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

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

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
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

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
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

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
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

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
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
1 1

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
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

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

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

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
鈴木 理
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.16, no.2, pp.83-93, 1996-11-30 (Released:2010-08-10)
参考文献数
31
被引用文献数
1

In recent years, the concept of “teaching style”, especially Mosston's spectrum of teaching styles, is supported internationally. On the other hand, the teaching method of physical education in Japan is directed by the Learning Process Model (LPM) which is usually proposed in “Tanoshii-Taiiku” theory and adopted in the course of study. Setting LPM in the concept of “teaching style”, this study argues as follows:1) Though, in the extreme, case of “aim 2” is described as a problem solving style, it is an ability (for problem solving) developing style, in practice. Accordingly, LPM should not be classified as a “produce” cluster, but as a “reproduce” or “productive” cluster (eg. “task solving style”, “task selecting style”).2) The main content at “aim 1” of LPM is to enjoy one's exercise at the present ability. However, it is expected, from a practical point of view, that students will become trained in the technical or cognitive aspects. Therefore, we should establish the “support” skill as a significant teaching skill to guarantee rational and safe motor learning.3) Then it is necessary not only to present an objective criterion to identify the “saturated situation”, which is the turning point where the teacher directs students toward the next aim, but also to propose to operate LPM flexibly.4) It is the subject for a future study both to improve teaching styles and to establish a teaching strategy which specifies criteria on how to apply some styles.
著者
中川 昭
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.6, no.2, pp.39-45, 1986-11-30 (Released:2010-08-10)
参考文献数
11
被引用文献数
3

The purpose of this study was to make a proposition on the instruction in decision making in ball games from the theoretical standpoint. To put it concretely, the outline of contents and methods of the process-oriented instruction in it was given in this study.Firstly, a conceptual linear model of decision makig in ball games, which is consisted of four stagesselective attention to outer game situation (which means the external environment subsisting objectively), recognition of game situation (which consists of objective and subjective environmental elements), anticipation of game situation, decision on play-was presented, and the main points of instruction were discussed in each stage of the model.Secondly, the subjects of the method on field/ court, the method in room, and selecting game situations were discussed about the methodology of instruction.Resting on the basis of the proposition in this study, more improved practice and many corroborative studies on decision making in ball games should be proceeded in future.
著者
小野 雄大 友添 秀則 長島 和幸 根本 想
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.36, no.2, pp.15-30, 2016-11-30 (Released:2017-04-03)
参考文献数
34

Previous research has shown that physical education was introduced to young men’s associations through the strong encouragement of Giichi Tanaka. However, there has not been sufficient research on how Tanaka promoted physical education to young men’s associations or specifically what kind of plans were set forth.Accordingly, this study aims to clarify in detail the concept of promotion of physical education to young men’s associations.As a result, the following points were clarified:1) Tanaka positioned youth education in France, Russia and Austria as single-minded military school education and while he recognized its usefulness, he perceived it as negative. Meanwhile, he perceived German youth education favorably as discipline for the body and mind as a prerequisite to activities in the military.2) In the backdrop of German youth education as a model, Tanaka had a sense of impending crisis with respect to the current state of youth education in Japan which was in a trend of implementing excessive military style education. Based on these points, the education in Tanaka’s concept was, at least, positioned as activities in order to become healthy in terms of both stamina and spirit.3) The promotion of physical education to the youth was, for Tanaka, keeping in mind the combination of military education and national education, an experiment that required strong and healthy spirits and bodies as a basic prerequisite for the promotion of national power and war potential at time of generalized war as well as an expansion of military training.
著者
岡沢 祥訓 北 真佐美 諏訪 祐一郎
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.16, no.2, pp.145-155, 1996-11-30 (Released:2010-08-10)
参考文献数
17
被引用文献数
37 2

