We examined teachers' verbal interactions employed to enhance the skills of students, through analysis of the records of their spoken words and actions in two groups of classes showing higher attitude scores: one group comprised classes with markedly high learning outcome (skills) (high score group; hereafter referred to as the HSC group), and the other comprised those with no marked outcome (low score group; LSC group). In October and November 1999, long-jump exercise lessons were given to fifth and sixth graders, constituting six classes. In all classes, in which the same teaching plan (problem-solving-type program) was used, all spoken words and actions of the teachers were recorded by VTR in the 2nd, 5th, 8th and 11th lessons, each of which constituted the core of the learning stage. All elements of the spoken words, which were connected with the behavior of the teachers, were classified by parts of speech, the minimum elements of sentences, and their frequencies were counted in each 45-minute session (the analyzed parts of speech are hereafter referred as to AS). The results obtained were as follows: 1) The frequencies of ordinary parts of speech in Japanese (for example: nouns or meishi; verbs or doshi; adjectives or keiyoshi; adverbs or fukushi; post-positional articles or joshi; interjections or kandoshi; and adjectival verbs or keiyodoshi) were compared between the two groups, but no significant differences were noted. This was considered to bebecause all six teachers analyzed in this study showed high attitude scores: this supports the findings of the previous report. 2) Comparison of the frequency of teachers' interactional words use in the HSC and LSC groups showed that adjectives (keiyoshi [positive]) that served to improve skills were used significantly (P<5%) more frequently in the HSC group than in the LSC group. 3) The frequencies per lesson of interactional words were compared for adjectives (keiyoshi [positive]) used generally in class, and for parts of speech concerning characteristics of long-jump skills (daimeishi [personal], meishi [parts of body, movement, timing]) used when teachers helped children to solve problems (targets). It was found that in each case, the frequencies of use were significantly (P<5%) higher in the HSC group than in the LSC group. Furthermore, when teachers promoted understanding about problems (targets), parts of speech (kandoshi [positive]) to improve class atmosphere were used significantly (P<5%) more frequently in the LSC group than in the HSC group. 4) On the basis of the results mentioned in 3) and the results from previous research (Kamihara, Umeno, 2000), the parts of speech used by teachers in promoting children's understanding of problems (targets) and in helping children solve problems (targets) were broadly classified into three categories: parts of speech relating only to attitude scores, those relating only to skill, and those relating to both attitude scores and skill. 5) The verbal interaction used to enhance skills in the USC group was shaped from the teacher's understanding of the formative information about children's problems (targets) as the foundation, arid based on "verbal interaction for understanding children's problems (targets)." Furthermore, in the process of "monitoring," as the teacher possessed the "observational ability" to immediately and definitively assess the content of the "corrective (skills) feedback" given to children, it was clear that this teacher's verbal interaction was deeply connected to the context of solving each individual child's problems.

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本研究の目的は,傾斜面でのリバウンドドロップジャンプにおける腓腹筋-アキレス腱複合体の神経筋活動を、跳躍トレーニング経験の相違に着目して検討することであった。9名の競技者および健常者に、30cmの台高からのリバウンド型ドロップジャンプ(RDJ30)を行わせた。着地面の傾斜角度は、上向き斜面8度(U8)、平地面(L)およぴ下向き斜面8度(D8)の3種類であった。その結果、競技者においては、上向き斜面での試技は下向き斜面および平地面と比較して、伸張局面における腓腹筋-アキレス腱複合体の長さ変化に対する踏切中点のアキレス腱張力の比(ATF_<MID>/L_<MTC>)、および腓腹筋-アキレス腱複合体の平均仲張速度(V_<MTC>)は大きいことが認められた。これに対して、健常者においては、上向き斜面および下向き斜面での試技は平地面と比較して、ATF_<MID>/L_<MTC>およびV_<MTC>が低いことが認められた。また、競技者は健常者と比較して、ATF_<MID>/L_<MTC>およびV_<MTC>は,いずれの傾斜面においても大きいことが認められた。上述の結果は、プライオメトリックス手段の一つとして傾斜而でのRDJを用いる際には、傾斜方向や跳躍トレーニング経験の相違によってMTCにかかる負荷特性が異なることを考慮する必要があることを示唆するものである

