著者

及川 力

出版者

Japanese Society of Sport Education

雑誌

スポーツ教育学研究 (ISSN:09118845)

巻号頁・発行日

vol.18, no.1, pp.49-54, 1998-05-31 (Released:2010-08-10)

参考文献数

18

被引用文献数

5 1

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CISS (Comité International des Sports des Sourds) organized the IPC (International Paralympic Committee) with other sports bodies and national organizations for the Disabled in 1989, however CISS left the IPC in 1995. It seems that there were several factors in the process that CISS left the IPC.First, the idea regarding integration of sports for the Disabled was different between CISS and the IPC.Secondly, the concept regarding sign interpreting at the meetings from ICC to IPC was different each other.Thirdly, the deaf people's thoughts that disabled people themselves should control their own bodies was strongly reflected.In future, CISS is expected to become a strong driving force to prepare events that are open to both disabled people and able-bodied people in each sports federation at all levels and to realize integration of the Disabled in the world of sports. Therefore, it is even important for CISS and IPC to cooperate closely each other.

著者

鈴木 理

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.14, no.1, pp.17-27, 1994-06-30 (Released:2010-08-10)

参考文献数

27

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Mosston's spectrum of teaching style is one of the well-known concepts as a teaching method of physical education in the United States. But, unfortunately it has not been discussed enough in Japan. Describing this unique model, this study clarifies its limit and possibility.Mosston's model presents many teaching styles which are different in sharing decision making between a teacher and student. Mosston emphasises teacher behavior rather than student behavior. This indicates that he is much concenned with the initiative at a teacher in the class. This paper argues that it is necessary to describe into details about relationships between student behavior and objectives (outcomes), because the student behavior is equally important to achieve the educational goal. Therefore, this study insists that Mosston's model should be revised with the classification based on 1) teacher centered type, 2) teacher-student type, 3) student centered type, and 4) student independent type. In addition, the model should be redefined in light of the way to organize students: 1) whole class type, 2) small group type, 3) peer tutoring type, 4) individualized type.In short, these propositions are useful to verify effectiveness of each style positively, and to modify Mosston's model through the planning-process-product study.

著者

神谷 拓

出版者

Japanese Society of Sport Education

雑誌

スポーツ教育学研究 (ISSN:09118845)

巻号頁・発行日

vol.26, no.2, pp.75-88, 2007-03-31 (Released:2010-08-10)

参考文献数

87

被引用文献数

1

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This study analyzed how curricular club activities were established in Japan's “Course of Study” and changed on the basis of precedents for curricular and extracurricular club activities. The study revealed the following points:1. In “the Course of Study of 1969” for lower secondary schools, curricular club activities were newly established because of a series of judgments that had approved the right of teachers to claim overtime allowances.2. In “the Course of Study of 1977 and 1978”, guidelines that encourage adequate implementation of both curricular and extracurricular club activities were established, since some court decisions had, since 1970, upheld the obligation of teachers to be present at extracurricular club activities outside duty hours.3. In “the Course of Study of 1989”, a choice between curricular and extracurricular club activities was at last allowed, since in 1983 the Supreme Court turned down the requirement that teachers be present at extracurricular club activities.As described above, the origin and position of curricular club activities in “the Course of Study” have been associated with precedents for the management and operation of schools. This indicates the importance of a precise review of the educational significance and related condition of these activities in terms of “the Course of Study”.

著者

長島 和幸

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.39, no.2, pp.13-26, 2020-01-31 (Released:2020-05-20)

参考文献数

28

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The aim of this study is to establish Ichiro Hatta’s “konjo” theory through analysis of his criticism of this trending term, “konjo”, along with his “training” concept, both terms he used during the 1960s. The first analysis identifies Hatta’s definition of “takeyari konjo” and “makeinu konjo” in his criticism. These definitions condemned training methods as “irrational”. Athletes and coaches who were supposed to aim at winning, yet focused on cultivating just a “mental” side without accessing “authentic strength”. Therefore Hatta defined any victories as mere coincidences. Hatta’s concept of “konjo” was grounded in the importance of both the “physical strength and mental strength” components of athletic ability. The second analysis of this research clarifies Hatta’s focus on consistent victory by targeting athletes’ “physical strength and mental strength” under seven types of “training” provided in his coaching. In essence, this study finds Hatta’s “konjo” theory was different from the popularized notion during the 1960s. We can characterize his perspective as being “physical strength and mental strength”. As will be outlined, his theory was embodied in his coaching.

