分業に基づくバスケットボール授業が情況判断に及ぼす影響：学習意欲と積極性からの検討

抄録

　This study investigated the effects of basketball classes with role assignment as a form of internal simplification on decision-making skills. The focus was on learning motivation and positive learning behaviors, aiming to clarify their contribution to enhancing decision-making. A total of 42 university students participated, completing the Achievement Motivation in Physical Education Test (AMPET), Tactical Decision-making Competency (TDC) surveys, and providing learning records, including game plans and self-assessments. Data were analyzed using cluster analysis and two-way ANOVA, while qualitative analysis focused on cases with significant changes in positive learning scores.

Key findings include:

1. Students were categorized into three groups based on AMPET results: high motivation and high anxiety (n = 17), high motivation and low anxiety (n = 12), and anxiety about lack of ability (n = 13).

2. TDC scores significantly improved across all groups, regardless of prior extracurricular experience.

3. Both the high motivation and high anxiety groups and the high motivation and low anxiety groups achieved higher TDC scores compared to the anxiety about lack of ability group, with all groups showing significant pre- to post-class improvements.

4. Qualitative analysis revealed that successful role acquisition positively influenced TDC scores, whereas failure in role acquisition led to score decreases.

　These findings highlight the value of role assignment and structured learning environments in fostering positive learning, improving TDC, and mitigating disparities in outcomes. The study suggested the importance of role-based instruction as an effective internal simplification strategy for equitable and proactive educational practices.