Abstract
This study clarifies how teachers use “speech” in physical education classes through case studies. The paper used, as case studies, Expressive Activity and Games classes of physical education targeting grade 4 elementary schools students and examined the “speech” teachers used of the classes.
In the analysis, the teacher’s “speech” was further categorized and classified by content as well as by targeted subjects with reference to previous research related to teacher behavior in physical education classes (Takahashi, 1991; Takahashi, Utagawa, and Yoshino et al., 1996; Hasegawa, 2004). The results clarified the following. 1) The teacher conducted awareness raising and focusing on learning tasks through analytical questions and mutual interaction with children. Furthermore, in motor learning situations, the teacher often used positive feedback about skills. 2) The study indicated an impact on the achievements of children who said that they could perform or understand the teacher’s instructions and feedback related to specific skills (movements).
