体育学研究

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原稿種別: 表紙
2001 年 46 巻 4 号 p. Cover13-
発行日: 2001/07/10
公開日: 2017/09/27

DOIhttps://doi.org/10.5432/jjpehss.KJ00003390622

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目次

原稿種別: 表紙
2001 年 46 巻 4 号 p. Cover14-
発行日: 2001/07/10
公開日: 2017/09/27

DOIhttps://doi.org/10.5432/jjpehss.KJ00003390623

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原稿種別: 付録等
2001 年 46 巻 4 号 p. App5-
発行日: 2001/07/10
公開日: 2017/09/27

DOIhttps://doi.org/10.5432/jjpehss.KJ00003390624

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アメリカの学校体育におけるフィットネスプログラムの変容 : 体力づくりからフィットネス教育へ

井谷惠子

原稿種別: 本文
2001 年 46 巻 4 号 p. 323-336
発行日: 2001/07/10
公開日: 2017/09/27

DOIhttps://doi.org/10.5432/jjpehss.KJ00003390625

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Since the 1980's, many fitness education programs have been developed in schools in the USA. adopting new rationales and contents. The present study was conducted to highlight these changes and the adoption of these rationales. The procedure of the investigation was: 1. To study the development of a number of fitness education programs including "Physical Best," developed by AAHPERD, and "Fitness for Life," developed by Corbin and Lindsey (1997). 2. To review statements concerning the basic rationale of the new programs. 3. To consider comprehensively the shift in content of the new programs. The results obtained were as follows: 1. The objectives of the programs showed a change of focus from short-term improvement of fitness to development of ability and aptitude toward life-long physical activity. 2. The focus of the programs changed from skill-related fitness to health-related fitness. 3. There was a shift in fitness outcome (product) towards regular physical activity (process). 4. The content of the programs now emphasizes knowledge and self-management skills for life-long physical activity, and individualized exercise to develop a positive attitude towards physical activity. 5. The programs give importance to the development of sport skills, and affective and social dimensions, which are supportive for life-long physical activity.

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スポーツ選手としての心理的成熟理論についての実証的研究

杉浦健

原稿種別: 本文
2001 年 46 巻 4 号 p. 337-351
発行日: 2001/07/10
公開日: 2017/09/27

DOIhttps://doi.org/10.5432/jjpehss.KJ00003390626

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A study was conducted to investigate the process of personality change in athletes based on the model of athlete mental maturity proposed by Sugiura (1996). A scale for measuring mental maturity as an athlete (MMAA) was constructed, and 480 college athletes were investigated for the relationship between their experience of crisis and their MMAA score. The results revealed that MMAA had five factors: "clear meaning of sports activity", "self understanding", "independent achievement orientation", "mental stability", and "physiological controllability". The first three factors were positively related to exercise motivation and the will to continue sports activity, and were also improved by experience of crisis if the athletes changed their way of thinking. The other two factors were negatively related to competitive anxiety, and were not improved by experience of crisis. These results suggest that athletes improve their motivational aspect through experience of crisis, but do not improve their competitive anxiety. In the future, it will be necessary to clarify the factors that can change the "mental stability" and "physiological controllability" of athletes.

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高齢者を対象とした12週間にわたる水中運動による心理的・身体的効果 : 量的・質的アプローチを用いた多面的分析

