マット運動における前方倒立回転とびの指導 に関する超越論的反省分析

抄録

　Physical education teachers and sports instructors try to guide learners’ emergent activities in a better direction and share their kinaesthetic sensations in relation to their emergent activities. Therefore, research to clarify the essence of emergent activity is a domain in which instructors specialize. In addition, research to explore instructors’ attitudes and teaching practices may help to clarify the essential possibilities of emergent activities and provide valuable suggestions for teaching.
　In this study, the author’s teaching practice for the forward handspring mat exercise was addressed and reflective analysis was conducted to clarify the essential possibilities of the emergent activity of this technique.
　This study was conducted in a supplementary exercise class at a physical education university, targeting a female student in her third year at the time.
　The author’s instruction in the forward handspring was analyzed by comparing the modality change in the student’s kinaesthetic consciousness with reflective analysis of the transcendentalism of the practice. The modal variation of the student’s kinaesthetic consciousness was clarified by posing detailed questions.
　This approach revealed the following:
　-It is necessary to pay attention to the differentiation structure of the “bouncing reaction effect” in order to generate this effect in the student’s stepping foot.
　-The key point in maieutic prompting of the bouncing reaction effect of the stepping foot is the catching action effect as passive kinaesthetic intentionality hidden in the action.
　-In maieutic prompting of the bouncing reaction effect of the stepping foot, awareness of body function as an object becomes an obstacle.
　-When we teach students to correct the motion of the stepping foot using this technique, we need to take into account the modality change of kinaesthetic intentionality caused by the change in their pathos.
　-This modality change of kinaesthetic intentionality due to the change in pathos can be avoided by making learners aware of the rhythm of skipping if they have already learned to skip.
　These findings will serve as a valuable resource for teaching this technique.