The purpose of this study was to make a clear structure of physical competence of students from the upper grades of elementary school to the university, and to examine the developmental tendency and sex difference. The subjects were 4, 880 students broken down into 505 elementary school children, 3, 530 junior high school students, 358 high school students, 487 university students. The 12 items were chosen from among a result of preliminary investigation about physical competence, and factor analysis was done.The results were as follows:1) Factor analysis reveals a 3-factor solution. The first factor, perceived physical competence, was defined by 4 items. The second factor, feeling of control, was defined by 4 items. The third factor, peer and teacher acceptance, was defined by 4 items. And the questional items which constituted each factor of physical competence were common to all development stages from the elementary school to the university. The reliability of these scales were tested by the coefficient α, and credible results were obtained.2) On the development stage, the elementary school children showed a higher score than the junior high school students, the high school students and the university students in perceived physical competence and feeling of control.The elementary school children and the junior high school students showed a higher score than the high school students and the university students in peer and teacher acceptance.3) On sex difference, it was showed that the male's scores in perceived physical competence and feeling of control were higher than the female's one on all school stages, and that the female's scores in peer and teacher acceptance were higher than the male's one on the elementary school, the junior high school and the high school. But it was not significant differences between the males and the females on the university.
著者
平野 真 林 恒明
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.26, no.1, pp.41-51, 2006

The purpose of this paper was to throw lights upon the perceptive changes that children show and the assistance teachers provide in the process of acquiring double dutch techniques through peer study activities.<br>This class aimed at solving &ldquo;small steps&rdquo; to master the duble dutch techniques. This study is an attempt to how we can produce teaching materials on double dutch, stressing the peer study such as &ldquo;what are the most important points?&rdquo; &ldquo;What do they observe?&rdquo; &ldquo;what are their good points&rdquo; six graders perform. Focusing on the role of the teacher, in two class hours, good coaching and effective demonstration is successful support for achievement. They are able to making inspection without strong teachers assistance.<br>As the results, the followings were found:<br>1) Effective communication plays an important role in peer study activities.<br>2) Duble dutch techniques can be achieved by setting up &ldquo;Small steps&rdquo; and excellent teaching techniques.<br>3) We can understand the psychological changes that children show by giving an interview after class, which were not identified by video recorders or questionnaires only.
著者
勝田 隆 友添 秀則 竹村 瑞穂 佐々木 康
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.36, no.2, pp.31-48, 2016

<p>本研究の目的は、現在のスポーツ界において、スポーツ・インテグリティという用語がどのように捉えられているのかを明らかにすること、また、その用語のもとに展開される実践的取り組みにについて、とくに教育的観点から、問題点を指摘することである。<br>そのために、まず、現在のスポーツ界において、スポーツ・インテグリティという用語がどのように捉えられているかを整理し、その上で問題点を見出した。<br>次に、スポーツ・インテグリティを保護・強化をする上で脅威となる要因について整理した。そして、複数のスポーツ団体が実践的に取り組むスポーツ・インテグリティに関するプログラムを、教育的観点から6 つに分類し、問題点について精査した。<br>考察の結果、本研究において以下の問題点が見出された。<br> a) スポーツ・インテグリティは、スポーツの文脈だけでなく、教育的・社会的文脈においても語られること。<br>b) 日本のスポーツ関係者は、大規模イベントの開催国の責任として、この問題に対する教育を啓蒙する必要性について認識し、共有すること。<br>c) 各組織のリーダーは、スポーツ・インテグリティの脅威に関する共通理解を持ち、これまで以上に共に対処していくことが求められていること。<br>d)「スポーツ ・インテグリティ」を自分自身に、そして組織や社会に対して問う姿勢として、スポーツそのものを守るための行動変容に不可欠なものと捉えること。<br>本稿におけるスポーツ・インテグリティに関する考察はまだ序説に位置づくものであり、今後、教育的観点以外の考察を含め、更なる研究が求められる。</p>
著者
近藤 智靖 高橋 健夫 岡出 美則
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.25, no.1, pp.11-26, 2005-07-01 (Released:2010-08-10)
参考文献数
25

身体経験論は、ドイツのスポーツ教授学分野の中の一つの考え方である。この考え方は、現在のノルトライン・ヴェストファーレン州学習指導要領に一定の影響を与えている。本論ではその論に着目し、その概念や実践及びそれを巡る論議についてFunkeとGrupeとの関わりを中心に考察を進めていく。この検討を通じて身体を教科の中で位置づける際に、何が論点になるのかを明らかにする。結果、次の点が明らかになった。1. Funkeが身体概念を検討する際に、常にGrupeの存在を意識していた。Grupeの理論にFunkeは一方で共鳴をしつつ、他方でその在り方に疑問を呈していた。2. 1983年のADL大会でFunkeの考え方はGrupeによって批判された。Grupeは身体経験概念の不明確さと経験の選択基準の曖昧さを批判した。しかし、この批判を契機としてFunkeは理論や実践を再考しはじめた。こうしたドイツの身体経験論の論議と変容過程を踏まえて、我が国の体育科教育学分野で身体の問題が議論されるべき際に論点となることは次の三つである。1. 体育科教育学において身体概念をどのように捉え、どのような論議をしていくのか。2. 学習内容を設定する際に、どのような経験を保証し、その選択基準をどうするのか。3. 学習内容に適した素材をどうするのか。
著者
金 暉 友添 秀則 小野 雄大
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.38, no.2, pp.1-20, 2019-01-10 (Released:2019-04-01)
参考文献数
47