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It is well known that total body mass (BM) is positively associated with bone mineral content (BMC). However, the extent to which BM, fat mass (FM), and lean mass (LM) are related to BMC remains unclear. Considering that chronic loading of a bone is perhaps the most important factor affecting bone mass, evaluation of the relationship between these variables should consider the load placed on segments of the body. Therefore, this study examined the changes in regional body composition (i.e., total body, arms, legs, and trunk) during diet-induced reduction of BM. Seventy obese women (age 48.5 ± 7.8 yr) were randomly assigned to two groups: diet (D, n = 42) and control (C, n = 28). Subjects in group D participated in one dietary counseling session per week and their energy in-take was restricted to 1070 ± 240 kcal/d. BM, FM, LM, and BMC of each segment decreased significantly (P<0.05) except for BMC_<ARMS>. Positive correlations (P<0.05) between percentage change (%change) in BMC and %changes in BM, FM, and LM were observed for every segment except FM_<TRUNK>, LM_<LEGS>, and total LM. Comparing the correlations of %changes in BM, FM, and LM to %change in BMC, %change in BM had the highest association with %change in BMC in each segment (r = 0.39 to 0.65). However, in the arms, the correlation between %change in BM_<CARMS> and %change in LM_<ARMS> (r = 0.65) was equivalent to the correlation between %change in total BMC and %change in total BM (r = 0.61). These results suggest that BM is the greatest contributor in the loaded segment (i.e., trunk and legs), and LM is also an important contributor in the unloaded segment (i.e., arms).

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非利き手による後方へのテニスボールの的当て課題の習得において,要約フィードバックと自己評価の効果を比較するとともに,これら2つの効果の相互作用を検討することを本研究の目的とした。練習試行は4日間で192試行行われ,保持テストは練習終了3日後に10試行行われた。保持テストにおいて,自己評価と要約の大きさの主効果,及び,交互作用のいずれも有意でなかった。結果についての自己評価の効果については主に,課題への興味のため,いずれの群も自己評価を行ってしまったために差がみられなかったと考えられる。また,要約フィードバックの効果については,本研究課題が変数問の補正関係を学習しなけれぱならないと思われる共変的協応課題であり,要約されたフィードバックでは,各試行においていずれの変数を補正すべきであったかを学習者が特定できなかったために差がみられなかったと考えられる。なお,ボールの落下点と自己評価の誤差が練習試行が増すにつれて減少したことから,エラー検出能力は一時的に向上したことが示された。

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Focusing on historical moments in society, we find that the concept of health has altered not only with medical theories but also according to political and economic circumstances, and the concept of the body. When Japanese physicians studied the Western medical science in the early 19th century, they had to coin the new word kenko to translate a physiological concept in which all parts of the body, including organs and tissues, function in harmony and without any problem. Kenko has the same meaning as English word health" in contemporary Japan, but it had been regarded as a medical term until the end of Edo Period. Yukichi Fukuzawa, the most famous leader of the Meiji Era, enlightened people by frequently using the word kenko in his books and papers and popularized it. In the late 19th century, he redefined the concept of kenko as a tough body sufficiently resilient to overcome epidemics or social unrest to meet the political demands of the Japanese government. While Japan was struggling to modernize its society and catch up with the West after the Meiji Restoration, the concept of kenko was used as a tool to conquer poverty and encourage ordinary people, an important resource for establishing an industrialized country and a strong military. It is now necessary to reconstruct the concept of kenko on the basis of the appropriate relationship between the people's contribution and governmental support for maintaining public health. A positive concept of kenko, which encourages an active attitude toward exercise, should be changed to a negative one which discourages people from engaging in dangerous or harmful behavior. Such a negative concept of kenko would protect individual liberty against social intervention which would demand them to contribute to the state.

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