Taiikugaku kenkyu (Japan Journal of Physical Education, Health and Sport Sciences)
Online ISSN : 1881-7718
Print ISSN : 0484-6710
ISSN-L : 0484-6710
Volume 42, Issue 3
Displaying 1-14 of 14 articles from this issue
  • Article type: Cover
    1997 Volume 42 Issue 3 Pages Cover9-
    Published: September 10, 1997
    Released on J-STAGE: September 27, 2017
    JOURNAL FREE ACCESS
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  • Article type: Cover
    1997 Volume 42 Issue 3 Pages Cover10-
    Published: September 10, 1997
    Released on J-STAGE: September 27, 2017
    JOURNAL FREE ACCESS
    Download PDF (856K)
  • Article type: Appendix
    1997 Volume 42 Issue 3 Pages App3-
    Published: September 10, 1997
    Released on J-STAGE: September 27, 2017
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  • Akio Kataoka
    Article type: Article
    1997 Volume 42 Issue 3 Pages 113-127
    Published: September 10, 1997
    Released on J-STAGE: September 27, 2017
    JOURNAL FREE ACCESS
    An attempt was made to critically review the characteristics of theories on differentiation and synthesis of the sciences of sport and physical education using a framework of analysis based upon scientific philosophy. The basic problems to be solved are: 1. Where can we find the knowledge that we need? What fields of science are there? What directions are they taking? What characteristics do they show as a whole, why? 2. How is the relationship between the sciences of physical education and sport developing? What relatioriships exist among general abstract notions such as "body", "movement", "physical education", "sport", and "physical fitness"? Where is the denotation of our field and what is its connotation? These two problems need to be answered before creating a framework. The framework for this review is based on 13 interrelated special research branches categorized by the Japanese Society of Physical Education and 21 registered societies having research connections to physical education and sport sciences of the Science Council of Japan. There are 4 standpoints for review: (1) technological cognitive systems, (2) value frameworks, (3) practical human bodily phenomena, (4) subjective standpoint of the practician. The technological cognitive systems are divided into 4 sub-systems, which are groups of technological knowledge gained from: 1) sciences focusing on the mammals and mankind, 2) philosophical-anthoropological sciences, 3) sciences of the natural environment, and 4) sciences of the social environment. The value frameworks along with its social needs make up each society. Human practical bodily phenomena are the sources for data which are produced by cognitive and evaluative frameworks, and the subjective standpoint of practicians is that of evaluation of this knowledge is done in accordance with their requirements. The materials of this study are theories by 13 authors published in a monograph in 1972, because these still influence the general direction of scientific complexing in Japan. The thoughts of these 13 authors were reviewed, and several tendencies were evident among them. After review, 3 more problems needed to be answered: 1) what is the influence of the contemporary era on research? The 13 authors had no interest in evironmental-technological problems on earth when theorizing about "differentiation and synthesis". They were interested mainly in physical education science as the core science for integration. 2) What scientific paradigm do we need as a substitute for "analysis and synthesis"? The answer is expansion of the notion of science such as teleological explanations through system theory and meta-system thepry. 3) How do we understand the paradigm of "theory and practice"? Many of the 13 authors found the synthesizing moment of sciences in practice. The present author, however, shows that the synthesizing moment lies in the framework itself and not in practice. They authors presupposed a paradigm of "theory and practice", "body and mind", and "natural science and spiritual science", and were latent followers of the binominal frame of reference. The present author suggests that there are 5 factors of the synthesizing moment: theory, technology, evaluation, practice, and the human being from the standpoint of philosophical pluralism.
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  • Kiyoshi Kono
    Article type: Article
    1997 Volume 42 Issue 3 Pages 128-141
    Published: September 10, 1997
    Released on J-STAGE: September 27, 2017
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    The purpose of this study was to identify the various unique characteristics of sport as a culture, with respect to the 1) generation, 2) function, and 3) development of its structure. In order to analyze the above aspects, the general cultural categories which have been demonstrated in language research were adapted as methods, since such categories have a definite effectiveness for analyzing as yet unfamiliar cultural aspects of sport. In this study the following points were clarified: 1) Sport is manifested as individual play or performance (corresponding to la parole in language). However, in order to play, sport needs to have an objective and universal structure (corresponding to la langue in language) which organizes physical activities for a specific competition, and in turn gives definite meaning to the activities. So sport exists when each sport, such as soccer or volleyball, is sestablished as such a system (sport structure) and presented to the athlete as an object (Gegenstand) to play. 2) Sport structure consists of movement forms, rules, and values. These elements give a certain form to human potential physical abilities and self, and thus make it possible for a human to express (ausdrucken) his abilities and himself to the greatest extent. From this viewpoint, sport carries symbolic function. 3) Sport develops in a self-accumulating manner by converting the physical and mental abilities demonstrated by players and coaches in play into skills, strategies, records, training methods, etc., and incorporating them into its own structure. Considering the above, it can be concluded that in having such a structure, sport plays its own cultural role as a symbolic form, which symbolizes the ever-developing physical potential of the humans who participate.
