2024 Volume 44 Issue 1 Pages 1-16
In universities that establish physical education teacher training programs, practical classes are integrated into the curriculum. In these practical classes, the primary evaluation criterion is whether or not students can accomplish specific movement tasks. Concurrently, the execution quality of the movement tasks also constitutes a component of the evaluation.
However, to become a physical education teacher, the proficiency in performing practical tasks is insufficient. Competency in teaching those physical exercises is also requisite. To embody the skills necessary for instructing, it is imperative to comprehend the “Kinästhese” essential for executing such movements.
The focus of this study is on the “Handstand Forward Roll” within the mat exercises of apparatus gymnastics. The handstand forward roll is a technique frequently highlighted in school physical education. The objectives of this study are to elucidate the structure of the Kinästhese required for the handstand forward roll and to explore methods for assessing whether learners have accurately acquired this Kinästhese.
As a result of the consideration from the standpoint of phenomenological movement theory, the structure of the Kinästhese specific to the handstand forward roll was able to be elucidated from a new perspective. Furthermore, it was possible to provide practical examples of skill practices for assessing whether the Kinästhese of the handstand forward roll is understood.
In the future, in practical classes designed for those aiming to become physical education instructors, it is vital not only to become able to perform a skill but also to learn through firsthand experience the Kinästhese by which the skill is accomplished. This philosophy is crucial in linking that learning to instructional capabilities.
