Faculty of Sports and Health Sciences
Master of Education / Professor
Hiroshima University, Faculty of Education and Physical Education
Tokyo Gakugei University, Graduate School of Education
Faculty of Education University of Fukui, Professor / Honorary Professor
Fukui University of Technology / Professor
Distinguished service award (2020) the Sports League of National Universities in Hokuriku Area
A Curriculum of Physical Education, Making a Process of Teaching-Learning
Movement Programs and Making Perceptive Tools for Beginners
This study aimed to clarify the factorial structure of an effective physical education class in high schools and to examine the relationship between teachers and students by using their factorial structures. A questionnaire was developed and used which consisted of 40 items based on four hypothetical factors. These factors were based on some pre-surveys and analysis of content validity. Therefore, the questionnaire was judged to have high reliability. As regards the teacher, the following factors were identified: “ways of learning(subjectivity)”, ”the will to learn”, ”ways of learning(learning environment)”, “cooperation”, and “ways of learning(sociability)”. In the case of students, the following factors were identified: ”outcome”, “enjoyment”, “ways of learning(sociability)”, “ways of learning(learning environment)”, and “cooperation”. As concerns the relation between factors for teachers and students, the factor ”cooperation” was high and “ways of learning(learning environment and sociability)” were moderate. The five factors for each group were interpreted differently, and it was confirmed that to a certain degree teachers and students share an image of an effective physical education class. The future problem is to develop the learning methods so that students can enjoy learning cooperation independently of the teacher.
The overhand throw is one of basic motion patterns for many ball games. However, it has been pointed out that even adults haven’t done yet throw correctly. For such persons, catch ball was a very difficult practice, and we put ourselves in the “Analogon”(kinesthetically similar preliminary movements with playability). Teaching tools used were ①Old tube whipping a cardboard box, ②Shuttlecock throw,③Beanbags throw, ④Flying Disc(Fig.) overhand throw, ⑤Flying Disc underhand throw. This study aimed to clarify the effectiveness by using teaching tools for improvement of throw movement. The subjects were 139 third and fourth graders, and were applied each teaching tool of 5 classes. The practice was 100 throws per day for 5 days. We measured throw distance and observed the changes of throwing motion depending on 13 points view(Table).
“Old tube whipping a cardboard box” was effective for Wrist snap, How to hold the tennis ball, Half body posture in throwing direction, Waist twist and Feeding foot. “Shuttlecock throw” was effective for throw distance, Wrist snap on girls and How to hold the tennis ball, Half body posture in throwing direction, Waist twist, Feeding foot on boys and girls. Flying Disc(Fig.) overhand throw was effective for Toe direction of stepped foot, Waist twist, Wrist snap, Feeding foot on girls and How to hold the tennis ball on boys and girls. The future problem is to develop the teaching materials so that children can enjoy movement learning.
Sokura (1997) Movement Learning, Quest for Sport Pedagogy, Taisyukan shoten 103-109. (in Japanese)
Sokura (2002) Theory of Physical Education, Entrance into Pedagogy of Physical Education, Taisyukan shoten 245-253. (in Japanese)
Sokura et al. (2004) Study on Teaching Tools to improve throwing motion,Tiikujyugyoukenkyuukai,7:11-20. (in Japanese)
Sokura et al. (2006) Relationship between Teachers and Students Concerning the Factorial Structure of an Effective Physical Education Class in High Schools, The bulletin of Japanese Curriculum research an development,28(2): 11-20. (in Japanese)