大学体育におけるトランポリンの技能向上を目指した授業の学修効果に関する研究：

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書誌事項

タイトル別名
  • Learning effects of university physical education, aiming to improve trampoline skills:
  • 大学体育におけるトランポリンの技能向上を目指した授業の学修効果に関する研究 : 意識的な運動学習の実践可能性の検討
  • ダイガク タイイク ニ オケル トランポリン ノ ギノウ コウジョウ オ メザシタ ジュギョウ ノ ガクシュウ コウカ ニ カンスル ケンキュウ : イシキテキ ナ ウンドウ ガクシュウ ノ ジッセン カノウセイ ノ ケントウ
  • The feasibility of conscious motor learning
  • 意識的な運動学習の実践可能性の検討

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抄録

Through a case study focusing on trampolining, we evaluated the feasibility and effects of conscious motor learning during a practical physical education course at a university to clarify how university physical education helps to develop the human resources required in modern society.<br> 　We assessed the physical education course at ‘T’ University in 2018. The goals of the course were to give proficiency in a performance consisting of basic trampoline skills and a swivel hips maneuver (seat drop with a onehalf twist to seat drop). The students on the course practiced the necessary skills following the stepwise program developed by the instructor, aiming to learn and acquire proficiency in trampoline skills and to implement conscious motor learning. Whether or not conscious motor learning had been successfully implemented in the process of learning was evaluated based on the following 2 factors: 1) the results of the students’ self-observation and 2) whether the students had experienced a disintegration crisis phase in the movement-learning process.<br> 　Most students were able to achieve the prescribed goals. Appraisal of the above 2 factors and the results of self-observation showed that most students were able to implement conscious motor learning. They also felt empathy for the other students taking part in the exercise. This was because the instructor, who was a gymnastics specialist, effectively used the characteristics of trampolining, developed the learning program based on his own experience, and provided appropriate specific instructions. However, several students had low scores for some of the evaluated items. The reasons they gave were that the instructor did not clearly indicate the evaluation criteria for goal achievement and that she was unable to accurately judge the students’ skill levels or their willingness to participate in the physical education course.

収録刊行物

  • 体育学研究

    体育学研究 65 (0), 427-445, 2020

    一般社団法人 日本体育・スポーツ・健康学会

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