抄録
This study aimed to propose an index for learning assessment in goal-type ball games from the perspectives of “actuality, ” which was a verbal perspective. We were aware of the problem that the assessment for learning in ball games tended to fall into an outcome-oriented approach based on a noun-based perspective of “reality. ” Of 76 goal-type ball games (handball), played by sixth-graders of an elementary school for over five hours, 27 two-player games were selected as the target. Various movements were observed based on the goals of the game. In one game, we compared the descriptions between the nominal and verbal perspectives. We extracted 10 offensive and seven defensive actions from the 27 games analyzed. Comparing two scenes in the games, “pass” and “mark, ” which were similar among the noun perspectives, were expressed as different scenes in verbs, such as “send” and “deposit, ” or “hit” and “block” among the nouns. The difference was that the nouns described the physical movement of a person or a ball, “how they moved, ” while the verbs described the action, “what they did, ” in response to the goal. These findings suggest that viewing games from the perspective of verbs is a useful assessment for learning as it allows us to determine how children switch “actions” depending on the situation and how their movements function differently regarding the goal of the game.
