抄録
This study developed a value-creation oriented learning model in physical education by positioning PE as a “creative experimental space.” Based on Kolb’s experiential learning cycle and the Japanese EntreComp framework, a seven-session unit required student groups (5–6 members) to design an original sport through repeated cycles of creation, testing, reflection, and refinement. The design aimed to cultivate opportunity recognition, creative ideation, collaboration, and value proposition. Weekly “Daifuku-cho” reflections served as data. Analysis indicated gains in problem framing, user-oriented thinking, iterative experimentation, collaborative improvement, and adaptive responses to uncertainty. Students also showed emerging entrepreneurial attitudes such as flexible redesign and evidence-informed decision making. These findings suggest that a deliberately structured PE environment can activate value-creation processes and support entrepreneurship-related competencies. Future work will refine the model and integrate systematic assessment.
