著者

貫井 克次郎 石塚 功 鈴木 康介 木村 博靖

出版者

一般社団法人 映像情報メディア学会

雑誌

映像情報メディア学会技術報告 21.15 (ISSN:13426893)

巻号頁・発行日

pp.31-36, 1997-02-27 (Released:2017-06-23)

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This paper describes about 525line pro-gressive scan system of EDTVII using 4 : 2 : 2P interface standarlized in SMPTE294M. This system is complied with parallel operation of two-525 interlaced system. Operability of this system is not very much different from conventional composite system. Delay caused by the conversion of the signals is also minimized in this system.

著者

鈴木 康介

出版者

静岡大学地学研究グループ

雑誌

地学しずはた (ISSN:0388628X)

巻号頁・発行日

vol.2, pp.14-16, 1953-07

著者

大坪 健太 春日 晃章 小栗 和雄 鈴木 康介 武山 有香

出版者

日本教育医学会

雑誌

教育医学 (ISSN:02850990)

巻号頁・発行日

vol.65, no.2, pp.138-146, 2019 (Released:2019-11-01)

参考文献数

26

被引用文献数

1

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This study aimed to clarify the exercise intensity of the motor learning scenes in elementary school physical education class. The subjects were 28 children (16 boys and 12 girls) in the 5th grade. We examined all five exercises of long jump, physical expression, tag rugby, hurdle run and tee ball. Lifecorder GS (SUZUKEN Co.,Ltd.) was used to measure exercise intensity. The results of the analysis showed a significant difference in exercise intensity among individuals. The analysis revealed difference in exercise intensity between tag rugby and tee ball, between tag rugby and long jump, and between physical expression and long jump (p<0.05). About differences among the average of exercise intensity in exercise, hurdle run was significantly higher than tag rugby, physical expression, and tee ball, and the long jump was significantly higher than the tee ball(p<0.05). In each exercise, the proportion of motor learning scenes was 75.4%, 70.7%, 62.8%, 58.0%, and 43.9%, for tee ball, physical expression, long jump, hurdle run, and tag rugby, respectively. These findings suggest that exercise intensity did not increase when motor learning scenes were secured. The incorporation of high-intensity activities in exercises with low exercise intensity may be necessary.

著者

鈴木 康介 後藤 悠太 欠畑 岳 彼末 一之

出版者

一般社団法人 日本体育学会

雑誌

体育学研究 (ISSN:04846710)

巻号頁・発行日

pp.18007, (Released:2019-04-18)

参考文献数

46

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This study was performed to devise an instructional program for children who were not good at sprinting and to verify the program’s effectiveness for improvement of sprinting ability and motion. The participants were 19 upper grade elementary school children who were not good at sprinting. The program included 2 drills with some teaching devices and running on flat markers. The children attended the program for 8 days (2 days per week) and each lesson lasted an hour. In order to validate the program outcome, sprint time (50 m), interval speed (every 10 m), average speed, maximal speed, rate of speed decline, interval and average step frequency and step length were analyzed, and sprint motions were evaluated. The results were as follows: 1) Most of the children’s 50 m times were below the national average. This suggested that their negative feelings toward sprinting resulted from the realization that they were unable to run as fast as other children. 2) The children’s sprint times were improved after the program, and a significant correlation between pre-time and post-pre time was revealed. It was also found that the greater the increase in the children’s step frequency, the faster their sprint times became. These results suggest that sprinting instruction allows low-performing children to increase their step frequency and improve their sprint times. 3) The main aim of the program was to improve children’s sprint motions in the mid sprint phase, and the participants practiced start motions only twice during the program. As a result, speeds from the start to 10 m, 20-50 m, and maximum speed were increased significantly by this practice, suggesting that significant changes of speed led to improvement of the sprint times. 4) Participants became able to swing back their leg under their body and to make contact with the ground with the middle or front of the foot. Therefore it was considered that the drills and running on flat markers with teaching devices were valuable for improving the children’s sprint motions. 5) Although the scissors-like leg motion was not improved by practice with a color board and bells, the kneefolding motion of the swing leg did appear to be improved. Therefore, the children seemed to acquire basic skill in more rapid scissors-like leg motion. These results suggest that our instructional program was effective in enabling children to improve their sprinting ability and motion. However, additional research focusing on aspects such as the relationship between sprinting ability and sprint motion, or individual feelings and motor competency in the context of sprinting, will be needed.