著者

岡部 祐介 友添 秀則 吉永 武史 稲葉 佳奈子

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.30, no.1, pp.13-23, 2010-10-30 (Released:2013-07-20)

参考文献数

25

被引用文献数

3 1

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The purpose of this study is to clarify a contemporary meaning of discourse concerning the suicide of Kokichi Tsuburaya who was a marathon runner in the Olympic games in Tokyo, 1964.Tsuburaya's death was continually talked about in the newspaper and magazines, and discourse related to the suicide of Tsuburaya was reproduced.It was pointed out that the nation and the Self Defense Forces had caused “pressure” for Tsuburaya. In worldwide competitions including the Olympic games, contemporary athletes receive “pressure” as Tsuburaya.However, the difference with the generation of Tsuburaya's was clearly shown, and the conversion of the “ethos of sports” was pointed out. As a result of Tsuburaya's death it brought meaning as follows:Through Tsuburaya's, it was recognized that athletes undertake an excessive expectation from those around them, and social pressures over winning or defeat. It is thought that the death of Tsuburaya made clear the problem of identity loss for athletes. In addition, “recognition that modern athletes represent the nation”and “preferable attitude to competitive sport” is recognized. A definite link can be made between the “ethos of sport” and “Tsuburaya” which reproduces a (standard) discourse.

著者

成瀬 麻美 寺山 由美 宗宮 悠子

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.34, no.1, pp.1-11, 2014-05-31 (Released:2014-09-29)

参考文献数

51

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In this study, the aim was to clarify types of “MOHO” which emerge from second grade elementary school children during expressive play. Since expressive play has a characteristic of “turning completely into a subject”, this study focused on the viewpoint of imitation. In the experiment, children were shown the picture cards of animals and vehicles, and they were asked to make an improvisational turn into the subject. After the experiment, analysis of the movements of the imitation was followed, and the types of “MOHO” were examined.The result indicated two types of “MOHO”; “Imitation of a subject” and “Imitation of others”. “Imitation of a subject” includes three types of imitations; “Imitation of a framework” in which children imitate the form of the subject only, “Exaggerated imitation” in which children exaggerate the characteristics of the subject, and “Original imitation” in which children express the subject beyond the actual feature in their own way. “Imitation of others” includes two types of imitations; “Mutual imitation” in which two or more children mutually imitating the subject’s movement, and “Reflective imitation” in which children take the other children’s movement into their own movement.

著者

竹村 瑞穂 近藤 良享

出版者

Japanese Society of Sport Education

雑誌

スポーツ教育学研究 (ISSN:09118845)

巻号頁・発行日

vol.28, no.1, pp.13-23, 2008-11-30 (Released:2010-08-10)

参考文献数

27

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The purpose of this paper is to examine prior arguments about the necessity of prohibiting doping. Up until now, arguments about this issue have unfolded in many ways. This time, prior arguments were examined and an attempt was made to clarify the construction of this issue and the remaining problems. Papers analyzed were limited to those written from an ethical standpoint without the presumption that doping is wrong.In the course of examining prior arguments based on prohibiting of doping, four main standpoints can be listed as follows.1. A position that seeks reconsideration of the propriety of prohibiting doping from the viewpoint of “paternalism” or “free will”.2. A position that seeks reconsideration about the necessity of prohibiting doping from the viewpoint of the concept of “fair” or “justice”.3. A position that considers the necessity of prohibiting doping from the viewpoint of natural demand from parts of the human body.4. A position that encourages reconsideration of prohibiting doping from a modern viewpoint of the body in connection.In conclusion, these standpoints can be classified into two categories. One is the problem of “the essence of sports” and the other is “the bio-ethical problem” such as that of the right of body possession or free will. These two issues along with the new arrival of genetic enhancement or gene doping, are ones of significant concern remaining to be answered in the realm of sports and ethics.

