A Comparative Study of German Psychomotorik and Korean Psychomotor Practice : Focusing on Professional Training, Field Application, and Institutional Framework

The purpose of this study was to compare and analyze the systems of Psychomotorik in Germany and psychomotor practice in Korea, focusing on instructor training, field application, and institutional foundations, and to derive implications for the development of psychomotor practice in Korea. A literature review method was employed, applying Bereday’s (1964) comparative education model— description, interpretation, juxtaposition, and comparison—to academic publications, theses, and official documents from both countries. The findings indicate that Germany operates a relatively well-structured system integrating university-based education and professional qualification programs aligned with international standards, whereas Korea relies mainly on private certification systems, showing limitations in standardization and quality control. In terms of field application, Germany implements psychomotor practice across all age groups and diverse settings encompassing educational, preventive, and therapeutic domains, while applications in Korea remain largely concentrated on children with disabilities within developmental rehabilitation services. Regarding institutional foundations, Germany demonstrates comparatively stable professional recognition, financial support, and international networking, whereas Korea faces constraints due to the absence of nationally recognized qualifications and limited financial support. These results highlight the need for qualitative systematization, diversification of application contexts, strengthened institutional foundations, and greater alignment with international standards in Korea.