In this blog post, I will summarize my academic efforts and school activities during high school, my experiences with empathy and collaboration, and my process of preparing for college.
Academic Experiences and Reflections
I wasn’t naturally good at writing, so I struggled whenever I was assigned writing assignments. Tasks such as reports, personal essays, travelogues, and diary entries were difficult, so at first, I relied on help from my friends. However, I realized that simply borrowing other people’s formats or expressions wouldn’t fundamentally improve my writing. Ultimately, I decided that to write well, I needed to practice organizing my own experiences and thoughts, so I asked my Korean language teacher for advice.
During the consultation, I told the teacher I wanted to learn how to develop my ideas logically in writing. The teacher advised me that emotional writing, like creative literature, and objective writing that organizes facts are fundamentally different in nature; to master the latter, practicing within a specific format would be helpful. The teacher recommended the format of a field trip report and explained that repeatedly practicing the systematic organization of what I saw, heard, and experienced outside the classroom would help me develop the ability to outline my writing.
Following the teacher’s advice, I borrowed a field trip report template and began practicing. Instead of writing in a narrative style like prose, I started by dividing my notes into separate sections. I approached it by filling in each section: description of the experience site, details of the activity, reflections after the activity, and related photos or drawings. In particular, for the description of the experience site, I wrote down the location, date, companions, and necessary items in detail. For the activity details, I focused on the theme and motivation of the experience, the itinerary or curriculum, and memorable moments during the schedule.
In the “Reflections” section, I wrote down new insights and specific scenes that left a strong impression, and in any remaining space, I sometimes illustrated memorable scenes with simple drawings. By repeatedly practicing this systematic organization, my writing—which initially resembled a diary—evolved into a structure that adhered to the five Ws and one H. As I systematically described what I saw, heard, and felt, the density of the content increased, and as a result, I gained confidence in writing reports that logically conveyed my opinions.
Writing About Major School Activities and Reflections
I felt I had more talent in physical education than in academics. I had a knack for expressing rhythm through movement, which often earned me high marks in PE. After encountering a Latin dance assignment during PE class, I became captivated by the passionate and energetic charm of Latin dance, and wanting to expand on that experience, I enrolled in an after-school program.
In the after-school program, we went beyond simple movement practice to learn the theory from the ground up. My interest grew as I learned about the concepts and origins of Latin dance, and since I already knew the basic movements, I found the process of learning the theory to be enjoyable. Latin dance is a general term for the folk dances of Spanish-speaking countries south of Mexico. It is categorized into sports-style dances—such as the rumba, cha-cha, samba, paso doble, and jive—and folk dances like salsa and bachata. In class, we focused our practice on the most representative styles.
Above all, the appeal of Latin dance lay in synchronizing with a partner. I teamed up with classmates from other sections to dance as partners; although it felt awkward at first, we gradually became closer. The style we practiced the most was salsa, which was ideal for learning the popular rhythms commonly seen at festivals and parties. Secondly, we learned the social dance style known as samba. Characterized by steps performed to a tempo of about 120 beats per minute and strong hip movements, it required a lot of practice.
After practicing mainly salsa and samba for a semester, I achieved a certain level of proficiency. Since I enjoy dancing and movement, I picked things up quickly and was recognized as one of the top students in the class. When practicing with a partner, I chose to be considerate rather than always trying to take the lead. I learned that it is far more important to adjust to the pace of a partner whose movements are not smooth or who is slower, rather than forcing them to keep up. Thanks to that consideration, my partner’s skills improved significantly in just one semester, and we were able to prepare well enough to perform on stage together.
Examples of Consideration, Sharing, and Cooperation, and My Reflections
During my sophomore year of high school, I deeply experienced the meaning of cooperation while participating in the school’s club festival. The festival was an event where after-school classroom-based teams or clubs prepared stage performances, and rankings were determined by student votes; the team that won first place received a prize and the great honor of being recognized. I wanted to showcase the dance skills I had honed over time on stage and planned to compete with the partner I had been practicing with.
Although the number of teams allowed to compete from each classroom was limited, forcing us to compete against one another, I suggested that a team of just two might look a bit sparse on stage, so we should instead create a performance with four members. With that, our team of four began brainstorming a collaborative routine that would fill the stage. We came up with various ideas and planned a complex performance by combining suggestions to incorporate dance moves blending salsa and samba with the use of percussion instruments like congas to build excitement.
During the preparation process, a friend who wasn’t originally part of the team joined us. He was practicing breakdancing, and we decided to utilize his skills to create a fusion performance. Ultimately, the five of us came together to showcase a harmonious blend of Latin dance, breakdancing, and percussion, resulting in an exotic and visually stunning stage performance. The audience cheered and requested an encore, which made me feel a great sense of fulfillment.
Through this experience, I learned the true meaning of cooperation and consideration. Our efforts to respect and harmonize the strengths of different genres enhanced the quality of the performance, and I realized that an attitude of adjustment and compromise—going beyond simply showcasing individual skills—is necessary for the success of the entire team. Ultimately, I experienced firsthand that greater achievements can be made through teamwork.
Efforts and Preparation Related to Motivation for Application and Career Plans
As a native of Incheon, I naturally considered attending Incheon National University while in high school, and when looking for a major, the School of Exercise and Health Sciences stood out the most. Since I have always enjoyed sports and have a strong interest in physical health, I felt there would be much to learn in a related major, but as I was unsure about the specific curriculum and career paths, I decided to seek career counseling. Just as I had always asked subject teachers or career counselors for help whenever I had questions, I sought their advice this time as well.
My physical education teacher explained the curriculum of the School of Exercise and Health Sciences and the career paths available through that major. Among them, I decided that the career of a lifelong physical education specialist would be a good fit for me. A lifelong physical education specialist is a professional who plans, guides, and assists people with physical education and health-related activities at lifelong education institutions; their main duties involve designing and operating physical education programs that citizens can participate in within the local community.
At university, my goal is to achieve a balanced study of theory and practical skills while obtaining relevant certifications. In particular, for my practical training, I want to focus on planning popular, accessible activities that citizens can enjoy together, rather than specializing in specific sports disciplines. For example, drawing on my high school experience with Latin dance, jazz dance, and K-pop dance, I can develop citizen-friendly health programs.
Moving forward, I plan to develop practical skills through university courses, clubs, and volunteer activities, while also gaining practical experience and certifications by working with relevant associations and organizations. Ultimately, I aim to become a professional who plans and operates health programs that people can enjoy participating in within the local community, thereby contributing to improving the quality of life for citizens.
