Japanese Journal of Sport Education Studies
Online ISSN : 1884-5096
Print ISSN : 0911-8845
ISSN-L : 0911-8845
Volume 16, Issue 2
Displaying 1-8 of 8 articles from this issue
  • Osamu SUZUKI
    1996 Volume 16 Issue 2 Pages 83-93
    Published: November 30, 1996
    Released on J-STAGE: August 10, 2010
    JOURNAL FREE ACCESS
    In recent years, the concept of “teaching style”, especially Mosston's spectrum of teaching styles, is supported internationally. On the other hand, the teaching method of physical education in Japan is directed by the Learning Process Model (LPM) which is usually proposed in “Tanoshii-Taiiku” theory and adopted in the course of study. Setting LPM in the concept of “teaching style”, this study argues as follows:
    1) Though, in the extreme, case of “aim 2” is described as a problem solving style, it is an ability (for problem solving) developing style, in practice. Accordingly, LPM should not be classified as a “produce” cluster, but as a “reproduce” or “productive” cluster (eg. “task solving style”, “task selecting style”).
    2) The main content at “aim 1” of LPM is to enjoy one's exercise at the present ability. However, it is expected, from a practical point of view, that students will become trained in the technical or cognitive aspects. Therefore, we should establish the “support” skill as a significant teaching skill to guarantee rational and safe motor learning.
    3) Then it is necessary not only to present an objective criterion to identify the “saturated situation”, which is the turning point where the teacher directs students toward the next aim, but also to propose to operate LPM flexibly.
    4) It is the subject for a future study both to improve teaching styles and to establish a teaching strategy which specifies criteria on how to apply some styles.
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  • Mitsukimi SUGIMOTO, Kunio GOTO
    1996 Volume 16 Issue 2 Pages 95-104
    Published: November 30, 1996
    Released on J-STAGE: August 10, 2010
    JOURNAL FREE ACCESS
    The purpose of this study was to analyze the physical fitness of individuals with mental retardation based on Fuzzy Theory, and to show how to treat the fuzziness included in human movement.
    The result can be summarizing as follows:
    (1) The fitness of individuals with mental retardation was on low level compared with the nondisabled.
    (2) The distribution of the fitness of individuals with mental retardation can not be fit normal distribution.
    (3) The analysis using Fuzzy Theory was efficient to express the fitness of individuals with mental retardation.
    (4) The evaluation using Fuzzy Theory was useful for the fitness of individuals with mental retardation.
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  • Etsushi HASEGAWA, Hironobu TSUCHIYA, Katsuhiro HINO
    1996 Volume 16 Issue 2 Pages 105-112
    Published: November 30, 1996
    Released on J-STAGE: August 10, 2010
    JOURNAL FREE ACCESS
    The present study was to explore the sociological and psychological factors which influence on the competitive motivation of members in the competitive sport club. The subjects were 233 university students in the course of sport and physical education which enrolled in competitive sport clubs. They were asked to answer a questionnaire which contained items on competitive motivation, sport performance, interpersonal relationships with coach and club members, interpersonal relationships in daily life, part-time job, academic performance and future job decision. In this study, the competitive motivation was defined by two measures; ‘athletic burnout’ as a state of decreasing motivation and ‘commitment to training’ as a state of increasing motivation. The result of a correlation analysis among those factors suggested as follows;
    1) The decrease of competitive motivation was triggered by drop in athletic performance or serious physical injury, and was directly related to the interpersonal relationships with the coach and the members in addition to the personal variables such as the neurotic personality and the maladaptiveness to the injury.
    2) Although the interpersonal relationships within the club affected the member's competitive motivation, the close relationships with the club members related more to inhibiting the athletic burnout tendency, while the positive relationships with the club coach related more to enhancing the member's commitment to training.
    3) The factors, except for the club-related variables influenced on the motivation, were the member's positive thoughts that life environments such as romantic involvement with the opposite sex and part-time jobs do not have bad effects on the competitive activities, and the active efforts to get a future job. Especially the latter positively related to the engagement on the academic performance as well as the commitment to training.
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  • Katsuhiro HINO, Takeo TAKAHASHI, Satoru IYODA, Etsushi HASEGAWA, Eiich ...
    1996 Volume 16 Issue 2 Pages 113-124
    Published: November 30, 1996
    Released on J-STAGE: August 10, 2010
    JOURNAL FREE ACCESS
    The purpose of this study was to examine the effectiveness of an observation checklist in physical education class developed by Takahashi, T, et. al. The effectiveness was examined through analyzing the correlation between the observer's evaluation by the checklist and students' formative evaluation to the same class.
    As it was supposed that frequency of observation in physical education classes would make a difference in the observer's evaluation, analyses were also done according to attendance frequency at physical education classes open to the public.
    The subjects were 493 teachers who attended and observed the physical education classes (27) open to the public at 13 elementary schools. In these classes 881 students were instructed. Main findings were as follows:
    1) As the result of a Factor Analysis, the same 5 factors as in the previous research were extracted; those were “interaction of teacher”, “learning environment”, “momentum of instruction”, “motivated learning” and “effective learning”.
