抄録
There have been few studies that have clarified the actual conditions of physical education classes at special–needs schools (intellectual disabilities), such as the teaching style, actual class content, and learning environment. In this study, we conducted a questionnaire survey on the actual conditions of physical education classes at all national, public and private special–needs schools (intellectual disabilities) in Japan, and examined the characteristics of each department by clarifying the overall trend and structure of the efforts of physical education classes. As a result, it was found that, while the overall trend of the efforts in physical education classes is to emphasize “grasping the actual conditions of children,” the actual conditions are mostly grasped through behavioral observation by teachers, and there is little grasping of the actual conditions through the use of standardized developmental tests. In terms of the structure of the actual status of efforts in physical education classes, six factors were extracted: (a) the content of teaching children’s movement, (b) emphasis on physical education classes, (c) enhancement of the environment for physical education classes, (d) the content of teaching children’s health, (e) conducting research and training on physical education classes, and (f) teaching through team–teaching. Furthermore, the scores of elementary school students were significantly higher than those of upper secondary school students in “the content of teaching children ’s movement,” “emphasis on physical education classes,” “the content of teaching children’s health,” and “teaching through team–teaching,” respectively. The effect size was small in both cases, but the scores were significantly higher among undergraduate students than among junior high school students. Although the effect sizes were small in both cases, we confirmed that there were definitely differences between departments.
