Die Ausdrucksbewegungen sind Erscheinungen, bei der eine Innerlichkeit unbeabsichtigt aüsserlich in der Bewegung sichtbar wird. In der Leben gibt es reine Ausdrucksbewegungen, aber nicht refine Zweckbewegungen. Denn kommen die Zweckbewegungen immer mit dem Ausdruck vor. Den Ausdruck einer intentionalen Einstellung stellt insbesondere die Initialphase der Zweckbewegungen dar.
Während Ausdruck das ungewollte, unbewusste In-Die-Erscheinung-Treten inner Regungen bezeichnet, ist Darstellung eine Bewusstseintat, die nur dem Menschen eigen ist. Bei der Darstellung kann daher vom Üben gesprochen werden, beim Ausdruck dagegen nicht.
Im Tanz spielt die Darstellungsbewegung eine grosse Rolle. Obwohl Ausdruck und Darstellung zwei wesensverschidene Dinge sind, hat begnadete Tanzer oft Fähigkeit, sich in eine Roll dermassen hineinzuleben, dass er nicht mehr “darstellt”, sondern “ausdrückt”. Dagegen werden ritualisierte Darstellungsbewegungen gelegentlich inhaltlos.
Die folgende sind als Beiträge zur Sportpädagogik zu sagen.
1. Unter dem Aspekt der Deutung der Ausdrucksbewegungen soll sick die Bereich der Diagnostik in der Sportpädagogik entwickeln.
2. In der Tanzerziehung soll nicht nur das Darstellungsvermögen durch konkrete Aufgabestellung und sinnvolle Übung verbessert werden, sondern auch die Ausdrucksfähigkeit gefördert werden.

抄録全体を表示

本研究の目的は初心者を対象としてテニスのフォアハンドストロークについて自己の動作をどのように評価しているか, また, それが半年の学習の後どのように変容するかを明かにすることである。
被験者は筑波大学正課体育テニスの受講生で今までにテニス経験のない56名 (男子32名, 女子24名) であった。
被験者にフォアハンドストロークを3回行わせ, それを前方と側方から2台のVTRカメラで撮影した。そしてその直後, 調査用紙を用い基本的な動作ができたか否かについて, 被験者に3段階 (1できた2できなかった3わからない) で自己評価させた。また, 初心者の客観的評価は3名の専門家がVTRフィルムをみて行った。この調査は5月と12月の2回行った。
そして, 次のような結論を得た。
(1) 学習を重ねることにより, 動作全体を正しく意識できるようになる。
(2) ただし, インパクト, フォロースルー局面は, 他の局面に比較して自己の動作を評価することが困難である。
(3) 静止状態である構えの局面は, 他の局面と比較して自己の動作を評価することが容易である。
(4) ラケットの位置を評価することは, 導入時では困難であるが, 学習の進んだ段階ではインパクト局面を除く他の局面では容易になる。
以上のことより, 初心者におけるフォアハンドストロークの自己評価では, インパクトとフォロースルー局面及び導入初期のラケットの位置について, 正しく動作を意識させることが大切であると指摘することができる。今後は, さらに, 動作の自己評価と実際の動作との関連について検討する必要があろう。

抄録全体を表示

The purpose of this study is to clarify the direction to understand the structure of sport as a cultural form. The following steps were adopted as the necessary procedure to attain this purpose;
1) To verify the appropriateness of eliminating value-oriented ranks among cultural forms while studying the nature of each cultural form.
2) To examine the difficulties in considering the structure of sport as a culture from the viewpoint of the concepts of culture so far adopted, and to develop a new standpoint to see the structure of sport through this examination.
3) To find out the direction to understand the structure of sport based on this new standpoint.
In order to attain the purpose, the frame of E. Cassirer's philosophy was adopted in this study.
Since 1960's there has been a growing tendency to recognize sport as a culture in Japan. This tendency seemed to arise from an intention of enhancing the value of sport to be ranked with other cultural forms. However, it is obvious that all cultural forms have been formulated with close relationships among themselves, and each form has constructed its own constitution which is irreplaceable with another cultural form. Each form exists as a function indispensable to human nature which put meanings on chaotic impression of the world. In other words, they exist only as differences without any value-oriented ranks. Since value is usually set on an object according to a special criterion derived from several human tendencies, we should consider the object itself without its value if we try to study its nature. Therefore, to grasp the nature of a cultural form, it should be examined without consideration of its value-oriented rank.
In Japan, distinctive qualities or administrative characteristics of sport phenomena have been referred to as the structure of sport. However, the structure of sport as a cultural form can not emerge through the study of these apparent aspects of sport since the structure and phenomena exist on different levels.
In sport, skill is objectified as movement styles. Although a movement style phenomenaly disappears according to the end of the performance, it is, in fact, developed to a high degree in the movement subject or in other subjects who come in touch with the movement style. On the phenmenal level, one's skill exists within his organic limitations. His skill is, on the structural level, inherited beyond his organic limitations and will be continuously developed and objectified as new movement styles in sport. In other words, sport has its structure in which objectified skill and its spirit are continuouslly developed in a dialectic system to higher level. And organizational changes on one's organic level will reach to organizational formation of humankind, such as economic system, through sport as a cultural form. Therefore, it seems that sport exists as a function which has its own continuous and creative structure concerned with the nature of humankind.

