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

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

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

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

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

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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

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

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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

被引用文献数

1

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<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

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

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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

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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

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<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>

著者

大西 祐司 栗田 昇平 岡出 美則

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.40, no.1, pp.1-17, 2020-06-30 (Released:2020-09-30)

参考文献数

41

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The purpose of this study was to identify the learning sequence in the National Standards for Dance Education [NSDE]. To achieve this objective, we set the following three tasks;1) to identify the frameworks of learning sequences in each grade-band,2) to reveal the characteristics of content knowledge organized in Outlines of Sequential Learning,3) to illustrate the rationale behind the learning progression in Outlines of Sequential Learning.The results showed that;1) The learning sequence in dance education in the United States were structured in three grade-band, K-4, 5-8, and 9-12. In all grade-bands, development of not only motor skills, but also cognitive (creating and appreciating dance) and social emotional (establishing relationships with others) domains of learning in dance were expected to be acquired by students. Also, engagement in social activities relative to history and culture of dance were also identified as learning outcomes in the standards.2) In Outlines of Sequential Learning, three indicators provided achievement standards corresponding as to the three developmental stages. In particular, the achievement standards were not set up during content knowledge at that specific stage. The specific higher level standards enhanced the difficulty as integrating the lower level standards. The specific standards enhanced the difficulty not to change content knowledge, but to change the quality of achievement.3) In the process of developing Outlines of Sequential Learning, the developmental stages were set at first and then, in according to those stages, the achievement standards were described. The description on expected outcomes were differenent of each scopes. It means that the same achievement standards in sequential stages were described in some scopes and different others were changed in spite of same scopes. In addition, the amount of time to achieve appropriately was considerate.Overall, the learning sequence in the national standards for dance education in U.S.A. was structured based on the developmental characteristic of students and difficulty of the content. The consideration of content and the amount of time are critical to determine the learning sequences in national standards.