著者

福井 邦宗 豊田 則成

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.40, no.1, pp.61-77, 2020-06-30 (Released:2020-09-30)

参考文献数

60

被引用文献数

1

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The purposes of this study were ①to clarify the psychological transformation process through cheering activities based on the narrative of a reserve college student athlete engaged in team cheering activities, and②to present the hypothetical knowledge which represent the significance of cheering activities and contribute to better sports fields. A semi-structured interview was conducted with one reserve college student athlete to explore how he had recognized cheering activities. Data were analyzed using the Qualitative Synthesis Method.A schematic diagram of the psychological transformation process of the reserve college student athlete was generated based on the 13 labels gathered through the analysis. The following four outcomes were derived from the schematic diagram: 1) the promotion of psychological maturity by adapting to the psychological conflict caused by cheering activities, 2) the possibility that collective cohesion and collective efficacy improved through cheering activities, 3) the probability that cheering activities could be an opportunity to develop sports selfmanagement skills, and 4) the visualization of the psychological transformation process of the reserve college student athlete through the cheering activities. These outcomes are expected to contribute to maintaining the motivation of reserve college student athletes and promoting their participation in cheering activities, improving the team feeling, and their psychological maturity through cheering activities.

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

池上 正

出版者

Japanese Society of Sport Education

雑誌

スポーツ教育学研究 (ISSN:09118845)

巻号頁・発行日

vol.34, no.1, pp.87-90, 2014

著者

山下 三郎 中川 孝 河野 信弘 西川 友之

出版者

Japanese Society of Sport Education

雑誌

スポーツ教育学研究 (ISSN:09118845)

巻号頁・発行日

vol.13, no.1, pp.35-43, 1993-06-30 (Released:2010-08-10)

参考文献数

32

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The purpose of the present study was to examine the relationships between three factors (physique, motor ability and intelligence quotient) of the 57 mentally retarded boys and girls from 8 to 17 years old in 1989. The physique factor was composed of standing height and body weight. The motor ability factor was composed of 50m dash run, standing broad jump and softball throw for distance. Their intelligence quotients were rated by Tanaka-Binet intelligence test. Their z-scores of physique and motor ability were computed by the means and standard deviations of physique and motor ability in the Japanese normal children.The following results were obtained.1) The mentally retarded boys and girls had significantly moderate correlation coeffients between z-scores of 50m dash run, standing broad jump, softball throw and intelligence quotients.2) There were no relationships between z-scores of physique and intelligence quotients in both sexes with the exception of body weight in girls. The mentally retarded girls had significantly negative correlation coefficient between body weight and intelligence quotients.3) There were no relationships between z-scores of standing height and motor ability in both sexes. The mentally retarded boys had significantly positive correlation coefficients between the z-scores of body weight and the z-scores of standing broad jump, softball throw.

著者

松本 靖 後藤 幸弘

出版者

Japanese Society of Sport Education

雑誌

スポーツ教育学研究 (ISSN:09118845)

