Abstract
With an aim to improve the course of physical educations, a basic study was made on the preconditions to determine what kind of ball games is suitable as the teaching subject. First, we reviewed the major classification theories on exercises including ball games to clarify the present status of the field. Second, the backgrounds of those classifications were investigated and the ball games defined by “the course of studies” were examined from the respective classifications to find problems in them.
In this study, six classification theories for exercise proposed by 1) M. Udo, 2) K. Gaulhofer, M. Streichers, 3) T. Takahashi, 4) G. Stiehler, 5) H. Dobler and 6) Y. Sato were examined and the following results were obtained: the classifications were grounded on six viewpoints, 1) arrange the classification standard, 2) exercise principle, 3) tactical action, 4) tactics, 5) game concept, and 6) moving formation of tactics, respectively. They are a classfication based on the ball games level and not on the development of exercise ability which would become useful in future.
For execise learning, it is obviously impossible to let pupils acquire an exercise task without understanding it in the sensorimorter level under the conditions of practical guidance. Therefore, it seems necessary to classify execises from not only the ball games level but also sensorimorter ones. Namely, “a classfication based on an education system” should be made from viewpoints of learning theory for exercises so that a new curriculum for ball games is constructed on the basis of the classification viewpoints.
