Lee Jun-Woo ¹, Jeong Tchae-Won ², Yang Chun-Ho ³

Affiliations
1 Department Golf, Hoseo University, 20 Hoseo-ro 79, Baeon-gil Baebang-eup, Asan-si,Chungcheongnam-do, 31499, KR
2 Industry Academic Research, Konkuk University, 268, Chungwon-daero, Chungju-si,Chungcheongbuk-do, 27478, KR
3 Department Marine Sports, Hanseo University, 46 Hanseo 1-ro, Haemi-myeon, Seosan-si,Chungcheongnam-do, 31962, KR

Abstract

Objectives: Currently, for the assessment of skill in drives, iron shots, and approach shots for admission to golf departments in Korean Colleges, an applicant’s golf ability is evaluated based on the sum of successful shots made regardless of the difficulty level. Methods/Statistical Analysis: To address this problem, the lowest weight and the highest weight were determined based on face validity, and then weights were determined in proportion to the difficulty levels estimated from applying the Rasch partial credit model statistically. Findings: Results showed that, the lowest weight (1.00) was assigned to drives, the highest weight (1.50) to approach shots, and the interpolated weight (1.42) to iron shots. For female students, the lowest weight (1.00) was also assigned to drives, the highest weight (1.50) to approach shots, and the interpolated weight (1.47) to iron shots. Application/Improvement: Accordingly, for male students, the difficulty level of approach shots was the highest, followed by those of iron shots and drives. For female students, the difficulty level of approach shots was also highest, followed by those of iron shots and drives.

Keywords

Golf Evaluation Model, Rasch Partial Credit Model, University Admissions, Weight.

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Yeong-Gwon Jo ¹, Lim Jong-Sik ², Yang Chun-Ho ³

Affiliations
1 Department of Physical Education, Gwangju University of Education, Gwangju, KR
2 Department of Physical Education, Kunsan University, Kunsan, KR
3 Department of Marine Sports, Hanseo University, Seosan, KR

Abstract

Background/Objectives: This research was conducted to investigate the relationship between leadership types of marine sports instructors and sports confidence. The target of the research is 239 club members who were participating in marine sports in 2015. Methods/Statistical Analysis: For the data processing, exploratory factor analysis, reliability analysis, correlation analysis and multiple regression analysis were used and the results of the research are as follows. Findings: First, the result of examining the relationship between leadership types of marine sports instructors and sports confidence shows that the training instruction type and social support type showed positive correlations with the coach leadership. The democratic type and the positive reward type had positive correlations with coach leadership. Authoritative leadership showed a negative correlation with coach leadership and a positive correlation with body mental preparation. Second, in the relationship between the leadership types and coach leadership, the training instruction type and the democratic type showed significantly positive effects. Also, in the relationship between the leadership types and body mental preparation, the authoritative type showed a significantly positive effect. Third, the relationship between the leadership types and social support and proven ability did not show statistical significance. Application/Improvement: Therefore, the leadership types of marine sports instructors have a positive significant relationship only with coach leadership and body mental preparation of sports confidence. Marine sports instructors need to demonstrate the training instruction type leadership to exert coach preparation when instructing members of the marine sports clubs leadership while demonstrating the authoritative type of leadership for body mental.

Keywords

Achievement, Confidence, Instructor, Leadership, Marine Sports, Relationship.

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