Organize definition of words that linked with my study.

1. JiHoon Kwak
SadiMdes
“What are we expecting result of junior’s behaviour by teaching golf etiquette system?”

2. Contents
Education
What is current design education?
Why junior golf education?
Why golf etiquette is important?
What is etiquette?
What is golf etiquette?
Golf etiquette is linked with individual’s behaviour
Summary
Reference

3. The following factors are inherent in the Reggio Approach:
• the image of the child
• the expressive arts in the pre-school establishment
• progettazione (planning)
• community and parent–school relationships
• environment
• teachers as learners.
Each of these will be considered separately, although they are generally interrelated.
Children have the right to be recognised as subjects of individual, legal, civil, and social rights; as both source and constructors of their own experience, and thus
active participants in the organisation of their identities, abilities, and autonomy, through relationships and interaction with their peers, with adults, with ideas, with
objects and with the real and imaginary events of intercommunicating worlds(Valentine, 1999).
Education

4. (Findeli, 2001)
What is current design education?
- An archetypical model of a curriculum for design education has been described in the form of a three-part structure, art/science/technology, enclosed within a general
purpose for design.
- The second aspect at stake is the specific training necessary for perception, action, and their relationship to be carried out adequately and consistently by students. I
believe that visual intelligence, ethical sensibility, and aesthetic intuition can be developed and strengthened through some kind of basic design education.
- I suggest that we endeavor to construct our basic design in the form of a series of such “spiritual exercises”, the nature and content of which would be adapted to our
contemporary world and future challenges.
- The epistemological/methodological shift suggested above has another important consequence on design responsibility. The reason why some kind of moral education
must be included in the design curriculum, so that the moral consciousness of every student is increased(Findeli, 2001).
1. A need, or problem, is
identified: situation A;
2. a final goal, or solution, is
imagined and described:
situation B; and
3. The act of design is the causal
link by which situation A is
transformed into situation B.
1. Instead of a problem, we
have: state A of a system;
2. Instead of a solution, we have:
state B of the system; and
3. The designer and the user
are part of the system
(stakeholders).
A new logical structure of the
design process is:
The most widely-accepted (and
practiced) logical structure of the
design process is:

5. -Golf is a lifetime sport that can have a positive influence on children in many ways. Golf provides physical educators a means of teaching character education,
etiquette, and interdisciplinary concepts, in addition to physical education objectives such as motor skills, coordination, and flexibility(Vasil, 2006).
-When teaching golf in schools, physical educators should start at the elementary level by teaching striking skills along with golf-related conceptual
knowledge(Vasil, 2006).
-Golf can be used as a tool to teach a wide variety of skills, including life skills such as manners and honesty(Goldman and Pfluge, 2010).
-Golf is a challenging activity, but when it is organized and presented in a safe manner, it can offer valuable lessons to young students(Goldman and Pfluge, 2010).
Why junior golf education?
Golf education
Physical Life skills
Etiquette
Honesty
Manners
Coordination
Motor skills
Flexibility
Challenging activity

6. - Etiquette is possibly more important in golf than in any other game(Malcolm and Tangen, 2015).
- The rationale for regulating social relations in golf through an etiquette code is that it will make the game more enjoyable(Malcolm and Tangen, 2015).
- A disciplined manner, demonstrating courtesy and sportsmanship are the spirit of the game of golf(Royal and Ancient, 2004, p.19).
- Face-to-face interactions like golf, where groups often play together for four or more hours, create situations where carrying out impression management is imperative:
dressing properly; keep emotions under control; being polite to fellow players(Malcolm and Tangen, 2015).
Why golf etiquette is important?

7. The set of rules or customs that control
accepted behaviour in particular social
groups or social situations(Cambridge
Dictionary, 2016).
What is etiquette?

8. 1) Safety. Players must ensure that their actions will not harm other users of the course, being particularly aware of those in front of them, and miss-hit shots.
2) Courtesy. Players should avoid distraction others who are ready to take a stroke. Players should only play when it is their turn, and whilst waiting should not stand
directly behind the ball or hole or cast a shadow over another player’s putting line.
3) Pace of play. Players should play at a “good” pace, play as soon as it is their turn, leave the green immediately upon completing the hole, leave equipment in such
a position as to speed their passage to the next tee, and record scores whilst in transit. If delaying the group behind, players should invite them to “play through.”
Priority on the course is determined by a group’s pace of play.1
4) Care of the course. Players should repair any damage the make to fairways, bunkers or greens, and avoid making unnecessary damage, e.g. when taking practice
swings (Royal and Ancient, 2004).
The importance of golf’s etiquette code is illustrated by the fact that it comprises the first section of the game’s official rules.
Golf education
Physical Life skills
Etiquett
e
Honesty
Manners
Coordination
Motor skills
Flexibility
Challenging activity
Golf etiquette
What is golf etiquette?
Safety
Courtesy
Pace of play
Care of the course
Rules
Self-control
Consideration
Respect
Enjoyable

9. Golf, unlike many other sports, is normally played without the supervision of a referee or an umpire, both its rules and etiquette are heavily dependent on internalized
self-control(Malcolm and Tangen, 2015) also, intense concentration required to play golf (Hay, 1992, p. 103).
Emotional control in social contexts is an issue that has caught the interest of key sociological theorists. Elias (2000) has argued that what he terms the civilizing process
is characterized by a shift in the balance between external and internal constraints on social behavior with proscriptive and often physically enforced norms increasingly
being replaced by rationally guided and habitually embodied self-control. The individual’s conscious self-control is an automatic, blindly functioning, apparatus that Elias
termed habitus. Shame and embarrassment become increasingly important regulators of social behavior. Golf, through the formalization of etiquette, combines elements
of external and internal self-regulation(Malcolm and Tangen, 2015).
Golf etiquette is linked with individual’s behaviour
Golf etiquette Self-regulation Behaviour change

10. Education
Junior golf education Design education
Etiquette
Relationships and interaction with their peers.
Moral education must be
included in the design
curriculum.
Golf provides physical
educators a means of
teaching character
education, etiquette, and
interdisciplinary concepts,
in addition to physical
education objectives
Behaviour change by learning persuade and technology.
Design education
Art Science
Technology
Visualization
Golf etiquette
Safety
Courtesy
Pace of play
Care of the course
Rules
Self-control
Consideration
Respect
Enjoyable
Summary

11. - Findeli, A. (2001). Rethinking Design Education for the 21st Century: Theoretical, Methodological, and Ethical Discussion.
Design Issues, 17(1), pp.5-17.
- Goldman, J. and Pfluge, K. (2010). Playing Golf is Elementary. Strategies, 23(6), pp.24-27.
- Hay, A. (1992). The handbook of Golf. London: Pelham.
- Malcolm, D. and Tangen, J. (2015). Etiquette and the Cultural Diffusion of Golf: Globalization and Emotional Control
in Social Relations. IJGS, 4(1), pp.33-49.
- Royal & Ancient (2004). Rules of golf and the rules of amateur status 2004-2007 Fife: St Andrews.
- Valentine, M. (1999). The Reggio Emilia approach to early years education. Edinburgh: Scottish CCC.
- Vasil, J. (2006). The Four Keys to Teaching Golf in Elementary School. Strategies, 19(3), pp.7-9.
Reference