The purpose of this study is to consider a new method of goal-setting using individual standing long jump records in long jump classes of upper-grade elementary school. In this method, individual distance records in standing long jump practice were kept for upper-grade elementary school children. The participants were 100 (56 boys and 44 girls) 6th grade elementary school children. A unit of long jump termed ‘the rhythm up long jump’ was practiced seven times. This focused on the approach phase of the long jump as the main learning objective. In addition, a ‘long jump point table’ corresponding to individual standing long jump records was developed as a method of individual goal-setting used in the long jump class. The children’s skill was evaluated through criteria for observational evaluation of the long jump. Results indicated the following:

1. The long jump point table of individual standing long jump records developed in this study can be effectively used to set simple individual goals in elementary 6th grade long jump classes.

2. Eighty percent of the children were ultimately able to jump 1.8 times their standing long jump record distance. Therefore, it is desirable to set a standard goal of ‘individual standing long jump records × 1.8’ for the class.

3. When using the long jump point table, it is preferable to instruct the children to practice the long jump with the goal of twice individual standing long jump records (10 points).

4. For 6th-grade elementary school children to jump more than twice individual standing long jump records, it is important to learn the ‘rhythm up’ approach and skills that will lead to a smooth take-off motion.

5. The method of goal-setting using the long jump point table in this study is an effective way for children with low jumping ability to increase motivation in the long jump class.

The purpose of this study was to examine the influence of teacher’s feedback on children’s skill performance.

The subject was a flag football unit of nine hours of elementary school sixth graders.

1) Using formative evaluations of Takahashi et al. (1994) for these classes, it found that the classes were accepted from children with highest evaluations.

2) In these classes, the author of this study extracted teacher feedback from the video. Based on the analysis category of Fukami and Takahashi (2003), we analyzed how much they can lead to skill performance.As a result, it was revealed that 79.8% of the teacher’s skillful feedback led to children’s skill performance.

3) Next, the author examined these feedbacks from children’s acceptance method. When considering the extent to which the child received teacher feedback, the child received feedback from the teacher at 78.3% on average on an average unit, of which 73.3% answered that they were helpful.

4) Then, we surveyed how much their feedback matched what the children answered that they received it, and investigated the subsequent skills achievements for those matched with the feedback given by the teacher.

Then, it was 55% that the feedback that the child responded to and the feedback actually made by the teacher were in agreement, and it turned out that the skill achievement seen from the child’s receipt was 30.6%.

From these facts, there was a difference between the skill performance as seen from the teacher feedback and the skill performance as seen from the feedback that the child responded. Therefore, even if the child does not accept it, teacher feedback leads to child’s skill performance if appropriate feedback is made according to the learning situation of the child.

This study was designed to examine how to differ from the viewpoint of the awareness of pupil’s sign of stumbling in physical education (referred to as ‘A.P.S.S’) that occurred while moving as advanced beginner teachers (referred to as ‘B.T group’) and competent teachers (referred to as ‘C.T group’) .The member of B.T group and C.T group assumed each three teachers. The years of teaching experience in B.T group were from 3 years to 6 years and that of C.T group were from 10 years to 14 years. Each effect teacher requested to fill it in according to the question items where the awareness of the stumble of the movement showed as follows by the practice of the broad jump for nine lessons and every class between those. They described ‘what kind of pupil’s sign of stumbling’, ‘why happened it’, and ‘how guided pupil’. The stumble of the exercise of the student described by the effect teacher analyzed from the quantitative and qualitative aspects.

The mean number of teacher’s A.P.S.S per one lesson in B.T group was 2.4 with a range of 0 to 4. That of C.T group was 5.9 with a range of 3 to 12. The significance level of this trend remained at 20%. However, a significant difference of 5% level observed on the changes of number of A.P.S.S per one lesson with the passage of unit in comparison between B.T group and C.T group. There was no significant difference between the B.T group and the C.T group in the attitude score toward P.E. on pre and post-test. Therefore, it was though that a significant difference was not in the number of teacher’s A.P.S.S. The relationship between the instruction for teaching on third item and actual guidance on the broad jump lessons analyzed from verbal communication by IC recorder and visual communication by V.T.R. From the results, the correspondence rate of the B.T group (81.6%) was higher than the correspondence rate of C.T group (48.0%). In this, the teacher of the B.T group had thought about the way of guidance to the APSS directly at once as the first hand. On the other hand, the teacher of C.T group resulted from instructional description of the second move later move based on teacher’s reflective thinking as to them.

It was confirmed that teacher’s expected scheme for getting over student’s stumbling in exercise exists certainly, and was guessed the action that enabled guidance to respond to child’s learning by developing guidance that raised the learning efficiency according to child’s learning context and problem as the role and correcting and changing the planned teaching program.

本稿の目的は、スポーツ庁委託事業「オリンピック・パラリンピック・ムーブメント全国展開事業」に協力しているA市で行われたオリンピック・パラリンピック教育に関する教員研修の効果検証を行うことである。このことは、今後、効果的なオリンピック・パラリンピック教育に関する教員研修の方法を明らかにするための基礎データを提供することにつながるため、意義があると考える。

この目的を達成するために、本稿では、先行研究を参照し、質問紙調査を実施した。質問項目は、興味、重要性、知識、方法、そしてオリンピック・パラリンピック教育を授業で行う自信の5 項目で構成した。

結果は以下の通りである。まず、事前と事後の結果を比較すると、全ての質問項目で有意に向上が見られた。一方で、事後の結果の項目間の相関を検討すると、今回の教員研修が特に実践的な課題には十分に答えられていないことが明らかになった。

これらの結果から、今後の課題として、オリンピアン・パラリンピアンの役割を含む講演の内容の検討、より実践に向けた理解が深まる方法の検討、そして学校種に合わせた実践方法の検討の3点を指摘した。

The purpose of this research is to examine the effect of guidance using “line drawing based on internal feedback” on the formation of images representing the spatial position of the body. That is, “Learner A who conducted instruction with line drawing, video and language teaching” and “Learner B who provided guidance using video and language teaching” and “Teaching using language teaching only Learner C “who went to school, and examined the formation of images representing the spatial position of the body from the viewpoint of” error score “and” change in movement representation “.

As a result, “Learner A who conducted guidance with line drawing, video and language teaching” was presumed to have been encouraged to form an image representing the spatial position of the body more than other learners, and “line drawing based on internal feedback” is used The guidance that you had was the formation of an image that represents the spatial position of yourself, including the muscle sensation as seen from the meta-viewpoint (sideways direction, front-back direction, top-down direction) It was thought that it urges.