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  • Masahiko Miyao
    Article type: Article
    1997 Volume 42 Issue 3 Pages 142-152
    Published: September 10, 1997
    Released on J-STAGE: September 27, 2017
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    The purpose of this study was to clarify the aims of the Japanese army to adopt team games from the late Taisho to the early Showa period. Before World War I, gymnastics had been the major teaching material for military physical education. After the war, the army began to focus on team games as teaching material. In 1928, three team games, Roukyu (basketball), Toukyusen (handball) and Kyusen (a kind of football) were adopted in Taiso-kyohan (the Manual of Military Gymnastics). Analysis of team games by the Military School of Toyama, revealed the following points. The aims of the army in adopting team games were to develop agility with judgement and team work, and to form a sacrificial and obedient mind, that requires not only soldiers but the whole nation. The army recognized that the first aim was necessary for new tactics, Sokai-sento-ho, that the army adopted, and the second was for the coming total war. A change of tactics demanded new abilities that could not be acquired by the current teaching material, gymnastics. Team games thus attracted attention as a teaching material. The army considered and established the conditions for selecting team games, one being suited for the above-mentioned aims, and another for short-term learning with inexpensive facilities and equipment. The army considered adopting such games as field hockey, soccer, rugby and baseball besides the three games adopted, but these games were not selected because the army concluded that they did not meet the desired conditions.
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  • Naofumi Masumoto
    Article type: Article
    1997 Volume 42 Issue 3 Pages 153-166
    Published: September 10, 1997
    Released on J-STAGE: September 27, 2017
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    The purpose of this study is to clarify the Olympism of the filmmakers by reviewing the dispute between "artistic" or "documentary" film with an interpretation of the represented contents of "Tokyo Olympiad." In order to interpret these messages, it is important to note the film's context and metatext. First, as a social context, it is said that the 1964 Tokyo Olympic Games played a strong role in uplifting the national prestige of Japan. Thus, it was natural that politicians, the officials of the JOC, and sport world in Japan asserted from nationalism that the IOC's official film of the Tokyo Olympic Games should be recorded mainly in terms of the periormances of Japanese athletes. Nevertheless, it was said that the director Kon Ichikawa insisted upon his belief from internationalism that the spirit on the Olympic Games must be a peaceful festival, so he tried to create an artistic documentary film. Here the conflict between nationalism and internationalism, which led to the dispute regarding the "artistic or documentary film," arose. Second, it can be considered that the gap between artistic representation and documentary recording are clarified by considering the metatext of the film. The frame of reference of film viewers, which is comprehension of the film itself, are as follows: "This is an official film of the Olympic Games," and "this is a documentary film." Therefore people regard this film with an understanding that "all that is represented in this film must be true." Then, the frame of understanding of the film associated with its recording as a documentary should be reinforced. On the other hand, there is also a premise of the filmmakers that "this film is not just a documentary film but an artistic one." Even in a documentary film, a director can alter the representation in the editing room. This could be said to be 'creative recording" of a documentary film. In conclusion, it can be said that this great and excellent film tried to represent not only the peaceful world as internationalism but also the universal equality of humans. The images in the film have no connection with race and class because of the representations of the universal solemnity of athletes, and the human possibilities of performance excellence by winners and losers from trans-nationalism. This is really an authentic representafion of the Olympism of the filmmakers, and this is the reason why the film was acclaimed as a great film worldwide.
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  • Eiichiro Fukami, Takeo Takahashi, Katsuhiro Hino, Satoshi Yoshino
    Article type: Article
    1997 Volume 42 Issue 3 Pages 167-179
    Published: September 10, 1997
    Released on J-STAGE: September 27, 2017
    JOURNAL FREE ACCESS
    The purpose of this study was to clarify the effective feedback behavior for teachers which produced better learning results in physical education classes. Data were collected during 42 elementary school physical education classes taught by 42 teachers. In a previous study (Takahashi et al., 1996), the expression modes of teacher's feedback, especially "two-way communication", "transmittable" and "sympathetic" showed significant correlations with student's formative evaluation of physical education classes. In this study we examined the relationships between teacher's feedback and their expression modes and student's awareness of them and their formative evaluation of physical education classes. The main findings were as follows: 1) "Positive feedback", "corrective feedback" and "specific feedback" given to student's skill learning showed significant correlations with student's awareness of teacher's feedback. 2) The expression modes, especially "transmittable", "sympathetic", "expression technique" and "verbal content" showed significant correlations with student's awareness of teacher's feedback. 3) The students who were aware of having received effective advice from the teacher evaluated physical education classes significantly higher than the others.. 4) Thus, we conclude that teacher's positive and corrective feedback with a specific content aimed at student's skill learning and their desirable expression modes would be accepted as effective advice by students, leading to better learning results.
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  • Article type: Appendix
    1997 Volume 42 Issue 3 Pages 180-
    Published: September 10, 1997
    Released on J-STAGE: September 27, 2017
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  • Article type: Appendix
    1997 Volume 42 Issue 3 Pages 180-186
    Published: September 10, 1997
    Released on J-STAGE: September 27, 2017
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  • Article type: Appendix
    1997 Volume 42 Issue 3 Pages 187-192
    Published: September 10, 1997
    Released on J-STAGE: September 27, 2017
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  • Article type: Appendix
    1997 Volume 42 Issue 3 Pages 193-
    Published: September 10, 1997
    Released on J-STAGE: September 27, 2017
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  • Article type: Cover
    1997 Volume 42 Issue 3 Pages Cover11-
    Published: September 10, 1997
    Released on J-STAGE: September 27, 2017
    JOURNAL FREE ACCESS
    Download PDF (1207K)
  • Article type: Cover
    1997 Volume 42 Issue 3 Pages Cover12-
    Published: September 10, 1997
    Released on J-STAGE: September 27, 2017
    JOURNAL FREE ACCESS
    Download PDF (1207K)
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