Subjective Perceptions and Their Characteristics of Middle School Students Regarding the Effectiveness of the “0th Period Physical Education Class” in South Korea: The Q Methodology Application

Abstract

The aim of this study is to explore the subjective perception types and characteristics of Korean middle school students regarding participation in the “0th period physical education class”, a class involving physical movement that takes place before the start of regular school classes in the morning. This goal was achieved by applying the Q methodology, which can categorize the subjective viewpoints of research participants. The selection of the final 25 Q-samples was done by composing the Q-population. Twenty middle school students were selected as the P-sample, and Q-sorting was performed on them. The PQ method program (version 2.35) was used to perform centroid factor analysis and varimax rotation. The study presented five types with a total variance of 87%. Types 1 to 5 (N = 4, 4, 4, 5, and 3) pertained to a potent means of enhancing lesson concentration and academic performance, efficient activities to improve physical ability and a healthy body image in adolescence, the motivating power behind a stable school life and sociability development, building an upright character and successful changes in daily life, and raising awareness of the importance of participating in sports and the importance of physical activity, with eigenvalues (EVs) of 3.89, 4.48, 3.96, 5.16, and 2.58, respectively, and explanatory variances of 0.10, 0.22, 0.13, 0.33, and 0.09, respectively. Moreover, consensus statements for each factor were demonstrated as being Q24 and Q25. The findings in this study supported the academic foundation for the official introduction and activation of “0th period physical education classes” in the Korean education community for the near future.

A Study on the Subjectivity of Parents Regarding “0th-Period Physical Education Class” of Middle Schools in Korea Using Q-Methodology

“…However, the Korean education community has yet to implement legal and institutional procedures to settle the "0th-period PE class". For this reason, continuous attention of the academic community should be followed [20]. The results of this study produced academic intellectual assets that could be systematically implemented in a "0th-period PE class" in Korea.…”

“…Lee et al [40] suggested that the program not only manages stress but also prevents deviations from school for students. Jeon et al [20] explored Korean middle school students' subjective perception types and characteristics regarding participation in the "0th-period PE class". He concluded that the program was recognized as the driving force for students to maintain a stable school and could be an advantage of the morning exercise program from a parent's point of view.…”

“…However, this study has the ultimate goal of institutionalizing the "0th-period PE class" based on early morning exercise. Particularly, the positive perception of parents was derived in a different aspect from the students participating [20] in the "0th-period PE class". As remarked in the introduction, the role of parents is important in the institutional development of public education in South Korea.…”

“…However, Lim et al [19] pointed out that excessive parental obsession with their children's academic achievement might harm the expansion of "0th-period PE class". Furthermore, Jeon et al [20] stressed that parents' perceptions should also be further investigated, noting that there will be great differences between middle school students' perceptions and parents' perceptions in participation in "0th-period PE class". In this respect, the Q methodology could be used as one of the prominent ways to reveal other social perspectives that exist on issues or topics related to physical activity [21].…”

Association of Basic Psychological Need Fulfillment and School Happiness with Obesity Levels and Intensity of Physical Activity during Physical Education Classes in South Korean Adolescents

“…For example, physical activity can help prevent depression and enhance psychological well-being and happiness [ 32 ]. Studies on physical education (PE) have explored the relationship between physical activity and mental health, highlighting the psychological benefits of physical activity [ 33 , 34 , 35 , 36 ]. PE classes account for the majority of physical activity during school days and have a positive impact on the physical, mental, and cognitive development of adolescents [ 37 , 38 ].…”