In this blog post, I will summarize the four questions in the personal statement for applying to the Department of Physical Education at Daegu National University of Education, focusing on my academic efforts and learning experiences in high school, major school activities, examples of empathy and conflict management, and my personal growth and suitability for the teaching profession.

Academic Efforts and Learning Experiences During High School

Although adults around me often asked about my grades during my school years, I did not believe that grades and rankings were the be-all and end-all of academics. I viewed academics as a comprehensive concept and also valued my grades in physical education, a subject I enjoyed. Therefore, I did my best in both physical education theory and practical training, striving to develop at least one area of expertise.
My parents advised me not to spend too much time on physical education and to focus on my academic grades for college admissions, just like my peers. Their concern stemmed from the fact that I didn’t excel in any particular sport, but I reasoned that even if I wasn’t outstanding in a single discipline, my overall physical fitness and athletic ability were well-developed, so pursuing a career in the field of physical education would be the most efficient path.
There were two main areas where I excelled. First, I excelled in basic gymnastics and fitness, and in disciplines such as artistic gymnastics, track and field, dance, and health gymnastics, I had well-rounded development in basic physical fitness, flexibility, strength, and endurance—so much so that I even coached my friends myself. In team sports, I performed equally well in basketball, volleyball, soccer, and baseball. No matter which team I joined, I demonstrated leadership that led to victory, serving as captain to encourage my teammates and boost morale.
During games, I remained active without tiring and, while I scored points myself, I primarily played the role of a playmaker, setting up goals for others. I also excelled at golf and bowling, earning the nickname “the quintessential athlete” at school.

Extracurricular Activities, Examples of Consideration and Cooperation, and Suitability for Teaching

As the class representative for physical education, I led performance assessments. Rather than setting goals as an athlete in a specific sport, I set a goal to grow into a well-rounded athlete and pursue a career in recreational sports or physical education. Accordingly, I participated in or officiated every class competition, school athletic meet, and inter-school competition without fail. On a day-to-day basis, I played a role in helping my classmates perform well on their performance assessments during physical education classes.
Having served as the physical education class representative for three years, my classmates naturally came to view me as the go-to person for sports-related matters, and I approached my responsibilities with a sense of duty to live up to their expectations. At first, my classmates would ask me to correct their gymnastics or badminton form or explain the rules, but since it was sometimes difficult to answer every question, I began to focus more on theoretical study. I realized that physical fitness and talent alone cannot replace a solid understanding of theory and rules.
Since textbook content often covered only a fraction of the material, I searched for more detailed rulebooks to verify even the latest competition regulations; this made watching matches and officiating much more interesting and easier to understand. The more matches I watched, the easier it became to make fair calls as a referee, which proved helpful in real-world situations as well.
During performance assessments, my physical education teacher assigned me the roles of referee and scorekeeper, and to ensure fairness, I made calls based strictly on the rulebook and never cut corners. I felt a sense of fulfillment when my friends recognized this objective attitude.
I also have experience officiating at the school-wide basketball tournament. Thanks to my height and physical build, I often performed well on the court, and there were even instances where other classes suggested I serve as a referee so I wouldn’t play as a player. I accepted the role of an objective and fair referee and officiated the school-wide basketball tournament.
The school sports festival is held every fall, and since winning classes receive significant prizes, competition between classes was fierce. Even minor fouls could lead to intense protests, so I made an effort to calmly manage the atmosphere. The role of the referee was even more critical because conflicts could escalate if players were injured or collided.
Given the nature of the outdoor basketball court, we set up a chair in an elevated position to ensure we didn’t miss even the smallest details, allowing us to oversee the flow of the game from above. We also selected assistant referees, so three of us observed the game simultaneously. While it wasn’t at the level of video review, we were able to efficiently mediate and manage conflicts between classes through rigorous judgment.
As the eldest of five siblings, I developed leadership skills by taking care of my younger brothers and sisters. By understanding and looking after my siblings—who differed in gender, age, and personality—I developed a fair and understanding character, and when conflicts arose, I acted as a mediator to help them get along. These experiences laid the foundation for me to take on leadership roles at school.
Through my roles as a class officer, physical education class representative, and sports referee, I developed conflict mediation skills, the ability to foster harmony, and an attitude that values a sense of belonging within an organization. I believe these qualities will be strengths as I pursue a career in teaching.
If I am admitted to the Department of Physical Education at Daegu National University of Education, I plan to invest time in foundational studies to further cultivate the character traits essential for an elementary school teacher. Since I focused heavily on physical education in high school, I aim to become a teacher who can provide a well-rounded education by compensating for any shortcomings in other subjects.
At the same time, I want to provide specialized physical education that other elementary school teachers may find difficult to offer. I believe that children in their formative years must have ample opportunities to experience physical activities appropriate for their developmental stages, and I aim to contribute to their healthy growth by creating an educational environment that carefully nurtures their physical development.