2022 年 27 巻 1 号 p. 29-40
The purpose of this study is to clarify the Relationships with others in physical education. By organizing previous studies on relationships with others in physical education, three frameworks have been created. The three frameworks are human relationships, relationships through skills, and relationships that create meaning and value. The data was obtained from 24 elementary school fifth graders (10 boys, 14 girls) using a questionnaire. The children were asked to remember the conversations and behaviour in physical education their class. The data was analyzed using SCAT to obtain 21 concepts. Nine of these concepts fit into three of the existing frameworks. However, the remaining 12 concepts that did not fit into the three existing frameworks were categorized into 2 categories and 7 subcategories. When considering these other concepts, we found that there were new relationship type with others in physical education that was driven by “Physical relationship.” In “Direct physical faced relationship,” the students physically felt the “otherness”, “sense of unity with others” and “existence of others,” that was not obtained by verbal communication. The relationships with others, which are viewed from the three frameworks are all the result of “Direct physical faced relationship.”