著者

鬼澤 陽子 野村 充 森川 美也 千木良 厚 島 孟留 小松崎 敏

出版者

日本スポーツ教育学会

雑誌

スポーツ教育学研究 (ISSN:09118845)

巻号頁・発行日

vol.42, no.2, pp.19-31, 2022-11-30 (Released:2023-02-28)

参考文献数

21

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In this study, we aimed to examine physical competence in the lower grades of elementary school by applying three teaching strategies: ingenuity of teaching materials, relationship with rich friends, and the teacher’s approach to enhance physical competence. Physical competence was composed of three factors: “perceived physical competence,” “feelings of control,” and “peer and teacher acceptance.” In addition, we examined the relationship between physical competence and tactical decision-making ability. We hypothesized that improving tactical decision-making ability would enhance students’ “perceived physical competence” and “feelings of control.”Eighty-two first-grade students participated in this study. The students were divided into three groups and were required to play tag games. To evaluate the physical competence of students, we utilized the Okazawa, Kita and Suwa’s physical competence scale developed in 1996. We then divided the participants into upper and lower groups according to their “physical competence” or factor score. To analyze students’ decision-making ability, we made them play the same games for one hour before and after the unit. We video recorded the games and used the Game Performance Assessment Instrument (GPAI) for data analysis. We reported three main findings. First, when teaching strategies were applied to enhance physical competence, the upper group maintained a high value both before and after the unit, while the lower group improved after the unit. Second, decision-making ability regarding game performance improved in both the upper and lower groups. Third, improving decision making ability is necessary to enhance “physical competence” in the upper group. Finally, there was a negative relationship between “ball-keeping” (or waiting until the game situation changes) and “perceived physical competence” in the upper group, and between “ball-keeping” and “feelings of control” in both the upper and lower groups.Our study demonstrated that students’ physical competence improved when teaching strategies were applied to enhance physical competence. Additionally, we showed that improving students’ decision-making ability is critical to increasing their “physical competence” in the upper group.

著者

小松崎 敏孝

出版者

国学院大学大学院

雑誌

国学院法政論叢 (ISSN:03889602)

巻号頁・発行日

no.21, pp.33-100, 2000-03

著者

鬼澤 陽子 小松崎 敏 森川 美也 島 孟留 大橋 涼子 千木良 厚 岩崎 安里寿

出版者

日本スポーツ教育学会

雑誌

スポーツ教育学研究 (ISSN:09118845)

巻号頁・発行日

vol.43, no.1, pp.1-12, 2023-05-31 (Released:2023-08-31)

参考文献数

15

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This study aimed to examine the physical competence of second graders in elementary school in a ball-throwing task by reapplying teaching strategies that were introduced in the first grade. In the first grade, students learned to play tag, which was applied as a teaching strategy to enhance their physical competence. Physical competence comprises three factors: perceived physical competence, feelings of control, and peer and teacher acceptance. In addition to these factors, this study aimed to investigate the relationship between physical competence and tactical decision-making ability. A total of 82 second-grade students participated in this study. They were taught in which game situation to throw the ball. To evaluate their physical competence, we utilized the physical competence scale. The tactical decision-making ability when the ball was held during the game was analyzed in the following aspects: shooting, passing, and ball keeping (waiting until the area is clear). For each of the three factors of physical competence, the changes in tactical decision-making ability were analyzed by dividing the participants equally into upper and lower groups with high and low physical competence, respectively. The following findings were derived:(1) Compared to the scores in a previous study, the physical competence scores before the ball-throwing task in the current study had higher scores in the upper and lower groups.(2) The upper group maintained a high physical competence before and after the ball-throwing task while the lower group showed improvement after the task.(3) The decision-making ability during the task improved in the upper and lower groups.(4) The improvement in perceived physical competence in the lower groups was associated with their improved decision-making ability.(5) A positive relationship was found between the upper and lower groups in terms of peer and teacher acceptance and ball keeping.Our study revealed improvements in the physical competence of the second graders after reapplying teaching strategies to a ball-throwing task. These improvements in physical competence were found to be related to the enhancement of decision-making ability. Moreover, peer and teacher acceptance was improved, thus allowing the students to “wait until the area was clear.”

著者

鬼澤 陽子 小松崎 敏 吉永 武史 岡出 美則 高橋 健夫

出版者

社団法人日本体育学会

雑誌

体育學研究 (ISSN:04846710)

巻号頁・発行日

vol.53, no.2, pp.439-462, 2008-12-10

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The purpose of this study was to verify the effectiveness of modified basketball games based on on-the-ball decision-making and off-the-ball movement. Two types of numerically modified basketball games, "3 on 2" and "3 on 3", were played by two 6th grade elementary PE classes. Twenty-four students participated in the 3 on 2 games, and 28 students in the 3 on 3 games. All games were videotaped, and the Game Performance Assessment Instrument (GPAI) was used for data analysis. This instrument allows counting of the frequency of on-the-ball decision-making and off-the-ball support movement, and assists in judging the performance of students in situations such as shooting, passing, ball-keeping, and supporting, as to whether or not these are appropriate. The main findings are summarized as follows: 1. The number of students who experienced on-the-ball decision-making and off-the-ball support situations, and the average frequencies of these experiences, were higher in the 3 on 2 games than in the 3 on 3 games. 2. In the 3 on 2 games, the numbers of students who performed appropriate passing, ball-keeping, and support were significantly higher than in the 3 on 3 games (p<.001). 3. The rates of appropriate shooting, passing, ball-keeping, and support were significantly higher in the 3 on 2 than in the 3 on 3 games (p<.01). The 3 on 2 basketball game was shown to be very effective, allowing upper elementary grade students to learn appropriate on-the-ball decision-making and off-the-ball support movement, in comparison with the 3 on 3 game.