抄録
For appropriate risk management in schools in the context of physical education activities, there is an increasing need for communication between teachers and parents in order to achieve a consensus. The purpose of this study was to clarify the difference in the perception of risk posed by physical education activities between elementary school teachers and parents. To this end, 106 elementary school teachers and 102 parents responded to a risk image scale comprising 9 items and a risk perception scale comprising 4 items related to 9 different physical education activities. The results of three–mode factor analysis using the Tucker 1 model indicated that the risk image scale was aggregated into 3 dimensions–“educational significance”, “dread”, and “controllably known”–while the risk perception scale was aggregated into 2 dimensions–“risk evaluation” and “need for response”. Examination of the differences between teachers and parents for each variable revealed that teachers tended to rate educational significance, dread, risk evaluation, and need for response higher than parents. In addition, teachers tended to show relatively larger differences in risk evaluation for each activity than did parents. Multiple regression analysis revealed that dread influenced risk evaluation, and that both dread and educational significance influenced the need for a response. This indicated that the difference in risk perception between parents and teachers was attributable to a difference in educational significance and dread. These results suggest that, in order to improve risk communication in schools, it is necessary for teachers and parents to match their degree of educational significance and dread, respectively.
