著者

林 直亨 宮本 忠吉

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.54, no.1, pp.137-143, 2009-06-30 (Released:2009-11-05)

参考文献数

17

被引用文献数

2 4

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To investigate the effect of resistance training at lower than the recommended frequency (2–3 times a week) on muscular strength, we recruited 103 college students (67 males 61±8 kg, 36 females 51±4 kg, mean±SD) who had never regularly engaged in resistance training. They performed resistance training in a PE class once a week for seven to ten weeks. We measured one repetition maximum (1 RM) for the bench press and arm curl, and the girth of the thigh and upper arm before and after the training. The training included stretching, three sets of ten repetitions on a bench press, half squat lift, arm curl and three types of training chosen by each subject. The weight load was 10 RM, which was progressively increased; when the subject succeeded in lifting a load ten times at the first set, the load was increased in the following week. After the training period 1RM was increased by more than 10% compared with that before training, for either the bench press or the arm curl, in all subjects. The 1 RM for the bench press significantly increased from 46±9 kg to 54±9 kg in males, and from 22±4 kg to 28±5 kg in females, and that for the arm curl also increased significantly. No significant change was found in the girth of the thigh and upper arm. On the other hand, 49 male students who undertook softball in a PE class did not show any significant change in 1 RM after the eight-week control period, compared to that before the period. These results demonstrate that resistance training at a frequency lower than the recommended one increases muscular strength in college students, possibly through adaptations in the nervous system.

著者

西尾 達雄 油野 利博

出版者

日本体育学会

雑誌

体育学研究 (ISSN:04846710)

巻号頁・発行日

vol.40, no.4, pp.205-220, 1995-11-10

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Until now Michiaki Nagai has been regarded as a deserving person of school physical education reform, and there have been many studies about his school physical education theory. But no analysis has been made on the subject of his national physical education theory. Nagai who took a leading role in a school physical education reform from the late Meiji era to early years in the Taisyo did not have school physical education in mind as a problem limited to school. He described on his book titled "The Essence of School Gymnastics" published in 1913 that we could not realize a people of strong physique until the physical education should be practiced equally in families, schools, the military, and among the public with connection with and support from each other. In this paper an attempt is made to examine the process of development of his national physical education theory and to make clear its purpose, contents and method. The present study can be summarized as follows: 1) Nagai studied abroad to work out a policy for national physical education. And then with the experiences he would try to present a national physical education theory in an appropriate form to our country. The purpose of Nagai's national physical education is, physically, to build up a strong and active body with which people could survive a civilized society in which only the fittest can survive, and spiritually, to cultivate the samurai mentality that was a characteristic of our race, and then to encourage a foundation of Emperor's system through upbringing people of 'spirits'. 2) Nagai paid attention to the fact that in Europe and America, each government enforced public physical recreation as a public measure a long time ago, and planed to connect a school physical education both with public physical recreation and military physical education. In Europe and America people, very aware of the importance of physical education, exercised a family gymnastics vigorously. Nagai learned the contents and methods, and then he tried to execute national physical education in a way that family physical education was closely connected with physical education at schools and military institutions, and public physical recreation in Japan, too. But in our country people were retarded in awareness of the importance of public physical recreation and the economic situation was poor. So Nagai planed to fill up school physical education and to connect it with public physical recreation. 3) Nagai's plans of public physical recreation work were, firstly to found suitable facilities for physical recreation available for people from childhood to old age, secondly, to open school facilities, and thirdly, to invigorate young men's associations. And he thought that school teachers should take the lead and promote the plan in cooperation with the army and municipal authorities to attain these objectives. On the measures for public physical recreation, he took a serious view of young men's physical education. It was for the sake of the vitality of the nation and for the military in a broad sense, and for individuals in a narrow sense. 4) Nagai insisted on practice of family gymnastics to make up for a difficulty of public physical recreation work. He hoped that at first people of middle class and upper became an example of family physical education and then they should spread it to lower class. 5) Especially Nagai's serious point of view on exercise practice was to make people recognize a necessity of exercise rather than to make them take an interest in it. He insisted to practice national physical education as a discipline with an educational intention. Therefore Nagai's methods and contents of national physical education laid stress on a gymnastics.

