著者

川戸 湧也 長谷川 悦示 木内 敦詞 梶田 和宏 中川 昭

出版者

一般社団法人 日本体育・スポーツ・健康学会

雑誌

体育学研究 (ISSN:04846710)

巻号頁・発行日

vol.65, pp.775-792, 2020 (Released:2020-11-18)

参考文献数

37

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The purpose of this study was to design and implement judo courses of physical education (PE) in higher education (HE) based on the ADDIE model and to validate the students’ outcomes and issues. The ADDIE model is part of the Instruction Design (ID) theory of educational technology. The subjects were 162 first-year undergraduate students (91 males: 71 females) attending judo courses in a designated sports university, and the lecturer who was responsible for instruction. Courses were implemented corresponding to each of the ‘analysis’, ‘design’, ‘development’, ‘implementation’ and ‘evaluation’ phases of the ADDIE model. In the analysis phase it was confirmed that the role of the course was to provide a PE teacher’s license. Therefore, the content was designed in accordance with the course of study for junior high and high schools. Considering the lesson time (a total of 50 minutes) in junior high and high schools, the time allocation for one lesson in the course was developed with an introductory 10-minute lesson followed by a 40-minute lesson each in the first and the second half. A learning notebook (learning portfolio) was also created in order to ensure the achievement of cognitive and emotional goals, and students were asked to describe their learning during each lesson. Course implementation was by the lecturer, based on systematic observational analysis of the teaching-learning process and self-reflection. Course evaluation was conducted based on the results of the systematic observational analysis, the distribution of student grades, and self-evaluation by students. Analysis of the teaching-learning process showed that the motor learning duration was sufficiently secured while the management duration was kept low. However, visualization of the teaching-learning process revealed that the initial planned time allocation was not realized. Through these results, the importance of a systematic observational analysis can also be recognized in the PEHE. The verification of the grades distribution and the students’ self-evaluation showed that the courses had the expected outcomes as a subject related to teacher’s qualification license. Furthermore, application of the ADDIE model in this judo course highlighted some critical issues, such as increasing students’ opportunities to teach each other, adjusting the learning environment through control of temperature and hydration, and creating special teaching materials for low-skilled students. Thus, in order to guarantee and improve the quality of PEHE, the authors propose an effective approach for course design and implementation that utilizes the ADDIE model.

著者

長谷川 悦示

出版者

筑波大学

雑誌

筑波フォーラム (ISSN:03851850)

巻号頁・発行日

no.64, pp.79-83, 2003-03

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今年度における筑波大学のスポーツクラブの活躍は近年のなかでも目に見張るものがある。バレーボール男子が大学選手権6連覇を達成し、バレーボール女子も15年ぶりに選手権制覇でアベック優勝を果たした。同様に剣道の男女が団体で …

著者

高橋 健夫 長谷川 悦示 刈谷 三郎

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

vol.39, no.1, pp.29-37, 1994-05-10 (Released:2017-09-27)

被引用文献数

12 10

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The present study is on a method of the evaluation of physical education classes by students. Some efficient instruments for the summative evaluation have already been developed. However, the reliable instrument for the formative evaluation seems to be missing. Therefore, we intended to develop a convenient and effective instrument for formative evaluation of physical education class which can be used in each teaching unit. The subjects were 1428 pupils from 42 classes in 6 elementary schools. They were asked to answer a questionnaire which contained 28 items on the instructional objectives and the ways of learning after each physical education class in the middle part of the teaching units. Four factors were extracted by means of factor analysis. Those were 1) motivation, 2) outcome, 3) ways of learning, and 4) cooperation. These factors were almost consistent with the standards of evaluation in the guidelines issued by the Japanese Ministry of Education and also with those of the instrument for summative evaluation developed in our previous research. Four factor scores showed significant and positive relationships with those of the comprehensive evaluation items concerning good or effective instruction. Thus, the factors were interpreted as effective standards for formative evaluation. A simplified questionnaire which consisted of 12 items from the 4 factors was constructed as a practical instrument of formative evaluation in elementary school physical education classes.

著者

長谷川 悦示 大熊 廣明 武政 徹

出版者

筑波大学体育科学系

雑誌

体育科学系紀要 (ISSN:03867129)

巻号頁・発行日

vol.30, pp.185-196, 2007-03

著者

長谷川 悦示

巻号頁・発行日

2012

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科学研究費助成事業(科学研究費補助金)研究成果報告書:基盤研究(B)2009-2011