1. On your mark

1. Start with bare hands again.

My career teaching PE in South Korea was always with a national curriculum that most PE teachers rely on, even it amended to accomodate its special context. Now, in America, everything is in my hand. In the other words, teachers can choose whatever they want, although state standards exist. In particular, the situation that I am teaching in a college for high school students makes more things be more confused. Due to the current situation, I have no choice but to start to think about what essential content is, which has been thinking about for the whole last semester with Dr. Chen. Yes, another journey just began again from the beginning. What choices do I am going to take? What things do I will make with this class? That will be fun and interesting as always.

2.  Structure of the PE knowledge

My short essay in the middle of last semester says the core of PE teacher professionalism should be solid knowledge, especially about Kinesiology. Although the PE teachers' professional identity in my study was telling three core values: students, PE itself, and devotion, I just became to understand there was something that should be filled with in order to build a better fundamental around this field. In a society where many people think PE can be taught by anyone who is athletic, PE teachers have not been considered as professionals who are needed to respect. Considering the fact that Kinesiology has developed for quite a long time in a college level, it is time to pass on the accumulated knowledge that our department has worked on. PE classes are the only time that this area can be covered in school. Not to mention that this is the most effiecient strategy to prove PE teachers' professionalism as the other subject teachers have done so far. Nevertheless, why did not use the Kinesiology knowledge? To my understanding, Kinesiology has expanded and 

3. Drawing on Korean National curriculum again

It sounds absurd. Yeah, I know. I am in America and now am I trying to utilize the Korean national curriculum? That doesn't make sense. On second thought, what things better know for me? What things more can I tell than an organized and developed document? Thinking about the new version that has been revised a quite lot just released and I know some of that, why wouldn't I try to make use of it? The well-developed knowledge structure is right over there and I am thinking of going through it in advance.
The critical change of this revision is a paradigm change from physical activity values to three distinct contents in PE. From 2007 to 2013 revision, the curriculums were structured by five values that students need to achieve from PE classes. It was a huge issue when it was first published and applied to schools, being criticized due to its ambiguous content division. However valuable and good the purpose of PE is, people were not able to relate to the concept of dividing content areas by values in PE. Even though teachers have tried and suggested effective teaching methods and practices over the 15 years, they seemed weirder than before. This was because values can easily overlap each other and there was no sequence which is one of the main principles to make a curriculum. Values have been interpreted variety of ways arguing that our context is unique, which deteriorated to the point where nobody can prove students' development. Accountability became the main issue in general education though, it was not easy to explain the result of taking PE classes. The eager affection towards sports and the importance of health supported the evidence to ensure mandatory PE classes every semester, which is kept on the new revision as well. The reason, however, was not from a PE class itself. This seemed PE is hung by a hair.
A different chapter is just started with a new classification; exercise, sports, and expression. Will it be a good and clear concept for PE classes? But, for now, I might dabble in it.

The contents of the Physical Education are composed of three areas: 'exercise', 'sport', and 'expression', which are organized and institutionalized forms of physical activity through the development of movement skills. The ‘exercise’ area is a type of physical activity performed for the purpose of improving physical strength, motor function, and health, and is divided into physical strength exercise and health activity. The 'Sports' area is a form of physical activity that pursues ecological union through institutionalized and organized physical activity and interaction with various environments. 'Technical sports' that competes for technical excellence, 'Strategy' that determines victory or defeat depending on strategy It is classified into 'eco-type sports' and 'eco-type sports' in which activity characteristics appear according to various environmental contexts. The ‘expression’ area is a form of physical activity that expresses thoughts and emotions through continuous movements and various movements.
2022 National PE curriculum (Mainly translated by Google)

체육과의 내용은 ‘운동’,‘ 스포츠’, ‘표현’의 세 가지 영역으로 구성되며, 이는 움직임 기술의 발달을 통해 조직화되고 제도화된 신체활동 형식이다. ‘운동’ 영역은 체력과 운동 기능 향상, 건강 증진을 목적으로 수행하는 신체활동 형식으로, 체력 운동과 건강 활동으로 구분된다. ‘스포츠’ 영역은 제도화되고 조직화된 신체활동과 다양한 환경과의 상호작용을 통해 생태적 결합을 추구하는 신체활동 형식으로, 기술의 수월성을 겨루는 ‘기술형 스포츠’, 전략에 따라 승패가 결정되는 ‘전략형 스포츠’, 다양한 환경 맥락에 따라 활동 특성이 나타나는 ‘생태형 스포츠’로 분류된다. ‘표현’ 영역은 생각과 감정을 연속된 움직임과 다양한 동작으로 표현하는 신체활동 형식이다.
2022 체육과 교육과정