教員志望学生が体育の教科専門の授業から何を獲得しているのか

運動課題の認識と原因帰属に着目して

抄録

The purpose of this study was to investigate cognitions of motor task by students in a teacher-training course and changes of causal attributions. Students performed “forward roll on the bar” motor task at a physical education class required in a course of study for the teaching profession. They were divided into an expert group which acquired motor task easily (N=44) and a novice group with difficulty in acquiring it (N=37). The two groups were examined in their cognitions and causal attributions before the class, and after the motor task acquisition. The results were as follows: 1) Cognitions of motor task were classified into implicit, formal, and explicit contents in behavioral category. 2) A novice group perceived more explicit procedural knowledge of motor task than an expert group. 3) In both groups, effort attribution was the most remarkable of their causal attributions after the task acquisition. These results indicated that students who took a professional class of physical education perceived procedural knowledges of motor task and recognized the importance of effort attribution at performing motor task.