巻号頁・発行日

vol.26, no.2, pp.89-103, 2007

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小学校5年生児童を対象に、戦術の系統に基づいて考案した7つの「課題ゲーム」を中心とする学習過程を適応した実験群 (TG群) と、「5対5のミニゲーム」とゲームで発見した課題を練習する学習過程を適応した対照群 (NG群) を設定し、両群の学習成果を比較した。結果は以下の通りである。<br>1) 個人的技能 (8の字ドリブルの得点、ボールリフティング回数、トラップ回数、ならびにパスの正確性) は、両群ともに向上が認められた。<br>2) 集団的技能 (攻撃完了率、仲間との関わり率、連係シュート率) は、両群ともに向上した。しかし、TG群では単元後半に顕著な向上を示し、NG群との間に有意差がみられるようになった。<br>3) シュートに至るプレーパターン (8種類) の出現種類には、両群間に差はみられなかった。しかし、スルーパス、ワンツー、ポスト、およびオーバーラップからのシュートの出現頻度は、TG群では増加したが、NG群には増加はみられなかった。また、相手クリアーミスとドリブルからのシュートの出現頻度は、TG群では減少したが、NG群では前者は増加し、後者には変化はみられなかった。<br>4) 単元終了時における戦術行動の出現頻度は、いずれもTG群の方が多く、スルーパス、ポストにおいて顕著な差がみられた。<br>5) 授業の自己評価は、TG群の方がNG群よりも有意に高値を示した。さらに、記述内容においても、「技や力の伸び」では、TG群はパスの正確性に関することが多く、NG群は個人技能に関することの多いことが認められた。また「新しい発見」では、TG群はボール非保持者の動きに関することが多く、NG群は守備の仕方に関することが多く認められた。さらに、「楽しさ」では、TG群は、集団技能に関するものが多いのに対して、NG群は、精一杯の運動、勝敗に関するものが多かった。<br>6) 態度測定の「価値」ならびに「評価」尺度の得点は、TG群の方が高いことが認められた。<br>7) 戦術行動の認識度は、両群ともに有意に向上したが、単元終了時の成績は、攻撃に関わる成績の差によってTG群の方が高値を示した。<br>8) 学習ノートにみる作戦は、TG群では 『スローガン的作戦』 から 『パスパス作戦』 『状況把握攻撃作戦』 に変化した。これに対し、NG群では 『スローガン的作戦』、『役割分担守備作戦』 から 『守備を固めて速攻作戦』 に変化し、守備に焦点化された作戦に終始していた。<br>9) サッカーの学習が楽しかったと答えた児童は、両群ともに増加した。また、その増加は、TG群の女子において顕著に認められた。<br>10) 戦術行動認識度テストと授業の楽しさ得点の間には、有意な相関関係が得られ、戦術に関わる認識が高まり、それをゲームで発揮できるようになれば、児童はサッカーの授業を楽しめるようになることが示唆された。<br>以上のことから、戦術行動の系統を基に考案した「課題ゲーム」を中心とする学習過程は、児童に戦術行動を認識させることによって、個人技能や集団技能を高め、楽しさを感じさせ得ることができ、体育授業に対する愛好的態度をも高め得ることが認められた。<br>ところで、本研究で用いた「課題ゲーム」は、攻撃に焦点をあてて作成し、攻撃の認識の高まりとともに守備の認識の高まりを期待した。しかし、攻撃に関する認識は高め得たが、守備に関する認識度をNG群以上に向上させ得なかったという問題が認められた。これには、守備は受動的になるためゲーム状況を記憶できにくいことに加え、攻撃側に数的優位を保障した本研究の「課題ゲーム」では、完全な防御が不可能であったことの影響が考えられた。この点については、今後さらに検討する必要がある。

著者

大峰 光博 友添 秀則 岡部 祐介

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.31, no.2, pp.13-25, 2012-03-30 (Released:2013-10-11)

参考文献数

51

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In basketball, there is one of the intentional rules violations, which is called “foul game”. “Foul game” is the action that a defense player toward the end of a close game will intentionally foul players in possession of the ball in order to stop the clock. Although the dispute has so far been made from a viewpoint whether to be an act morally permitted to “foul game” or not, it has not resulted in the conclusion. The purpose of this study was to examine the point on right or wrong of “foul game” in basketball between Fraleigh and Simon who are regarded as renowned scholars in sport ethics with a fresh eye.There are three points in the controversy between Fraleigh and Simon.1. Role of the penalty for intentional fouls2. Importance of restorative skills3. Agreement of participants for intentional foulsIn this study, the three points at issue were examined by considering the contents of “official basketball rule” published in Japan Basketball Association. Especially, we analyzed the transition of the provisions of “intentional foul” and “unsportsmanlike foul” which have specified “foul game”. The results here are as follows.1.The role of the penalty for intentional fouls has shifted from the sanction for prohibited acts to the price for options.2.The importance of restorative skills by the free throw accompanying “foul game” has become more significant skills for which participants are asked in a game.3.The agreement of participants for intentional foul in “foul game” has moved turned to be acceptable.As we can see above, it has been evaluated as an act by which a “foul game“ is allowed in “official basketball rule”.

