1982 Volume 7 Issue 1 Pages 29-40
In our previous paper, the relationships among velocity, step frequency and step length during a-100-meter run was examined. From the results, a simple recording method of them was devised. In this paper, applying the simple recording method to sprint running class, the improvement of students' running records and the changes of their images about sprint running were compared before and after the exercise classes. For the comparison, 3 junior high schools with different teaching methods were used, that is, firstly, the experimental school (85 students) in which the recording method is applied to let the students find out their own problems to improve their running pattern and then try to solve them, secondly, the controlled school I (80 students) in which, without using the recording method, the usual systematic teaching method is adopted, and lastly, the controlled school II (84 students) in which sprint running is not adopted at all. Besides, to compare the results after the exercise classes, the students of each school were divided into 3 groups (which is consist of 10 students each) according to their running records during a-100-meter run before the classes; (i.e., A : 13.3 〜 14. 7 sec, B : 14.8 〜 16.0 sec.,C: 16. 1 〜 18.0 sec.) The results were summarized as follows; 1) The simple recording method was very effective when it is adopted in the exercise classes to let the students grasp their own running pattern from the viewpoint of velocity, step frequency and step length during a-100-meter run. 2) After the exercise classes significant improvement of running record was seen, in every group in the experimental school (the time was shortened 0.22 sec. in A, 0.37 sec. in B, 0.61 sec. in C), in B and C groups in the controlled school I (0.29 sec. in B, 0.40 sec. in C). On the other hand, no significant improvement could be observed in the controlled school I. 3) In the experimental school, the great improvement was seen, in every group, on their step length and rate of deceleration during a-100-meter run compared with the records before the classes. 4) In the experimental school, the students' images about sprint running could be success- fully changed. 5) The improvement in the experimental school mentioned above in 2), 3) and 4), seems to have been achieved through the students' activities rather than because of the appropriate content of the exercise, for they grasped their own running pattern, finding their problems to improve through those activities, and took spontaneous exercise based on their findings. Moreover, the most primary factor that has caused the improvement is probably due to the very application of the simple recording method in the classes. It is, however, impossible for us at this moment to assert which is the primary factor, the teaching method or the application of the recording method.