著者

西尾 達雄

出版者

日本体育学会

雑誌

体育学研究 (ISSN:04846710)

巻号頁・発行日

vol.28, no.1, pp.13-22, 1983-06-01

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The purpose of this study is to consider the meaning of Rousseau's theory of physical education by examining how his recognition on the history and the urgent problems of the body affected his view of the body. Rousseau recognized the process of civilized society formation in the legislation of "private ownership system" caused by the dependent relation with others which had been resulted from the development of "perfectibilité." On the basis of such historical recognition he grasped the man as being destroyed his "free body" by the interdependence. It was the problem of "physical retrogression." This schema acquired greater importance in the age of "crisis and revolution." Ce fastueux imbécile qui ne sait point user de lui-même et ne met son etre que dans ce qui est étranger a lui (the luxurious imbecile who doesn't know the use of himself and leaves himself to others) can't live any more in the age of change. To live in such an age, man needs to have the body that acts "whenever and any where." The body such conceived was essentially different from the image of man living in“the prosperity of the comming commercial society" which "the theory of the civil physical education" had seeked for. Though the image of the body Rousseau wished for was set up as a modern problem, it had "universal" nature transcendent of the age.

著者

山本 教人

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.50, no.6, pp.641-650, 2005-11-10 (Released:2017-09-27)

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The objective of this study was to treat media texts on sports as narratives, and then analyze their structure. In order to do so, a content analysis was performed on articles appearing in The Nishinippon Shimbun reporting the 51st Around The Kyushu Ekiden (long-distance relay race) held from November 1st to 10^<th>, 2002. It was confirmed that in these articles, various narratives appeared, such as "Competition Between Teams", "Competition Between Individuals, or Heroes' Achievements", "The Character of Kyushu", "Family Relationships", "Revival", "Revenge", "Love of Home Town", "The Relationship Between Generations", "Gratitude To One's Teammates", "The Tradition of Around The Kyushu Ekiden", and so on. The Around The Kyushu Ekiden narratives according to the media are structured so that the central story "Competition Between Teams" is connected with various sub-plots concerning competition, such as "Competition Between Individuals, or Heroes' Achievements", thus further asserting its position as part of other plots. In conclusion, it may be thought that the Around The Kyushu Ekiden narratives are structured to maximize the diversity of narration, or alternatively that a limit is placed on this diversity, or that such diversity can be added to a limited narration.

著者

津田 龍佑 篠崎 徹 田神 昭 後藤 邦夫 高松 薫

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.52, no.5, pp.405-417, 2007 (Released:2007-10-25)

参考文献数

22

被引用文献数

1

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The purpose of this study was to examine the effect of playing mini-games of soccer for improvement of physical fitness. The subjects were 21 students at I junior high school (I Group) and 22 students at S junior high school (S Group). Group I played a mini-game with changed rules, whereas group S played the full game, each over a period of three weeks (6 physical education classes). Before and after the classes, skill tests (passing and dribbling), fitness tests (150m sprint with changing direction ; 25m×6 times, rest interval 30s), and a test game were conducted. In addition, an after-class questionnaire on knowledge, how to learn and skill of soccer was conducted. The main results were as follows : 1) The results of the passing and dribbling tests were improved significantly after classes using the mini-game. There was no significant improvement in the results of the first set of 150-m sprints with a change in direction after classes in both group, whereas the mean time for 6 sprints was improved significantly after classes in both groups. 2) There were no significant differences in the number of ball touches, heart rate or RPE in test games after classes in both groups, whereas the total movement distance was decreased significantly after classes using the full game. 3) In the questionnaire after the test game, almost every item on technique (coordination), physical fitness and mentality tended to have a higher score after classes using the mini game. On the other hand, after classes using the full game each mentality-related item tended to have a higher score, whereas items related to technique (coordination) and physical fitness tended to score the same or lower. 4) In the questionnaire after the class, there was no wide difference in knowledge of soccer between both groups, whereas items related to how to learn and skill of soccer tended to score higher in the former than in the latter. These results suggest that improvement of energy-related physical fitness could be obtained without compromising students' interest, volition and attitude regardless of whether they played the mini-game or the full game, although use of the mini-game led to an effective improvement of technique (coordination) without decreasing students' consciousness of how to learn soccer skills.