渡辺英児, 竹島伸生, 長ヶ原誠, 山田忠樹, 猪俣公宏

原稿種別: 本文
2001 年 46 巻 4 号 p. 353-364
発行日: 2001/07/10
公開日: 2017/09/27

DOIhttps://doi.org/10.5432/jjpehss.KJ00003390627

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This study examined the effects of water-based execise on psychological well-being and physical fitness in older adults, employing both quantitative and qualitative analysis. Forty (males = 12; females = 28) sedentary older adults were randomly assigned to either a water-based exercise group (n = 20) or a waiting control group (n = 20). Water-based exercise intervention lasted for a 12-week period. Every subject participated in three supervised sessions per week. During each session, subjects in the water-based exercise group performed 70 min of an execise program consisting of 10 min of warming-up, 20 min of brisk walking, 20 min of rhythmic dancing, 10 min of resistance training, and 10 min of cooling down exercise. Before and after the intervention, each participant's aerobic fitness, muscular strength, psychological mood states, and anxiety were quantitatively assessed. In order to help interpret and explain the quantitative findings, subjects in the exercise group were interviewed about the effectiveness of water exercise after completion of the exercise program. Quantitative results indicated that there was significant Group X Time interaction for aerobic fitness, muscular strength, psychological mood states, and anxiety. Qualitative analysis revealed that, subjects perceived positive changes in a wide range of significant life areas, and that the perceived improvement was closely related to the quantitative results. For example, many subjects felt that it was easier to perform their daily tasks such as climbing stairs, waking, and carrying baggage than before participating in the exercise. It is concluded that this water-based exercise program is significantly effective for quantitative and qualitative improvement of both psychological well-being and physical fitness.

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小学生における体育の学習動機に関する研究 : 学習方略との関連および類型化の試み

伊藤豊彦

原稿種別: 本文
2001 年 46 巻 4 号 p. 365-379
発行日: 2001/07/10
公開日: 2017/09/27

DOIhttps://doi.org/10.5432/jjpehss.KJ00003390628

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A study was conducted to explore the development of Physical Education learning motives of elementary school children, to classify these motives, and investigate how they are related to learning strategies. A questionnaire designed to assess learning motives and the use of learning strategies in Physical Education learning was administered to 660 5th and 6th graders, and the following results were obtained. Factor analysis revealed 6 factors related to learning motives for Physical Education learning : practice, superiority, approval, fulfillment, group, and performance orientations. The practice and fulfillment orientation scales of the learning motives correlated positively with children's learning strategies, and the superiority and performance orientations scales showed a negative correlation. Moreover, cluster analysis showed that children could be classified into 8 types of learning motives: amotivation, relation dependence, evaluation anxiety, regular, performance-oriented, ego-oriented, task-oriented, and intrinsic-oriented. On the basis of these results, we discuss how to motivate children for Physical Education learning.

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原稿種別: 付録等
2001 年 46 巻 4 号 p. 381-403
発行日: 2001/07/10
公開日: 2017/09/27

DOIhttps://doi.org/10.5432/jjpehss.KJ00003390629

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平成12年度専門分科会研究活動報告(2)

原稿種別: 付録等
2001 年 46 巻 4 号 p. 404-
発行日: 2001/07/10
公開日: 2017/09/27

DOIhttps://doi.org/10.5432/jjpehss.KJ00003390630

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平成12年度地区支部活動・研究発表報告(2)

原稿種別: 付録等
2001 年 46 巻 4 号 p. 405-411
発行日: 2001/07/10
公開日: 2017/09/27

DOIhttps://doi.org/10.5432/jjpehss.KJ00003390631

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学会通信

原稿種別: 付録等
2001 年 46 巻 4 号 p. 412-415
発行日: 2001/07/10
公開日: 2017/09/27

DOIhttps://doi.org/10.5432/jjpehss.KJ00003390632

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原稿種別: 付録等
2001 年 46 巻 4 号 p. 419-
発行日: 2001/07/10
公開日: 2017/09/27

DOIhttps://doi.org/10.5432/jjpehss.KJ00003390633

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裏表紙

原稿種別: 表紙
2001 年 46 巻 4 号 p. Cover15-
発行日: 2001/07/10
公開日: 2017/09/27

DOIhttps://doi.org/10.5432/jjpehss.KJ00003390634

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CONTENTS

原稿種別: 表紙
2001 年 46 巻 4 号 p. Cover16-
発行日: 2001/07/10
公開日: 2017/09/27

DOIhttps://doi.org/10.5432/jjpehss.KJ00003390635

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