Reconstructing Adult Movement Education from a Sport Andragogy Perspective: Focusing on RMC(Reconstructive Movement Competency)

This study investigates the restructuring of adult movement education through the lens of Sport Andragogy, specifically examining the transition from Fundamental Movement Skills(FMS) to Reconstructive Movement Competency(RMC). Through a comprehensive analysis of FMS implementation in the 2022 Revised School Physical Education Curriculum, this study explores the theoretical and practical distinctions between pedagogical and andragogical approaches to movement education. The findings indicate that despite the established pedagogical value of FMS, its direct implementation in adult education contexts presents inherent limitations regarding educational methodology, learner characteristics, and intended outcomes. Based on these findings, this study proposes the RMC framework, which integrates adult learners’ autonomy and experiential learning principles. The RMC paradigm emphasizes the reconstruction of existing movement experiences and their integration into life contexts, fundamentally differentiating it from traditional FMS approaches. This theoretical advancement contributes to the emerging field of Sport Andragogy by establishing a comprehensive framework for adult movement education and offering practical implications for lifelong physical education development.