The purpose of this study was to investigate the effects of physical education [PE] homework on the amount of daily physical activity and the health-related fitness of university freshmen. Two hundred and eighty four Japanese university freshmen were allocated to either homework group (N=133) or control group (N=151). The tasks for homework group were daily life (out of class) self-monitoring of physical activity to promote daily physical activity, as well as fitness tests and sports activity during the class. The tasks for control group were health-related fitness tests and sports activity during the class. The Physical Activity Assessment Scale (PAAS; Wakui & Suzuki, 1997), which consists of three subscales, was used to evaluate physical activity patterns of the participants. The three subscales were 1) Exercise/Sports: measures exercise/sports-related physical activities with more than moderate intensity, 2) Time Management: measures the ability of time management in being occupied and having little time for exercise/sports participation, and 3) Daily Activity: measures relatively light physical activities in daily life. Health-related fitness (cardiovascular endurance, muscle strength/endurance, flexibility, and body fat) was also measured. As the result of ANOVA, PE homework in daily life was found to increase; 1) the amount of physical activity widely with light to moderate intensity, 2) some healthrelated fitness related to practical homework. These results suggest that PE homework can contribute to promoting daily physical activity required for fitness program emphasized today.

抄録全体を表示

身体経験論は、ドイツのスポーツ教授学分野の中の一つの考え方である。この考え方は、現在のノルトライン・ヴェストファーレン州学習指導要領に一定の影響を与えている。
本論ではその論に着目し、その概念や実践及びそれを巡る論議についてFunkeとGrupeとの関わりを中心に考察を進めていく。この検討を通じて身体を教科の中で位置づける際に、何が論点になるのかを明らかにする。
結果、次の点が明らかになった。
1. Funkeが身体概念を検討する際に、常にGrupeの存在を意識していた。Grupeの理論にFunkeは一方で共鳴をしつつ、他方でその在り方に疑問を呈していた。
2. 1983年のADL大会でFunkeの考え方はGrupeによって批判された。Grupeは身体経験概念の不明確さと経験の選択基準の曖昧さを批判した。しかし、この批判を契機としてFunkeは理論や実践を再考しはじめた。
こうしたドイツの身体経験論の論議と変容過程を踏まえて、我が国の体育科教育学分野で身体の問題が議論されるべき際に論点となることは次の三つである。
1. 体育科教育学において身体概念をどのように捉え、どのような論議をしていくのか。
2. 学習内容を設定する際に、どのような経験を保証し、その選択基準をどうするのか。
3. 学習内容に適した素材をどうするのか。

抄録全体を表示

The purpose of this study was to examine effective management strategies for teacher in physical education classes. The focus was on the rules, roles, and management skills for teacher's management behaviors during management episodes and instruction episodes inside ball game unit. Data was collected from 3 ball game units from 3 elementary schools. Two of the three units were taught by effective teachers in physical education classes.
The main results were as follows:
1) Effective teachers decided class management rules and roles.
2) Effective teachers directed management routines since the first lesson of the unit.
3) Above results indicated that effective teachers structured class management.
4) In order to reduces the length of time for management activities, effective teachers conducted management strategy especially for: starting the class, moving students to the next task-sites, gathering students, setting instruments, forwarding the learning tasks, and setting learning environment, more clearly than the common teacher.

抄録全体を表示

While they are moving, hearing-impaired students cannot pay to their teacher's advice. Hence, teachers must exhibit some consideration and provide communication support.
It is important for both students and teachers to observe the same movement image. While forming their movement image at an aerobic dance class, hearing-impaired students would be affected by a teacher's expression of sign language and gestures. The application of media, such as dynamic teaching material in aerobic dance coaching, enables the matching of their image and body movement. The dynamic teaching material was developed in order to enable students to access the www (Aerobic dance homepage) site.
Consequently, the application of media in aerobic dance coaching was readily accepted by hearing-impaired students, and 90% of the subjects responded positively to media usage in aerobic dance coaching. It is suggested that visual information, such as dynamic teaching material, would meet the requirements of hearing-impaired students. Further, it could be applied to and helpful in the coaching of various physical activities.

抄録全体を表示