Japanese Journal of Sport Education Studies
Online ISSN : 1884-5096
Print ISSN : 0911-8845
ISSN-L : 0911-8845
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Volume 29, Issue 2
Displaying 1-7 of 7 articles from this issue
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  • Research Trends on Moral Learning and Responsibility Learning in Physical Education in Articles of JTPE
    Akemi UMEGAKI, Hidenori TOMOZOE
    2010 Volume 29 Issue 2 Pages 1-16
    Published: March 30, 2010
    Released on J-STAGE: June 22, 2013
    DOIhttps://doi.org/10.7219/jjses.29.2_1
    JOURNAL FREE ACCESS
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    The aim of this study is to take a general view of the research on moral learning and responsibility learning in Physical Education in U.S.A., and to clarify the tasks and future directionalities. This study targeted JTPE that had treated the research on the physical education as a center theme among the scientific journals concerning the physical education and sports in U.S.A. All seven articles reviewed in this paper are from the “Journal of Teaching in Physical Education(JTPE)".
    As a result, following four issues to be considered were found. (1) The research designs must be developed in the direction where the weak point of the previous study is supplemented, and further development is necessary in the future. They are : (2) to ensure the credibility and objectivity of assessment, (3) to develop a teaching strategy that considers continuing the effect of a teaching strategy and generalization, and finally (4) to develop a teaching strategy uses the element that promotes the morality and sociality involved to the technology of movement and sports.
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  • A Study on Children's Cognitive Transfiguration toward Social Behavior in Physical Education Classes
    - Through the Practice of the Sport Education Model -
    Nobuko OTSU, Junji HOSOGOE, Takeo TAKAHASHI
    2010 Volume 29 Issue 2 Pages 17-32
    Published: March 30, 2010
    Released on J-STAGE: June 22, 2013
    DOIhttps://doi.org/10.7219/jjses.29.2_17
    JOURNAL FREE ACCESS
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    The purpose of this study is to examine the modes and degree of transfiguration of social behavior through cognitive alteration. The research was conducted in physical education classes at elementary schools by applying Sport Education Model (Siedentop, 1994), of which theoretical framework is characterized by enthroning the ethical aspect of P.E.
    Two teachers at different elementary schools independently carried out the experimental instruction under the direction of the authors. The teaching plan had three distinct features to be noted: (1) the teachers try throughout the class to demonstrate fair play to the learners in the concrete; 2) the teachers assess and evaluate learners' acts of transaction using the fair play point system; and 3) the teachers encourage the learners to communicate each other and make a positive approach to interact in the P. E. class.
    As a result of the experiment, we found that children evaluated the Sport Education Model positively, and that the children's consciousness about social behaviors changed affirmatively. The Pearson's coefficient correlation between the fair play points and the formative evaluation was significantly positive, and the correlation between the affirmative interpersonal behaviors and the formative evaluation was also positive.
    In conclusion, we found that application of Sport Education Model to P.E. classes can enhance children's cognition concerning social behaviors.
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  • Teachers' Strategic Thought Skills in Elementary School Physical Education Classes
    - Study of teachers producing high learning outcomes (having high attitude scores) -
    Kohji YAMAGUCHI, Keiji UMENO , Osamu HAYASHI , Yoshihiro KAMIHARA
    2010 Volume 29 Issue 2 Pages 33-55
    Published: March 30, 2010
    Released on J-STAGE: June 22, 2013
    DOIhttps://doi.org/10.7219/jjses.29.2_33
    JOURNAL FREE ACCESS
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    The purpose of this study is to review six types of strategic thought skills (Incentive, Screening, Signaling,Commitment, Lock-in, and Monitoring) of four teachers for long-jump classes. All of them have always high attitude scores. In order to investigate into teachers' strategic thought skills in the pre class, “Strategic Form"and “Extensive Form", which is used in Game Theory was tried to apply. And also in the actual class, the category system which is based on strategic thought skills was used.
    As a result, we confirmed that they demonstrate six types of strategic thought skills (Incentive,Screening,Signaling,Commitment, Lock-in, and Monitoring) for the classes. Further, we inferred that each type of strategic thought skills has specific knowledge.
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