    2) Correlations between the checklist and the formative evaluations were significant, but these were not so high.
    3) The higher correlations were recognized, when analyzed according to attendance frequency of observers. The evaluation of observers with infrequent experience showed low correlation with students' evaluation. However, the evaluation of experienced observers showed higher correlation.
    4) These results suggest that the checklist is effective instrument for the experienced observer, but not for the less experienced observer. Thus, the less experienced observer needs a certain training before using it.
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  • Takashi NAKAI, Takeo TAKAHASHI, Yoshinori OKAZAWA
    1996 Volume 16 Issue 2 Pages 125-135
    Published: November 30, 1996
    Released on J-STAGE: August 10, 2010
    JOURNAL FREE ACCESS
    The main purpose of this study was to find out what image students have of physical educator and to see how the image would affect the students psychologically and pedagogically. It was suggested that there was relation between a positive image of physical educators and students' attitudes and motorability. 1058 students at eleven universities participated in this investigation.
    The main results can be summarized as follows.
    1) Through factor analysis, the image of physical educators was revealed as an eleven-factor solution with good internal consistency. Results showed that the students hold an image of physical educators as the following: healthy, strong will power, a good specialist not only in their ability for sports but also in their educational knowledge, intentionally and eagerly focused on affective domain when teaching sports. But they were also perceived to be lacking in reliablity and sympathy, and were feared by the students.
    2) The image of physical educators was different based on the students' personal traits. Students who were male or were majoring in sports had a humanistic image of the physical educators, whereas, students who were majoring in education viewed the physical educator has a teacher, females and other subjects with a variety of majors peceived the physical educators as a sportsman.
    3) It was recognized that the most impotant factors to increase the students' positive attitudes toward physical educators were reliablity and sympathy of the teachers and their humanistic approach of teaching.
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  • Based upon the Relationship between the Theater for Public Presentation and the Point of View of Appreciating Creative Dance
    Kazue ASO
    1996 Volume 16 Issue 2 Pages 137-143
    Published: November 30, 1996
    Released on J-STAGE: August 10, 2010
    JOURNAL FREE ACCESS
    Confirming the role of theater for public presentation of creative dancing which will serve to develop an appreciation for it in the form of achieving better communication, we have applied the two artistic viewpoints to examining creative dancing, that is, “Physical Art” and “Composite Art”. The purpose of this study is to clarify the differences in teaching contents and methods of creative dancing arising from this application. The result are summarized as follows:
    1) Communication in the process of appreciating creative dacing means that the author, the dancer and the audience transmit and receive the message of dancing stimultaniously on the premise of their mutural existence. Therefor, the theater becomes a space in which author, dancer and audience do creative activity through performance and appreciation.
    2) “Physical Art” is focused on the physical techniques of performance as the main theme of dancing, while “Composite Art” is focused on direction as only one part of the main theme.
    3) When creative dancing in physical education is considered as “Physical art” based upon the theory that it is to be considered as the same, the main theme of dancing and the scope of contents can be focused on body and physical activities, in which higher pursuit of techniques will become the most important subject. While creative dancing is considered as “Composite Art” based upon the theory that dancing is to be considered as the same, those can be focused on staging art and direction, thereby making it possible to enlarge on the scope of contents.
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  • Yoshinori OKAZAWA, Masami KITA, Yuichirou SUWA
    1996 Volume 16 Issue 2 Pages 145-155
    Published: November 30, 1996
    Released on J-STAGE: August 10, 2010
    JOURNAL FREE ACCESS
    The purpose of this study was to make a clear structure of physical competence of students from the upper grades of elementary school to the university, and to examine the developmental tendency and sex difference. The subjects were 4, 880 students broken down into 505 elementary school children, 3, 530 junior high school students, 358 high school students, 487 university students. The 12 items were chosen from among a result of preliminary investigation about physical competence, and factor analysis was done.
    The results were as follows:
    1) Factor analysis reveals a 3-factor solution. The first factor, perceived physical competence, was defined by 4 items. The second factor, feeling of control, was defined by 4 items. The third factor, peer and teacher acceptance, was defined by 4 items. And the questional items which constituted each factor of physical competence were common to all development stages from the elementary school to the university. The reliability of these scales were tested by the coefficient α, and credible results were obtained.
    2) On the development stage, the elementary school children showed a higher score than the junior high school students, the high school students and the university students in perceived physical competence and feeling of control.
    The elementary school children and the junior high school students showed a higher score than the high school students and the university students in peer and teacher acceptance.
    3) On sex difference, it was showed that the male's scores in perceived physical competence and feeling of control were higher than the female's one on all school stages, and that the female's scores in peer and teacher acceptance were higher than the male's one on the elementary school, the junior high school and the high school. But it was not significant differences between the males and the females on the university.
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  • 1996 Volume 16 Issue 2 Pages e1
    Published: 1996
    Released on J-STAGE: August 10, 2010
    JOURNAL FREE ACCESS
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