著者

坂本 拓弥

出版者

Japan Society of Physical Education, Health and Sport Sciences

雑誌

体育学研究 (ISSN:04846710)

巻号頁・発行日

vol.58, no.2, pp.505-521, 2013

被引用文献数

3

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The purpose of this paper is to clarify the formation process of body culture, i.e., gestures and behavior, of physical education teachers in Japan based on phenomenological body theory, and to present a theoretical basis for the most desirable "PE teacher identity". It has been pointed out that PE teacher body culture has a variety of influences on students. However, how a teacher acquires body culture has never been sufficiently considered. Therefore the paper focuses on the phenomenological body theory that suggests the relationship between habits and the perceptual experience of body culture formation.<br>   The main points of discussion are as follows:<br>   Previous studies have shown that the image of the PE teacher as a coach has been well established, and that clarification of the process of body culture formation is warranted. In previous studies, the body culture of PE teachers has been discussed mainly in terms of 'habitus'. However, it has not been clarified how individual PE teachers embody such a culture. Phenomenological body theory indicates that acquisition of habit involves reworking and renewal of the body schema through perception influenced by culture. Based on this, analysis of corporal punishment as a typical example of body culture in school athletic clubs can be used to clarify the model formation of PE teacher's body culture. PE teachers' thoughts and behavior are unconsciously formed as a "body schema" through experience of school athletic clubs where a coach's one-sided method of instruction is almost unconditionally accepted by students striving to acquire athletic success.<br>   In conclusion, "PE teacher identity" is formed on the basis of original body culture, and is embodied as a habit through unconscious processes. This is why PE teachers seldom notice their behavior, and thus do not change or improve it. It is only through a "body schema" and perceptual experience that a PE teacher's thoughts and behavior, "PE teacher identity", can be reconstructed. The possibility of PE teacher body theory can be established on the basis of this viewpoint.<br>

著者

黒木 俊弘

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.11, no.5, pp.20, 1967-07-05 (Released:2016-12-31)

著者

淺井 雄輔

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.62, no.1, pp.21-32, 2017 (Released:2017-06-22)

参考文献数

18

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The purpose of this study was to investigate the effect of the game process on perception of “streaks” in volleyball games. The study was conducted using video experiments and a questionnaire. The study subjects were 121 university volleyball players, who watched a video of a volleyball game and were asked in the questionnaire to estimate the degree of “streaks” at the end of every rally. They rated the degree of “streaks” on an 11-point Likert scale ranging from −5=extremely poor, to 0=even, to +5= extremely good. The subjects were split into 2 groups, one of which watched VTR-A and the other VTR-B. In addition, the group that watched VTR-A was separated according to the time spent watching. One group watched all of the VTR (called VTR-A-1), and the other group watched an A team 11 vs a B team 11 (VTR-A-2, the score being indicated as A11-11B hereafter). ANOVA was used to test the likelihood that the group watched VTR-B (VTR-B-1, VTR-B-2) from A11-11B to the end of the game with the aim of revealing differences between every rally in detail. T-test was used to reveal differences between the effects of the game process. The results indicated that the VTR-A group was strongly influenced by the game process, whereas the VTR-B was affected only slightly.  In giving advice for volleyball practice, our findings suggest that if players perceive they are in a bad situation, adoption of a positive way of thinking may improve the game situation.

