2018 Volume 50 Issue 3 Pages 149-158
The purpose of this study was to examine the influence of the difference in the learning order on the learning outcome of students in the initial stage of junior high school judo classes. The study was conducted with 61 junior high school first grade students (boys: 35; girls: 26), who had to complete a questionnaire survey carried out after all classes during the 8-hour judo course between mid-October 2016 and December 2016. The participants were classified into two groups: “nage-waza precedence group” (NPG, n = 30) and “katame-waza precedence group” (KPG, n = 31). A psychosocial learning outcome evaluation scale (Yamamoto et al., 2017) was used to study participants after the completion of each unit in order to evaluate judo corresponding behavior, cooperative learning, martial arts manners, and compliance with class norms in judo class. Furthermore, a formative evaluation of the physical education class (Takahashi et al., 1994) was administered after each session. The scale proposed by Takahashi et al. (1994) is comprised of 4 subscales: motivation, outcome, ways of learning, and cooperation. The analysis showed that the score of KGP was significantly higher than that of NPG in “judo corresponding behavior” and “compliance with class norms”, with regard to psychosocial learning outcomes. Next, with regard to the formative evaluation of the learning content of each class, the class evaluation of NGP and KGP were almost the same. Based on the above, it was suggested that the learning outcomes of students differed slightly depending on the differences in the contents of the previous classes. Finally, the need to clarify the learning outcome of students in concrete skills in judo class was presented as a potential topic for future research.
