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Korea Institute of Curriculum & Evaluation To date, there have been six curriculum revisions on the national level. Whenever the national curriculum in Korea was revised, the curriculum philosophy in physical education was not changed. The emphasis has been on sport skills in the national physical education curriculum from the first to the seventh curriculum, Which is to say that from the first to the seventh, the national physical education curricular have imposed limitations on teachers interested in holistically teaching physical education content and on students in learning meaningful physical activity. One of the main limitations is the use of repetitive practice in motor skills with low achievement in the cognitive domain and non -learning in affective domain (You, 2005). For this reason, most teachers tend to focus mainly on skill acquisition for physical activities, while overlooking other educational components of physical activities. In addition, many students do not perceive why they must participate in physical activity, move without enjoyment, or experience no meaningful learning in their physical education classes (Ahn, 2005; Choi, 2002; You, 2005). Thus, the purpose of this paper is to introduce the philosophy and main characteristics of the 2007 revised national physical education curriculum, in order to improve the quality of the seventh national physical education curriculum. Backgrounds of the 2007 Revised National

supotsu kyouikugaku kenkyuu/supōtsu kyōikugaku kenkyū

The of the 27th Japanese Society of Sport Education Keynote Lecture Understanding the Philosophy and Characteristics of The 2007 Revised National Physical Education Curriculum in Korea