著者

小倉 幸雄 井上 芳光 内之宮 愛子 北村 優佳 大森 隆裕 大上 安奈 Jason Kai Wei Lee 近藤 徳彦

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.61, no.2, pp.607-619, 2016 (Released:2016-12-14)

参考文献数

41

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We examined the effects of different fluid temperatures of 5, 15, 25, and 35℃ on thermoregulatory responses during prolonged exercise in the heat because it is speculated that fluid at temperatures of between 5 and 15℃, as recommended by the Japan Sports Association, would have different effects on thermoregulatory parameters. Six men from an university track and field team performed 4 sets of cycling exercise (one set=15-min exercise with a 5-min rest period) at 50%VO2max under conditions of 32℃ and 60% relative humidity. The volume of water provided was 80% of the total sweat rate in the non-drinking (control) trial divided by 4 equal aliquots. The increase in rectal temperature, mean skin temperature and mean body temperature during exercise showed no significant differences across all the fluid temperatures. Similarly, local sweat rate, skin blood flow and cutaneous vascular conductance were similar among the conditions. These results suggest that iso-volumetric fluids with varying temperatures (5-35℃) have no effect on rectal temperature and heat loss responses during prolonged exercise in a hot environment.

著者

大家 利之 荒牧 勇 北川 薫

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.12060, (Released:2013-07-08)

参考文献数

22

被引用文献数

1

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Purpose: Recovery condition is classified into two major categories during short-duration (<6 s) intermittent sprint exercise: active recovery (AR) and passive recovery (PR). Performance in passive trials is superior to active trials during short-duration intermittent sprint exercise. The effect of AR intensity on performance during short-duration intermittent sprint exercise remains unclear. The purpose of this study was to compare the effect of recovery conditions (active vs. passive) and exercise intensity of the recovery period on performance, as well as muscle oxygenation during short-duration intermittent exercise. Methods: Ten subjects performed a graded test and ten 5-s maximal sprints with 25 s of PR or AR between sprints on a cycle ergometer. Exercise intensity of AR was adjusted to 15% (AR15), 25% (AR25), or 40% (AR40) of maximal oxygen uptake (VO2max), and these were randomly assigned. Peak power and percentage decrement in power were determined during the intermittent sprint exercise. Oxyhemoglobin (O2Hb) and deoxyhemoglobin were also measured using near-infrared spectroscopy. Results: Peak power values were significantly higher with PR than with AR40 (P<0.05). The percentage of peak power decrement was significantly lower with PR than with AR40 (8.4±2.9% vs. 10.9±3.6%, P<0.05). O2Hb variation was significantly higher with PR than with AR40 (27.9±9.6% vs. 20.6±6.0%, P<0.05). Conclusion: AR40 is associated with reduced sprint performance and lower muscular reoxygenation. Performance with AR is not inferior compared with PR if AR is less than 25% of VO2max during short-duration intermittent exercise.

著者

池田 達昭 村岡 誠 向井 直樹 高橋 英幸 高松 薫

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.51, no.6, pp.783-791, 2006-11-10

