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KMID : 1023920160180010047
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Journal of the Korean Academy of Kinesiology
2016 Volume.18 No. 1 p.47 ~ p.57
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Basic Directions of Curriculum Development for Educating Kinesiologists in University
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Oak Jung-Sok
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Abstract
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PURPOSE: This study aims to understand types of business seeking kinesiologists and its job details, investigate types of qualification systems and job details of similar areas in Korea and other countries, and suggest basic directions for future curricular development for training kinesiologists through an analysis of kinesiologist-developing university curricular.
METHODS: Basic data were collected from homepages. Frequency analysis(α=.05) was employed for data analysis of employer's job posting in the web site of Korean Association of certified Exercise Professionals. Delphi method that 9 experts participated for decision-making was used for specific contents.
RESULTS: First, health and medical institutions sought for kinesiologists more than sports related facilities. Clinics put the most help-wanted advertisement. Second, the job duties needed for kinesiologist were mostly rehabilitation exercise for patients with muscular-skeletal injuries followed by health fitness and clinical exercise. But it was identified that Korean national license for Health/Fitness Instructor legally prohibits the body alignment exercise and rehabilitation training, and the period of occupational training is very long. Third, there were twelve different sport major departments in Korea that were for training kinesiologists. The curricular in these departments were not systematic for training highly qualitied specialists. Results also showed that the titles of classes were not identical. They were heavily weighted to the health fitness area. Experiment practice and field exercise were not performed actively.
CONCLUSIONS: In order to train trustful and highly professional kinesiologists, universities must consider revisions in curricular in the following directions. First, they need to develop a field-centered curriculum in which the practical competence of kinesiologist can be cultivated. Second, the classes which are commonly important to kinesiologists’ role performing need to be required common subjects. Third, subjects in which students can build basic medical knowledge should be required classes. Fourth, subjects such as evaluation of sports injury, therapeutic exercise, rehabilitation exercise and practicum should be reenforced. If all these curricular suggestions can be implemented, basically it is important that there should be a guidelines for the Korean and English titles of classes and practicum.
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KEYWORD
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kinesiology, kinesiologist, curriculum
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