本研究の目的は、体育授業中の活動レベル (PAL) の実態を明らかにするとともに、それら活動レベルと子どもによる形成的授業評価との関係について分析することであった。研究対象は1994年から2001年にかけて関東圏内の16小学校で行われた60の体育授業 (5・6年生) であった。観察記録法として、GTS観察記録法が適用された。4つの体育授業場面 (運動学習場面、認知学習場面、インストラクション場面、マネジメント場面) に区分され、それぞれの授業場面における学習者の活動レベルが、McKenzieら (1991b) によって作成された活動レベルにもとづいて観察記録された。活動レベルは、(1) 寝ている、(2) 座っている、(3) 立っている、(4) 歩いている、(5) 活発な運動活動を行う、の5つに区分された。子どもの授業に対する満足度を知るために、高橋らによって標準化された子どもによる形成的授業評価が適用された。授業中の活動レベルと形成的授業評価との関係について分析した結果、次の諸点が明らかになった。
(1) 体育授業では40.48%の学習者が中・高程度の活動レベル (歩く、運動活動) に従事していて、33.70%の学習者が立っており、そして25.82%の学習者が座っているか、寝ている活動に従事していた。中・高程度の活動は、大部分、運動学習場面とマネジメント場面で生じた。
(2) 中・高程度の活動レベルに従事している学習者の割合と形成的授業評価とは、総じて弱い有意な関係がみられた。
(3) しかしボール運動と器械運動の授業ごとに、それぞれの運動学習場面に限定して「活動レベルと形成的授業評価との関係」について分析した場合、ほとんど有意な関係がみられなかった。
(4) 活動レベルと形成的授業評価との関係は、ボール運動より、器械運動のほうが強くみられた。

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The purpose of this study is to examine the effects of a teacher's verbal interaction emphasizing children's personal development and improvement on their motivation in physical education class through experimental intervention. The subjects were 19 fourth grade elementary school children (10-11 years old) and one male elementary school teacher with 11 years teaching experience.
In the study, a non-intervention unit of 7 lessons of apparatus gymnastics was conducted in the first trimester. Then an intervention unit of 9 lessons of portball (a basketball-like game) was conducted in the second trimester, during which the teacher gave children positive verbal feedback about the student's personal development and improvement as much as possible. The teacher's protocol was recorded and his verbal interaction with children was recalled by the children after each lesson. The children's motivational variables included personal goal orientation and perceived class climate, satisfaction with, positive attitude toward, and perceived self-competence in physical education, all of which were measured before and after the intervention unit.
During the intervention unit the teacher gave positive verbal feedback about personal development and improvement more than during the non-intervention unit. The number of children who perceived peer interaction was increased concurrently with the number of children who perceived teacher interaction.
The more positive verbal feedback emphasizing on personal development and improvement the children perceived, the higher their scores on motivational variables were appropriately enhanced. They highly evaluated task oriented goal and mastery class climate as well as their satisfaction with, positive attitude toward, and perceived self-competence in physical education. On the other hand, they showed lower ego oriented goal and lower perception of performance class climate.
Characteristics of effective verbal interaction that is perceived by children were positive feedback emphasizing personal development and improvement related to motor skill learning, question-inductive feedback in reciprocal interaction, and feedback in the presence of peers.

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The purpose of this study is to discuss about the educational significance and the value of the “area” concept, analyzing the concepts in related fields and correlation between “area, school and home”, and this discussion is a very important problem for sports pedagogy.
The result is as following: There is not a appropriation and a common understanding of “area” concept and also not enough discussion about the educational significance and the value of it, in related fields. As this background, there are cognition lack of “area” as subject matters and the educational effect it involves.
It is important for physical education lessons to be appreciated as education for human cultivation, not as the training for physical fitness and skills all, because the objective of physical education lesson is not sports study only. For reaching the agreement, the “area” concept and various problems related this will be built by the viewpoint of sports pedagogy considering children's matter of fact in the realities of life, will not divert from special fields.
Discussion on this study, it will be necessary for the educational significance and the value of “area” to be built the viewpoint of children's life extent and the social life subsistence there, and so forth. It will be consists of 5 elements: a natural environmental element, a geographical environmental element, a cultural environmental element, a social environmental element and a living environmental element.

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Von den japanischen Universitäten werden heute vermehrt sinnvolle Kooperationen mit den Kommunen gefordert. Einige Universitäten haben im Bereich des Sports bereits Ideen der Zusammenarbeit entwickelt. Da es in Japan jedoch herkömmlicherweise keine Sportvereine wie in Deutschland gibt, gestalten sick die Projekte mit den Kommunen deutlich schwieriger. Es besteht vor allem die Gefahr, dass sich die japanischen Univertitäten vorrangig um die äußeren Bedingungen (Organisation, Finanzen) bemühen und die inhaltliche Konzeption vernachlässigen.
Im vorliegenden Beitrag wird das Heidelberger Modell “Ballschule” als ein erfolgreiches Beispiel einer Kooperation zwischen Universität und Kommune durch Sport in Deutschland vorgestellt. Es kann unter Umständen Anregungen für japanische Universitäten liefern. Das Projekt wind in vier Teilschritten charakterisiert: 1. das Konzept der Ballschule, 2. die Organisation, 3. die Entwicklung, 4. die Bedeutung and der Nutzen der Ballschule von verschiedenen Standpunkten betrachtet (Kinder and Eltern, Kommune, Sportvereine und Sportverbände, Sponsoren, Univerität). Hieran anschließend wird der Erfolg des Ballschule-Projektes aus dem Blickwinkel der folgenden Aspekte analysiert: 1. Gemeinnützigkeit, 2. Innovation, 3. Veröffentlichung der Informationen, 4. Gegenseitigkeit. Es kann bilanziert werden, dass die Ballschule Heidelberg alle vier Faktoren gut erfüllt. Dies dürfte der Hauptgrund dafür sein, dass sie sick schnell zu einem Erfolgsmodell entwickelt hat.
Verallgemeinernd läßt sick für kooperative Projekte zwischen Universitäten und Kommunen feststellen, dass die Gemeinnützigkeit eine große Vorausetzung und die Innovation ein wichtiger Kern der Projekte sein muss. Aus der Gemeinnützigkeit folgt die Veröffentlichung der Informationen. Dabei ist die Gegenseitigkeit ein wesentlicher Faktor, um die Kooperation nicht punktuell, sondern dauerhaft zu gestalten.

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This paper has two purposes: 1) To report the progress of the planned class activity for a child using a wheelchair (third year boy in an elementary school) with his classmates in physical education course. 2) To analyze how the activity can be related to the view of inclusion.
In the approach, I discussed with the staff concerned, observed him in class, and then created his movement subject compared with the Course of Study. It is even possible to teach him “competition” by the device for the activity, and to achieve the goal of physical education.
Through the approach, I have come to the conclusion that practicing individualization education and establishing support system by teachers can be related to the view of inclusion.

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