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本研究では,同一の競技チームに所属し,日常的に同様な筋力トレーニングを実践している集団を対象にし,1RMの個人差の小さい等質的な集団であるか否かを確認した上で,(1)1RMと3種の%1RMにおける繰り返し回数およびI-N slopeとの関係を検討すること,(2)N_<total>とI-N slopeの相違を神経-筋機能と筋の組織化学的特性の面から検討することを目的とした.検討に際して,1RMの個人差の大きい異質集団を対象とした著者らの先行研究(池田・高松,2005)との比較を行った.上述の目的を達成するために,健康な男子大学生サッカー選手(1年生)15名(年齢:18.8±0.4歳,身長:174.3±3.4cm,体重:66.1±2.9kg)を対象として,等尺性最大膝伸展力(Isom.max)とIsom.max発揮中における力の発揮速度(RFD),動的最大膝伸展力(1RM)と1RMの90%,70%,50%での負荷強度における繰り返し回数(N_<90>,N_<70>,N_<50>),大腿四頭筋の筋断面積(CSA)および筋の組織化学的特性を測定した.なお,本研究における1RMの変動係数は,著者らの先行研究と比較して低値を示したこと,およぴ,2つの研究における1RMの分散は異なることが認められたことなどから,本研究の被験者は1RMの個人差の小さい等質集団であることを確認した.本研究における主な結果は以下の通りである.(1)著者らの先行研究では1RMとN_<90>,N_<70>,N_<50>およびN_<total>との間にいずれも有意な負の相関関係が認められたが,本研究では1RMとN_<90>との間にのみに有意な負の相関関係が認められた.(2)著者らの先行研究ではN_<total>とI-N slopeとの間に有意な正の相関関係が認められたが,本研究では2つの指標間に密接な関係は認められなかった.(3)本研究では,N_<total>とRFDとの間に有意な負の相関関係が認められ,I-N slopeと%Fiber area (TypeI)との間に有意な正の相関関係が認められた.以上の結果から,1RMと3種の%1RMにおける繰り返し回数,N_<total>およびI-N slopeとの関係は,対象とする被験者の1RMの個人差の大きさによって影響を受けること,N<total>とI-N slopeは,それぞれ繰り返し回数に関わる異なる能力を評価していること,などの可能性が示唆された.

著者

笹山 健作 西原 智子 大口 正行 芝田 孝 足立 稔

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.16045, (Released:2017-01-13)

参考文献数

29

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This study examined changes in attitude toward endurance running in senior high school students with different levels of physical fitness, and this study assessed mood and calculation functions of students before and after endurance running. The participants were 250 senior high school students (119 boys and 131 girls). Endurance running was practiced at a slow pace (slow jogging pace; heart rate: 30-35 [15 s]; rate of perceived exertion (RPE): 11-13). Attitudes toward endurance running were assessed before and after the unit using a questionnaire. Attitudes toward endurance running, more specifically positivity and importance, were calculated in terms of a positive feeling score and cognitive score. In addition, negative attitudes toward endurance running were expressed as a negative feeling score. Changes in mood and calculation function were investigated in the participants and a control group. In the control group, comprising 75 boys and 41 girls, the changes of mood and calculation function were assessed before and after a health class. After the unit, the positive feeling and cognitive score increased significantly and the negative feeling score decreased significantly in both the lower and higher fitness groups. After endurance running, although levels of arousal in the control group were not increased in both boys and girls, arousal levels were increased significantly in both sexes in both the lower and higher fitness groups. The degree of mood change and the degree of attitude change were related significantly to the degree of change in perceived pleasure and the change in the positive feeling score for boys in the higher fitness group. Moreover, the degree of change in perceived pleasure and the degree of change in the positive and negative feeling scores were related significantly for girls in the lower fitness group. These results suggest that slow jogging in a unit, involving how students experience mood and calculation functions, leads to an increase in positive attitude toward endurance running. However, further investigation is necessary to examine the influence of slow jogging on mood and calculation functions, and the influence on attitude toward endurance running in this type of unit.

著者

Riordan Jim

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.39, no.2, pp.118-125, 1994-07-10

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ソヴィエトのオリンピックにおける成功やその背後にあるスポーツ組織について書かれたものは数多い. しかし, ソ連の力で平和が維持されてきた諸国間に, これまでの価値観を疑問視する新たなムードが生まれ, 現在では, コミュニスト・スポーツの暗い部分を照射したスポーツ史の検討, およびその書き直しがおこなわれている. 本研究では, このような共産主義スポーツ史の中にみられる, いくつかの「空白部分」の検討をおこなうことが目的である. それらは, 支配関係や勝利至上主義, 国家によるアマチュアリズム, 歪んで優先されたもの, 薬物の乱用や競技者の酷使, KGBとスポーツ, そして, 不正や詐欺行為などである.

