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[학술저널]

  • 학술저널

Ja Youn Kwon(Arizona State University) Pamela Hodges Kulinna(Arizona State University)

DOI : 10.26584/RDPE.2017.1.1.45

UCI(KEPA) : I410-ECN-0101-2018-060-001062138

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Given that the field of Physical Education in educational settings is increasingly marginalized, it is evitable that personnel in the field will need to make an effort to expand our roles. As there may be additional responsibilities for physical educators, it is important to understand how Physical Education Teacher Education (PETE) programs may train students in their degree programs for these more extensive responsibilities. In order to prevent childhood disease (such as obesity or type 2 diabetes), the United States introduced a school-wide physical activity approach, which is an opportunity for the field of Physical Education to emphasize its sustainability and take on a broader role in promoting health. In Korea, in order to assist elementary teachers and to run a sport club in secondary schools, a sport instructor was introduced. In both the United States and Korea, there has been lack of preparation for the expanded role of physical educators. Thus, it is suggested: (a) that the expanded roles of physical educators might be added into the existing courses (e.g., discussion, assignment, or guest speaker); (b) that practical experiences for the expanded roles of physical educators (e.g., internship or volunteering) be sought and added to programs; and (c) that additional efforts may be needed by PETE professors to assist their majors in preparing for these expanded roles.

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United States
South Korea
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