2003 年 12 巻 p. 126-138
This paper focuses attention on the relationship between “self” (learners themselves) and “others” (persons and objects), i.e. the structure of “involvement”, for the purpose of obtaining clues for formulating physical education lessons that are based on a “relational-theory learning concept”. At the same time it reports on teaching practice at university (practical initiatives of “special P. E. lessons for elementary schools” conducted in the teacher training department).
It is shown that “involvement” comprises a structure where the role of “taking action towards others” (active orientation) is manifested as the result of “being acted upon by others” (passive orientation). Therefore in the present school physical education curriculum there is a need to formulate lessons where the focus is on a positive type of “passive orientation”. Moreover, when conducting lessons that emphasize “involvement” structure, it is very important to organize these taking into account the actual condition/situation of the learners, while also keeping in perspective five phases. These include: Affordance (phase where affordance of value is provided to oneself from others and then one attempts to take a step toward the outer world); Active Listening (phase where one attempts to actively listen to affordance provided by others); Acceptance (phase where one becomes receptive to affordance from others as a result of opening up his/her mind (setting oneself free), and then closely explores, attempts and experiences how to approach others); Appearance (phase where one physically attempts to take action as a result of being acted upon by others) and; Expression (phase where one speaks out to others through a series of such various phases).
Based on this concept, practical initiatives of “special P. E. lessons for elementary schools” were formulated and conducted in the teacher training department. During these, it was observed that a lesson configuration based on (1) themes established with a consistent focus on positive type of “passive orientation” and (2) the phases of “Affordance” through “Expression” premised on “involvement” structure, profoundly affected “the current physical receptiveness”, “the forging of relations with others” and “the uncovering of the meaning of exercise and learning” in the undergraduate teacher group participating in the initiatives.
Based on the above, it was proved that the perspectives drawn from “involvement” structure are an effective clue in formulating physical education lessons based on a “relational-theory learning concept”.