著者

伊藤 明

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.3, no.1, pp.20, 1958 (Released:2016-12-31)

著者

波多野 義郎 服部 豊示

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.20, no.4, pp.213-219, 1976-02-15

被引用文献数

1

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ハンドボールにおける, とびこみ倒れこみシュート, 即ちプロンジョンシュートの身体運動学的特性を摘出し, その指導上のポイントを探ることを目的として, 当該技術の写真分析を行なった. そのため, 熟練者と未熟者, 並びに男子選手と女子選手をそれぞれ対比させて, 身体運動の軌跡を比較検討した. その結果, プロンジョンシュートの指導上のポイントとして, 例えば次のような項目があげられた. 1. 踏切り動作はすばやく行ない, ボールは, ゴールエリア内に敏速に移動する. 2. 踏切りは, 長いシュート距離が得られるような, 強力な蹴りを必要とする. 3. バックスウィングは, ゴールエリア内にとび込んでから, ボールを身体の前を通すようにして行なう. 4. シュートでは, 身体を側方に倒した姿勢が有利である.

著者

朝倉 雅史 清水 紀宏

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.59, no.1, pp.29-51, 2014 (Released:2014-06-13)

参考文献数

96

被引用文献数

2

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The professional development of a physical education (PE) teacher occurs within a variety of experiences that become resources for the teacher to learn from. However, to gain experience does not necessarily mean development. Development through learning by experience is influenced by the beliefs that the person has. The purpose of this study was to determine the composition and function of PE teacher beliefs—especially “image of what a teacher is” and “vocational beliefs” that influence their professional development. In addition, we classified PE teachers by their beliefs, and examined their development status with a focus on the relevance of experiences for changing a teacher's ideals. A questionnaire survey was conducted. Data were collected from a sample of 634 junior high school and high school PE teachers. The main findings are summarized below.   1)  Factor analysis of data revealed that the PE teachers' image of what a teacher is comprised 4 factors: “leader”, “supervisor”, “supporter of learning” and “team member”, and vocational beliefs comprised 7 factors: “emphasizing public values”, “self-actualization”, “pursuit of pioneering teaching practices”, “emphasizing students”, “professional exclusiveness”, “exercise of autonomy” and “research orientation”.   2)  The teachers were classified by image of what a teacher is into 2 types: “supervisor” and “supporter”. The teachers were classified by vocational beliefs into 5 types: “self-actualization”, “emphasizing students”, “open-minded beliefs”, “self-righteous” and “close-minded beliefs”. The ratios of young teachers classified into “supervisor” and “emphasizing students” were significantly larger than that of experienced teachers. The ratios of experienced teachers classified into “supporter”, “self-actualization” and “self-righteous” were significantly larger than that of young teachers.   3)  Factor analysis of data revealed that experiences comprised 5 factors: “reflecting on teaching practice”, “knowledge acquisition”, “conversing with fellow teachers”, “observing and opening up one's own teaching practices” and “hard experiences”. Experienced teachers were more passive in their experiences, except “knowledge acquisition”, than younger teachers. For more experienced teachers, having positive experiences was more effective for changing ideals.   4)  Teachers classified as the “open-minded beliefs” type were more willing to experience a variety of things than the “close-minded beliefs” type teachers. Regression analysis of data revealed that “emphasizing public values”, “pursuit of pioneering teaching practices” and “research orientation” correlated significantly and positively with experience. But “professional exclusiveness”, “exercise of autonomy” and years of service correlated significantly and negatively with experience.

