The practical history of the “Physical Education in Winter” as the developing Physical Education in Japan after World War II:

Focusing on the “Gate Keeping” by Health and Physical Education Teachers from the 1950s to 1960s

Abstract

The purpose of this study was to clear the teaching method about “Physical Education in Winter” (PE-W) in Japan after World War Ⅱ by focusing on “Gate Keeping.” Then, this study picked up the case reports about HPE-W, which had been published in the magazine “Taiikuka-kyoiku” in the 1950th -1960th. The problem of PE-W included two specific issues: facilities were restricted by snow and rain, and declining children's motivation to exercise due to coldness. The teaching methods for overcoming these problems were as follows. For the problem of facility restriction, two methods could be confirmed according to each case using schoolyard, gymnasium, and classroom. In the case of using the schoolyard, two strategies of using the schoolyard on the snow and improving the drainage of the schoolyard were confirmed. In the case of using the gymnasium, three methods of selecting exercises, using limited space efficiently, and arranging the learning form were confirmed. In the case of using the classroom, two methods of using limited space efficiently and selecting exercises were confirmed. For overcoming the problem of declining children's motivation, three methods of attaching and detaching warm clothes, arranging lessons to increase the amount of physical activity, and creating lessons aimed at mastering basic skills were confirmed. Moreover, it was also confirmed the three methods that tried to find meaning positively for PE-W as follows, fostering selfmanagement ability through attaching and detaching warm clothes, creating a positive atmosphere of the class, and promoting intellectual understanding of exercise. These were the methods to realize PE-W by making a positive sense in the dimension of goal and method. Since these methods were attempts to realize PE in any environment, it can be interpreted as a concrete effort to realize the ideal of “equality of educational opportunities” through study guidance. Moreover, the necessity of a lesson study based on environmental factors was suggested.