抄録
Fostering positive student attitudes toward long–distance running through physical education remains an important educational objective. In this context, accumulating case studies that explore the effects of indirect competition and pacing variations—particularly among high school students—is essential. This study aimed to investigate how a long–distance running unit incorporating elements of “indirect competition” and pace variation influenced students’ attitudes toward long–distance running, using a case study approach. The study was conducted from October to November 2020 with 13 second–year high school students, across a total of eight class hours. Instructional strategies included encouraging students to select self–appropriate running paces, implementing group–based gamified activities to enhance pacing skills, and integrating classroom–based learning. Students' attitudes toward long-distance running were assessed using a questionnaire. The results indicated that incorporating pace variation and indirect competition significantly contributed to students’ sense of “engagement,” “achievement,” “collaboration,” and the development of both “positive” and “negative” emotional responses toward long–distance running.