著者

友添 秀則

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.75-79, 2023-05-31 (Released:2023-08-31)

参考文献数

6

著者

伊藤 雅広 奥村 拓朗 岡出 美則 近藤 智靖

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.53-69, 2022-11-30 (Released:2023-02-28)

参考文献数

27

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The purpose of this study was to conduct a lesson unit for fourth graders focusing on divergent and convergent thinking in flag football strategy planning, and to analyze changes in the students’ strategy planning before and after the lesson unit. The participants were 64 fourth-grade students. We conducted a paper-based strategies planning test before and after a lesson unit consisting of eight flag football physical education (PE) classes. During the first half of the lesson unit, we set goals for students to present their ideas and plan various strategies, and during the second half, we provided specialized instructions in selecting and modifying effective strategies. The strategies planning test was analyzed from the perspectives of divergent thinking i.e., number and concreteness of plans, and convergent thinking i.e., number and appropriateness of plans.The main results following the strategies planning test are below:(1) The number of strategies planned by the students increased.(2) Furthermore, the number of strategies on how to decoy players and the defensive players’ moves led to an increase in the percentage of concrete strategies.(3) The percentage of strategies on attacking places without defensive players increased.These results confirmed that the students were planning more concrete strategies through the lesson unit and thus, their divergent thinking had improved. In addition, the students came together to plan a strategy, assuming they would attack a place without defensive players and thus, their convergent thinking had improved. Therefore, it can be said that the lesson unit was an example of effective methods to promote divergent and convergent thinking of strategy planning by children.

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

池田 めぐみ

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.87-89, 2023-05-31 (Released:2023-08-31)

参考文献数

1

著者

梅澤 秋久 村瀬 浩二 坂本 光平

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.41, no.2, pp.1-20, 2021-12-31 (Released:2022-03-31)

参考文献数

47

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The purpose of this study was to develop Attitude Scale focusing on inclusion of physical education for fifth and sixth grade elementary school students. First, it was verified the reliability and validity of Attitude Scale of inclusive physical education (Study I). Next, it was examined the effects of factors such as gender differences, grade differences, and exclusion atmosphere in the class on individual exclusion behavior in physical education focusing on inclusion (Study II). Based on these results, it was considered the practical knowledge of inclusive physical education. In this study, it was concluded that the following points were considered.1) In Study I, a questionnaire was conducted for fifth and sixth grade elementary school students (2001 valid responses). Exploratory factor analysis indicated a total of 5 factors: 3 factors for inclusion, “Leadership”, “Acceptance of diversity” and “Inclusion of disabilities”, and 2 factors for exclusion, “Exclusion to failure” and “Excessive victory orientation”. Structural validity was confirmed by results of confirmatory factor analysis.2) In Study II, it first was examined the characteristics of gender and grade differences in inclusive physical education. In comparison by grade, the fifth grade was significantly higher in “Inclusion of disabilities” that contributed to inclusion, and the sixth grade was higher in the two factors of “Exclusion to failure” and “Exclusion atmosphere” regarding exclusion. Therefore, it was suggested that the inclusive physical education attitude may decrease as the grade progresses. In comparison by gender, girls were significantly higher in “Inclusion of disabilities” than boys, and boys were significantly higher in “Leadership”, “Exclusion to failure” and “Excessive victory orientation”. In addition, it was considered that “Excessive victory orientation” was significantly higher in sixth grade than in fifth grade in boys. The comparison by gender revealed that girls were significantly higher in “inclusion of disabilities” than boys, and boys were significantly higher in “Leadership”, “Exclusion to failure” and “Excessive victory orientation”. As a result of two-way ANOVA, it was suggested children who have a high exclusive atmosphere within the class and who have an excessive victory orientation are more likely to behave in an exclusive manner. Furthermore, it was also suggested that leaders who can accept diversity are less likely to exclude to failure, while leaders who do not accept diversity may behave in an exclusive manner to failure.3) By Attitude Scale of inclusive physical education, it becomes possible to objectively measure the learning aspect of inclusive and exclusive children. Considering individual characteristics, it is also thought that it will contribute to class improvement with an emphasis on an inclusive perspective.