著者

木内 敦詞 荒井 弘和

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.51, no.5, pp.677-688, 2006 (Released:2008-01-25)

参考文献数

17

被引用文献数

1

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It has been clarified that self-efficacy (Bandura, 1977) predicts behavior and plays an important role in improving performance. However, there have been no reports of any practical trials for improving sports performance through the development of self-efficacy. The purpose of this study was to propose concrete application of the concept of self-efficacy to sports coaching, using base-running behavior in baseball as a theme. In Study 1, we examined the reliability (internal consistency and stability) of the Self-Efficacy Scale for Base-Running (SES-BR). In Study 2, we examined whether the intervention of the SES-BR could improve the self-efficacy and the performance of base-running as well as psychological competitive abilities such as “decisiveness,” “predictive ability,” and “judgment.” In Study 1, three coaches from a college baseball team extracted 31 types of base-running behavior that are considered critical in baseball games. In order to examine the reliability of the scale, the self-efficacy scores of the fielders in the team (N =24) were measured twice: once on the first day of the season, and again, one week later. The results indicated Cronbach's a =.94 and a test-retest correlation coefficient r =.81 ( p <.001) for the SES-BR, thus verifying the scale's reliability. In Study 2, the college baseball players received cards on which the SES-BR was printed and were instructed to verify the 31 base-running behavioral items every five days. The results revealed a significant increase in the self-efficacy score during the intervention period ( p <.05). Moreover, the base-run errors—an index for base-running performance—decreased due to the intervention of the SES-BR: 8.30/game before the intervention, 6.77/game (-18%) in the first season, and 4.32/game in the second season (-48%). Furthermore, “decisiveness” and the comprehensive evaluation of psychological competitive ability, as evaluated by DIPCA (Tokunaga, 2001), showed significant improvement during the second intervention season ( p <.05 for both). Therefore, the intervention of the SES-BR, which was developed in this study and confirmed to be highly reliable, was suggested as a possible measure for improving self-efficacy and performance in base-running as well as “decisiveness” and overall psychological competitive ability.

著者

木内 敦詞 荒井 弘和 浦井 良太郎 中村 友浩

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.54, no.1, pp.145-159, 2009-06-30 (Released:2009-11-05)

参考文献数

49

被引用文献数

3 4

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College students have low levels of physical activity (PA); however, PA enhancement is suggested to serve as a gateway to the improvement of other forms of health behavior. Graduate Ready for Activity Daily (GRAD) by Sallis et al. (1999) is a PA enhancement course for college students immediately before graduation. The program contains the behavior change skills needed to adopt and maintain regular PA. Moreover, there is also a need to consider PA intervention for freshmen, from the same viewpoint as GRAD. The purpose of this study was to determine whether or not a behavioral science-based physical education program with homework would have positive effects on the psychological, behavioral, and physiological variables related to the PA of college freshmen. The project was named “First-Year Physical Education” (FYPE).College freshmen from an institute of technology in the Kinki area of Japan participated in this study (N=993; intervention group, N=497; non-intervention group, N=496). The programs that were common to all the classes were as follows (the numbers correspond to the sequence of activities in the program): (1) guidance, (2) health-related physical fitness test, (3)–(6) sports activity, (7) lecture on PA and health, (8)–(12) sports activity, (13) health-related physical fitness test, and (14) summary of the program. The PA enhancement programs were meant only for the intervention group. The programs consisted of education on behavioral change skills (decisional-balance analysis, changing self-talk, relapse prevention, social support, shaping, and so on), and out-of-class practical assignments such as active homework (self-monitoring and goal setting with regard to PA). The duration of the weekly program was 3.5 months. We measured psychological variables (self-efficacy and decisional balance [pros–cons] for exercise), behavioral variables (PA level according to the intensity and frequency of categorized PA), and physiological variables (health-related physical fitness, i.e., cardiovascular endurance, flexibility, muscular endurance, and percentage body fat). These variables were measured both before and after the class term; the intervention and the non-intervention groups were subsequently compared.Two-way ANOVA and post hoc test revealed a significant intervention effect for psychological variables such as self-efficacy and the pros of exercise. With regard to the behavioral variables, a significant intervention effect was observed for both the PA levels of “exercise and sports” and “daily activity” and the frequency of the categorized PA (daily PA, health-related exercise such as aerobic exercise, stretching, and muscular exercise). In the health-related physical fitness test with regard to physiological variables, a significant intervention effect was observed for muscular endurance. These results suggest that this behavioral science-based physical education class with homework has comprehensive positive effects on the psychological, behavioral, and physiological variables related to the PA of college freshmen.

