子どものからだが動くようになることを意図した運動指導実践報告

抄録

　Abstract In this study the cross-disciplinary contents and way for sports and movement teaching and coaching, and the athletic ability, self-esteem and motion of 2 girls who take part in my sports activities were focused.

　Practices of movement teaching and coaching were put into based on a hypotheses, it are “drawer” theory and “clue” theory, in each of 103 times sports activities for about 4 years from November 2002.

　The “drawer” theory is in the following. When man exercises with own body, man amasses each kinesthesis by the physical exertion. It was named “drawer” as the place where man amasses kinesthesis. When man exercises, man amasses own kinesthesis into previously existed “drawer”. If it is new Kinesthesis, the new “drawer” is created, or the new partition is made in previously existed “drawer” , and in the partition of the “drawer” the kinesthesis is amassed. When man gets the new motor task, man addresses the task by bringing on a/much kinesthesis from a “drawer”. As a result, it the task is not yet resolved to use the kinesthesis, as the partition is not rigid, the partition become thm, the kinesthesis interacts. Or/and the partition become mesh, the kinesthesis interacts. In this way man tries to resolve ms motor task. The teacher and coach titillate a/much Kinesthesis of own student(s) or athlete(s) to resolve the motor task. This stimulation was named “clue”. Therefore when teacher and coach prime student(s) and athlete(s), not only teacher and coach try to draw the motion what students and athletes desire with kinesthesis from their body, they should help what student(s) and athlete(s) amass kinesthesis based on the ingenerating of the motion. Because man plays sports with own kinesthesis from the body, and when man has more kinesthesis, teacher and coach can prime with his more kinesthesis.

　I believe from the communication with teachers and coaches that they are looking for contents as concrete methods with procedure. In this paper, 58 practices in all practices, and in particular, the practices with Hurdle are brought on as example.

　50m swimming, high jump， long jump，50m running，“Schalagball(80g)” throwing and 800m running of 2 girls were measured as the athletic ability by “Deutsches Sportabzeichen”. All athletic ability of 2 girls progressed. In the items 2 girls estimated 50m running and “Schalagball(80g)” throwing better than before themselves. The movement of “Schalagball(80g)” throwing at May 17th 2003, June 25th 2005 and October 28th 2006 what 2 girls rated as most progressed items were considered from the filmed videotape. The swing back motion and leaning back motion in throwing motion grew up from year to year.

　It is suggested that the training for short-distance sprint affected the ability to 50m running, and the training for throwing affected the ability to ball throwing. But it will be not shown whether 58 practices in this contents interacted or not with each other.