著者

三上 純

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.41, no.2, pp.35-48, 2021-12-31 (Released:2022-03-31)

参考文献数

34

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The purpose of this paper was to consider the concept of “Physical Literacy” used in the fields of physical education and sports in recent years, focusing on the discussions of Margaret Whitehead, who proposed this concept in 1993, in the context of the trends of discussions in Japan.Whitehead presented the concept of physical literacy motivated by four principle influences: (1) the philosophical writings of existentialists and phenomenologists, (2) the perception that the importance of motor skill development in early childhood was being forgotten, (3) concerns regarding the growing number of people drifting away from physical activity, and (4) concerns that the general direction that physical education in school was taking was very much biased towards high-level performance and elitism. Based on such background elements, physical literacy was proposed as a concept for identifying the intrinsic value of physical activity and asserting the importance of physical activity for all.In contrast, in Japan, the concept of physical literacy has been introduced mainly in the context of athlete development, and although researchers argued that Whitehead's definition of physical literacy as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life” was the most common, physical literacy was regarded as synonymous with “athletic skills” and understood as a concept that applies only to young people.However, Whitehead's concept of physical literacy was presented as a capability that every individual can develop throughout their lifetime, based on the philosophical foundations of monism, existentialism, and phenomenology. Although its definition and contents have been revised several times, the criticism of dualism and the attitude of advocating the value of physical activity for all remained consistent. This attitude was reflected in Whitehead's claims that physical literacy needs to be perceived in the context of Paulo Freire's critical literacy and the capability approach of Amartya Sen and Martha Nussbaum.Whitehead's concept of physical literacy provides an opportunity to question why people who are prevented from participating in physical activity for some reason are in such a situation. Physical literacy is not simply the discussion of athletic skills and competitive sports, but a concept for considering the ideal method of physical education in schools that emphasizes the value of physical activity for all.

著者

鈴木 秀人

出版者

Japanese Society of Sport Education

雑誌

スポーツ教育学研究 (ISSN:09118845)

巻号頁・発行日

vol.19, no.1, pp.1-25, 1999-05-31 (Released:2010-08-10)

参考文献数

45

被引用文献数

2

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The purpose of this study is to examine the present conditions of physical education lessons in English Public Schools through examining the P. E. curriculum and interviewing the director of the P. E. department of four representative Public Schools: Winchester College, Eton College, Rugby School and Harrow School.The analysis conducted in this study on the aims, objectives and contents of physical education lessons proposed by the P. E. teachers of these four schools has made clear following points.1) In these schools, physical education is a compulsory subject for the first one or two years only. The existence of extra-curricular games and the pressure of examination work have made the status of this subject less significant.2) Their ideas on the aims and objectives of physical education lessons are almost the same as the current generally accepted way of thinking. Specifically, their thinking is to try to make a meaningful, active relationship between physical education lessons and extra-curricular games after making it clear where physical education lessons are different from extra-curricular games.3) The contents of physical education lessons in these schools are so different from that of state secondary schools. Public Schools do not teach team games which are emphasised in state schools. Dance and outdoor activities are also not taught in physical education lessons in Public Schools.4) Though team games are still stressed in the extra-curricular activities, so many other activities including individual sports are taken there. This implies that their thinking on this activity has changed from Victorian values to the new approach of physical education.Consequently, the P. E. teachers of English Public Schools have made an endeavor to place physical education lessons as the foundation of all physical activities in the schools. The existence of National Curriculum which prescribes physical education as a compulsory subject may work advantageously to their endeavors.