著者

木内 敦詞 荒井 弘和 浦井 良太郎 中村 友浩

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.53, no.2, pp.329-341, 2008-12-10 (Released:2009-02-25)

参考文献数

36

被引用文献数

3 2

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The purpose of this study was to investigate the effects of a physical education program based on behavioral science, which includes homework (project First-Year Physical Education: FYPE) on the health level and lifestyle of first-year college students. The study participants comprised 1,090 male college freshmen from an institute of technology in the Kinki area of Japan (intervention group, N=515; non-intervention group, N=575). The programs that were common to all the classes were as follows (the numbers correspond to the sequence of activities of the program). 1: guidance, 2–4: sports activity, 5: lecture (health science), 6–8: sports activity, 9: lecture (health science), 10–12: sports activity, and 13: summary of the class. Health behavior promotion programs were intended only for the intervention group. The programs comprised (1) education on behavioral change skills (self-monitoring, goal setting, self-reinforcement, and so on), and (2) out-of-class practical assignments such as physical education homework. We evaluated the health level and life habits of the students by using the Diagnostic Inventory of Health and Life Habit (DIHAL; Tokunaga, 2003) and evaluated their physical activity level using the Physical Activity Assessment Scale (PAAS; Wakui & Suzuki, 1997). As a result, significant intervention effects were observed with regard to the DIHAL scales for “Eating,” “Resting,” and the “Sum of lifestyle,” and with regard to the subscales of “Level of physical health,” “Eating regularly,” “Relaxing,” “Sleeping regularly,” and the “Fulfillment level of sleep.” The PAAS revealed a significant intervention effect with regard to “Daily activity,” which indicates the relatively light physical activities in daily life; however, this was not observed with regard to the DIHAL scale of “Exercise.” These results clearly indicate that physical education programs based on behavioral science and including homework can improve the overall lifestyle (namely, physical activity, eating, and resting) of first-year college students.

著者

山口 拓

出版者

Japan Society of Physical Education, Health and Sport Sciences

雑誌

体育学研究 (ISSN:04846710)

巻号頁・発行日

vol.57, no.1, pp.297-313, 2012

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It can be argued that most of the countries of the world are industrial developing countries. After World War II, industrially developed countries drew lessons from the past, and initiated continuous support to ensure global stability. Unfortunately, however, no tangible progress was made, and many countries are still struggling for peace and social stability. In these circumstances, the United Nations has released a 10-year plan for Millennium Development Goals (MDGs). This encompasses a number of novel viewpoint and methods, including the concept of "International Development through Sport" (IDS), which has been operating as a pilot project. Even though the importance of sport has begun to be recognized worldwide, there has also been an undermining of the value of physical education (PE). Against this background, it seems necessary to investigate the situation of PE in the context of educational reform in developing countries.<br>   In the present study we conducted a comprehensive analysis of plans for future diffusion of PE in Cambodia from a policy perspective, and attempted to define the conditions and challenges of recent educational reforms. There are two approaches for analyzing PE dissemination: comprehensive overview of "law and policy" and "actual conditions and activities", along with policy and education history. Through this approach, it was demonstrated that are many accumulated problems to be solved in educational development, and that have proved to be obstacles to PE dissemination in Cambodia. Furthermore, it was revealed that training of both pre-service and in-service teachers, which is a common policy concern in other subject fields, is essential in order to secure the implementation of PE. Irrespective of viewpoint, future diffusion of PE is a problem that can be solved only through short-term and long-term efforts focusing on model schools in each region to ensure the source of qualified teachers, and that is a link between primary schools and teacher training centers to secure regional centers for diffusion of PE in the short term. It should help to lay a firm foundation for the study on the method of educational technology in PE by consolidating statistical analysis of PE with central and regional administration, and establishing faculties of education and PE departments that will ensure the lasting growth of PE as an educational discipline.<br>