The aim of this study is to consider the significance and value of school sport ethics and to find out a concrete method to educate them. Consequently, this study has explored the following: What kinds of changes has been in school physical education(... The aim of this study is to consider the significance and value of school sport ethics and to find out a concrete method to educate them. Consequently, this study has explored the following: What kinds of changes has been in school physical education(PE) and what directions and implications does school ethical approach have? Why does school sport ethics based on virtue ethics need and what to teach? How school sport ethics based on virtue ethics can be designed and organized? Through the above process, the contents and results of the study are summarized as follows. First, this study conducted a literature review in order to explore the changes in PE and the directions of ethical approaches. Its purpose was to find out the characteristics of educational contents and methods that have emerged due to changes in the curriculum. It was the process of setting the directions for which ethics could provide more appropriate and valuable experience to learners in current PE. The core of the changes in PE was morality and PE has tried to raise it. Moreover, the morality was related to human inner change, the goal of PE has concluded the cultivation of virtue. For that reason, PE can enhance the value of school PE more when it is based on the ethics that emphasizes virtue. This can be possible through PE based on virtue ethics. Physical education based on virtue ethics can be the driving force that makes learners practice right actions in the ways that PE emphasizes learner's inner growth. Learners' right growth can be influenced by the size of virtue that was developed in the learners' mind. This can be called 'school sport ethics based on virtue ethics'. Second, the study conducted a literature review in order to understand the school sport ethics based on virtue ethics. The study reviewed virtue ethics and ethics education in depth through researching the background of virtue ethics in a modern society, for instance, Aristotle ethics as a tradition of virtue ethics, the virtue ethics that is emphasized in modern society, etc. In sequence, the study reviewed the meaning of sport ethics education in school as a practical action of virtue. Especially, it reviewed the meanings of school sport ethics education as a cultivation of virtue based on moral properties of PE that were emphasized in ancient times, the aims of school sport ethics education pursuing moral growth of learners, etc. As a result, it can set the phased principles and methodological principles of school sport ethics based on virtue ethics. The phased principles were set in three stages: Exercise as an integrated act, exercise and life fusion, and lastly cultivation and inheritance of virtue inherent in sport as culture. It was because humans have been a narrative being who finds out the meaning and value of life through exercise and accepts and creates the tradition of culture at the same time. The methodological principles were set in two ways: Practice through modeling and repetitive training, and the practice of teamwork. As virtue ethics emphasized habituation of virtue that was importantly recognized in society and the life of practicing it, school sport ethics can be understood in the same context. These two principles can be a foundation to provide a methodical base that makes learners practice and cultivate virtues in school sport ethics. Third, the literature research and Delphi's method were used to develop school sport ethics based on the virtue ethics program. As this study has developed school sport ethics program based on virtue ethics, there were some parts where agreements were needed to develop a primary idea of virtue ethics in the program. It was a matter of directing the setting in school sport ethics and items of virtue selection that were emphasized and taught in the program. For this reason, the study gathered opinions of PE experts about directions, goals, contents, methods and evaluations of school sport ethics based on the virtue ethics program. Delphi's survey results shows that school sport ethics program should consider both universality as a general ethics education and situational specificity that happens due to unique styles that each sports has. For this reason, the overall goal of developing school sport ethics were set in four specific goals: The practice and cultivation of virtue and community-oriented education, course-oriented education, fair competitive education, and virtue-oriented education. Five core virtues and some values and virtues were selected for contents of school sport ethics. The five core virtues were wisdom, temperance, courage, justice, and caring. Some values and virtues were cooperation, fairness, honesty, respect, service, law-abiding, autonomy, etc. To teach these contents, three teaching strategies were utilized: Setting and implementing the right rules, problem solving and value judgment exercises, and restriction and feedback on negative behavior. Lastly, the evaluation of school sport ethics program emphasized three things: Formative evaluation, self-evaluation, and evaluation of behavior modification process through feedback. Through the school sport ethics program, learners could practice and cultivate virtues. In conclusion, school sport ethics based on virtue ethics has its meaning in terms of emphasizing the value of PE as a process of joining and enjoying a culture of sports or physical activities. Naturally, the degree of internalization may vary for each learner experiencing this program. As physical activities have been a culture tradition created by mankind, it is difficult to understand and practice the cultural meanings and values of physical activities in a short time. Therefore moving forward, practical improvement of school sport ethics program should be continued.
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