Abstract
The purpose of this article is to examine how the 'learning-sleep' materials that we have developed for secondary physical education work in physical education classes, and to discuss the effectiveness of these materials. First, we have made up a handbook for sleep education, and then asked for evaluation of the handbook among physical and health education teachers and sleep instructors. As a result, the handbook was widely acclaimed for the following eight features: (i) plenitude, (ii) originality, (iii) clarity, (iv) level of challenge, (v) level of importance, (vi) degree of expectation, (vii) degree of utilization, and (viii) degree of demand. The first four points concern the content of the handbook, and the last four the publication itself. Next, we have made out a sleep program based on the handbook, and furthermore examined how it worked in physical education classes. In the student evaluation, we obtained high marks, in particular, in terms of the satisfaction rating, understandability, appropriateness as a teaching aid, and future use. In the teachers' and lesson-observers' evaluation, the following comment was obtained: while some modification might be required concerning technical explanations of materials and the class structure, the lessons should work for the improvement of the current sleeping conditions of junior high school students. Combined the evaluations of the teachers, instructors, students and lesson observers, we are sure that the learning materials shown in this research will have some value in providing beneficial sleep education at junior high schools.
