体育学研究
Online ISSN : 1881-7718
Print ISSN : 0484-6710
ISSN-L : 0484-6710
実践研究
社会的スキルの向上を促す体育における指導モデル(ASKSモデル)の検討:
チーム編成に着目して
梅垣 明美大友 智上田 憲嗣深田 直宏吉井 健人宮尾 夏姫
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ジャーナル フリー

2018 年 63 巻 1 号 p. 367-381

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In school education, it is important to encourage students to improve their social skills. Umegaki et al. (2016b) have developed an instructional model known as the Acquisition of Social Knowledge in Sport (ASKS) Model for facilitating improvement in social skills in the context of physical education. They consider that the ASKS Model with heterogeneous team organization would improve social skills that would be applicable to daily life outside of physical education classes and help students to maintain these social skills. However, no previous study has examined whether the ASKS Model would be effective for homogeneously organized teams. Therefore, the present study was designed to examine the type of team organization that would be most effective for the ASKS Model by comparing physical education classes with the ASKS Model based on homogeneous teams and heterogeneous teams. The study focused on physical education classes for male students in the second year of junior high school. The classes included those without the ASKS Model, those with the ASKS Model based on homogeneous teams, and those with the ASKS Model based on heterogeneous teams. A formative evaluation of friendship-building and the KiSS-18 questionnaire on paper were administered before and after each class. The study confirmed 2 points: First, the ASKS Model appeared to be effective when heterogeneous teams were organized. Second, the effectiveness was suggested to be improved when heterogeneity of motor skills was maintained, rather than heterogeneity of social skills.

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© 2018 一般社団法人 日本体育学会
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