In ‘sport education’, it should be developed how to learn sports, along with movement skills and physical fitness. This competence would depend greatly upon attitudes toward the instruction of physical activity courses.
In the present study, two different methods of instruction were taken against 5th grade children in elementary. school to examine a difference in attitudes toward the instruction of physical activity courses. One of the two methods was to lay emphasis on the formative process of learning task (abbr. A-class) and another was to attach importance to the process of findings a solution to learning task given by teacher (abbr. B-class). These two methods were continued throughout 6 lessons under the same teaching material and the same teacher, respectively. The attitudes were measured before and after unit of each instruction, respectively, using Kobayashi Physical Education Inventory. Additionally, the changing processes of children's feelings against physical activities were examined at every lesson by questionnaire method.
The attitudes score in ‘Pleasure’ and ‘Evaluation’ increased considerably in the A-class as compared with the B-class. The children in the A-class shownd greater self-knowledges of skill development, and also systematized more easily the characteristic way of learning than those in the B-class. It is concluded that the teaching method to lay emphasis on the formative process of learning task might increase more remarkably the attitudes score in ‘Pleasure’ and ‘Evaluation’ than the method to attach importance to the process of findings a solution to learning task.
To practice a sport is not what physical education aims at. In order for sporting materials to serve for Physical education, it is on all accounts necessary that they should be adjusted, to, and digested by, their learners. Only if so, sports can be their blood and flesh.
In this light, I think we must reconsider sporting materials in terms of physical education.
This time I have examined this problem, concentrating on the whole domain of apparatus gymnastics. My conclusion is that the kind of apparatus exercises in the regular curriculum, whether the horizontal bar exercises, which we should aim to teach our students or pupils must never be exhibition skills such as excellent representative players do. They are indifferent and sometimes even harmful to the students.
Analyzing materials for apparatus gymnastics from the above mentioned view-point and having it in my mind that there should be no student who cannot master the skills aimed at, I have originated a new system of instruction which is really available to any student and any teacher, Thus we have established apparatus exercises as being significant as materials for physical education or as materials for teaching sports, not merely as skills for competition.
I think that what I have said above is what is now to be earnestly searched after in all sporting materials.
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