy score mainly contributed to the results of correla-tions described above.bed above.

• Journal of Korean Physical Therapy Science
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• v.11 no.3
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• pp.14-27
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• 2004

This study approaches the effects of Balance Training on excercise performance and the prevention from the injuries caused by excercise. The subjects of the Balance Training program are female exercise beginners and the research period covers 8 weeks from January 10 to March 7, 2003. The research objects are 19 female golf beginners in 30s to 40s, who live in Seoul or Seongnam in Gyeonggi province and have played golf less than 6 months. The programs of the Balance Training and exercise performance were conducted to an 11 experimental group among the 19 research objects at the same time, and only the exercise performance program was applied to an 8 control group for 8 weeks. Before and after 8 weeks' application of the research programs to each group, the research subjects were examined, especially the components of their bodies, the balance and the performance capability were measured both before and after the test. The frequency of injuries by exercise was measured after the test, and the difference of the frequency was compared with the frequency before exercise. First, the experimental group, in a measurement of balance, showed that SN, MB, SAr and SAg of static balance decreased in a situation of MEO, MEC, GEO, GEC, TBEO, TBO, FHEO, FEO(p <0.05), but the control group increased. Second, the analysis on the change of exercise performance indicated better improvement in distance, ball speed, and accuracy of the experimental group than the control group(p<0.05). Third, the experience of injuries showed that there were 2 injuries in the experimental group and 11 injuries in the control group. The injured parts were 2 cases in the hands and fingers of the experimental group, and 1 case in the shoulder, 4 in the elbows, 4 in the hands and fingers and 2 in the lumber of the control group. From the above-mentioned results, it is recognized that the Balance Training program improved the exercise performance of female golf beginners and had good effects on the prevention from injuries. Accordingly, if this program is applied to sports-beginners, it will contribute to the improvement of the public health.