抄録全体を表示

The purpose of this study is to examine the problems that influence the idea of teaching materials and to consider the concept of “teaching materials” in physical education. In genaral there are two problems in relation to the concept of “teaching materials”. One is the confusion between the contents that should be taught and the means of teaching the contents, and the other is the tendency that the sports established historically and socially are comprehended as teaching materials instantly.
The confusion between the contents and the means will be able to be resolved by distinguishing the concept of “teaching material” from “teaching contents” (“subject matter”). It is necessary that teaching materials are understood and as the means to make learners acquire teaching contents as the immediate objects of teaching-learning activities. Understandig teaching materials in this way will provide the foundation to evaluate the value of teaching materials. To comprehend teaching materials as the means or medium isn't contradictory to the thought that sports are learning objects peculiar to physical education.
This confusion is also derived from understanding sports intactly as teaching materials. Sports are the original form of teaching materials, and teaching materials are what sports have been changed into from the pedagogical aspects. So the concept of “teaching materials” can be defined as the means to make learners acquire the “teaching contents” (“subject matter”) and as the immediate objects of teaching-learning activities.

抄録全体を表示

関西学生サッカーリーグに所属する選手5名と未熟練者1名の計6名を対象に, 種々の速さのボールをインステップで蹴らせ, ボールスピードの調節について筋作用機序の面から検討した。すなわち, スイングスピードとボールスピードを測定し, 同時に, 下肢筋, 脊柱筋, 上肢帯筋の計14筋について筋電図を記録するとともに, 16mmカメラを用いてフォームを捉え, スイングスピードとボールスピードの間に介在する要因 (技術構造) を明らかにしようとした。
1) スイングスピードとボールスピードの間に技術水準の高いものほど高い相関関係がみられ, 回帰直線の傾きも大きいことが認められた。すなわち, 相関係数は技術の安定性を, 回帰係数は技術の水準を表わす指標になると考えられた。
2) スイングスピードを高めるためには, フォワードスイングにおいて積極的な股関節の屈曲, ならびに膝関節の伸展を行うことが重要と考えられた。すなわち, これらの関節筋の活動によってボール速度は調節されていた。
3) ボールインパクトまで膝関節伸展筋と股関節屈曲筋の緊張を維持すること, ならびに足関節を伸展位で固定することがフォワードスイングによって得られた運動量をボールに有効に伝えるために重要であると考えられた。
4) スイングスピードの割にボールスピードの低かったキックでは, インパクト時, 上記3) のいずれかの関節筋に緊張の欠如がみられた。未熟練者では, 特に足・膝関節に問題のみられる傾向が認められた。
5) 熟練者では, インパクト前後に股関節の屈曲に停滞がみられ, 大腿の運動量を足先に転移する, いわゆる“ムチ動作”がみられた。
6) 未熟練者では, 積極的な膝関節の伸展, インパクト前後における股関節屈曲の停滞, 足関節の固定は認められなかった。しかし, 5カ月の練習により, スイングスピードとボールスピードの相関, ならびに回帰係数は高値を示すようになり, 動作パターンも熟練者に近づく傾向がみられた。

抄録全体を表示

The subject of this study is 951 members, both male and female, of the table tennis club and other athletic clubs including non-athletes of highschools, colleges and others. Their attitudes were investigated and examined. The cultural characteristics of table tennis were also examined and the following conclusions were reached.
1. As far as the table tennis players are concerned, the highschoolers' attitudes toward sports are different from those of colleges students which, in turn, are different from those of women. The highschool players put more emphasis on Victory and women players are spiritualitic and have an idealistic image of sports.
2. Highschool table tennis players more tend to approve the protest against misjudge than volleyball and basketball players of highschool who, on the other hand, put more emphasis on team work and manners than highschool table tennis players do. Volleyball and basketball players also have more spirit of tolerance to their opponents than table tennis players, make much of the spiritual aspects of sports, and take on the cultural characteristics of American sports. Volleyball players and basketball players show similar attitudes.
3. On the highschool level, tennis players don't make so much of victory than table tennis players. Tennis players put emphasis on doing one's best and process of play, and regard pleasure in sports as important. They take on the characteristics of English sports.
4. Female table tennis players of colleges put more emphasis on victory than non-athletes of the same sex who, compared with women athletes, make much of doing one's best, process of play, spirit of tolerance and fairplay. They have an idealistic image of sports.
5. The attitudes of athletes are under the influence of the form of sports such as individual game or team play and the cultural characteristics of sports.

抄録全体を表示