As the management organization of the Extracurricular Sports Activities and Competition of High School, All Japan High School Athletic Federation (hereinafter referred to as AJHSAF) can be an important research object when considering the ideal way of Extracurricular Sports Activities and Competition of High School.However, there are few researches on AJHSAF. How has it been founded and what kinds of activities have been developed, and how did it establish the competition hosting rights are not clarified. This study focuses on AJHSAF from its inception in 1948 to its establishment of competition hosting rights in 1952, and aims to clarify the founding process of AJHSAF.The following points will be clarified in this paper:1) AJHSAF was founded in 1948 based on [Interscholastic Competition] in order to manage and operate the competition educatively. With the establish of each competition department, the entity as an executing agency was prepared, AJHSAF was organized.2) AJHSAF and High School Athletic Federation in each prefecture was socially considered as a suppression to restrain the overflow of the competition. However, as the immaturation of the organization and the competition hosting rights was not established, AJHSAF and High School Athletic Federation in each prefecture failed to restrain the excessive holding of competition by Japan Amateur Athletic Association, and it seemed like its business was only to hold competitions.3) With the enactment of [About Student Sports (Interscholastic Competition)] in 1952, AJHSAF established the competition hosting rights, which means school officials had equal rights on competition hosting and start to involve in student’s sports.
著者
長野 康平 中村 和彦
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.2, pp.77-87, 2020-12-31 (Released:2021-03-31)
参考文献数
19

Background: Regarding the burden of teachers in school athletic club activities, it is often argued that it is a burden because time of school athletic club activities related to working hours is long. However, factors related to the perceived burden of school athletic club activities have not been considered. The purpose of this study was the following three. 1) To clarify the rate of complaints about the perceived burden of teaching school athletic club activities among junior high school teachers in Yamanashi Prefecture. 2) To examine the relationship between teaching specialized competition and perceived burden. 3) To examine the relationship between the subject and the teaching specialized competition with the perceived burden.Method: We got data from 1,068 teachers who teaching school athletic club activities at junior high school in Yamanashi prefecture. Using a logistic regression analysis, we investigated a complex relationship between subject, involvement in specialized competition, and a perceived burden for teaching of school athletic club activities.Result: The accused rate of perceived burden to the teaching of school athletic club activities was 72.3%,21.3% of which had a sense of burden of high intensity. Odds ratio which has perceived burden so much that it is not involved in own specialized competition was high. Participation in the subject and specialized competitions was combined with complaints of perceived burden.
著者
日髙 裕介 友添 秀則 小野 雄大
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.31-50, 2020

<p>High school "sports strong teams" are a part of school education and serve as an important foundation of Japanese competitive sports. However, even though their importance has been pointed out, up to now there has been little research focusing on "sports strong teams." Therefore, this study sheds light on the historical characteristics of the high school "sports strong team" formation process.</p><p>The results of our research are as follows:</p><p>1. During the period of the establishment of high school reforms, the first health and physical education classes in Japan were taught at Tokyo Metropolitan Komaba High School. The first baby boom</p><p>generation went on to high school. Later, when the number of high school students suddenly decreased, private high schools began to position sports as an important pillar of a "distinctive education."</p><p>2. In the 1980s, while various high school educational reforms were taking place, the educational value of sports became recognized, and the number of high schools that used sports and operated in distinctive</p><p>ways increased. However, now that the declining birthrate society has arrived, simply using sports for their educational value is no longer enough to call something distinctive education. Therefore, under these circumstances, some high schools have begun to aim aggressively for "strong" extracurricular sports activities.</p><p>3. However, during this period, comments were beginning to be made about the adverse effects of "strengthening" extracurricular sports activities. Specifically, schools where extracurricular sports</p><p>activities are employed excessively by school management have received criticism from the standpoint of education.</p>