大学体育実技授業の振り返り文章数を多く記述するほどライフスキルの獲得が促進される:大学体育授業を対象とした縦断研究  [in Japanese] Sufficient description status of comments in college physical education class more increases Life skills acquisition:Longitudinal study in college physical education  [in Japanese]

Access this Article

Author(s)

Abstract

目的:本縦断研究は,大学体育授業における文章記述状況が学期前後のライフスキル獲得に与える影響について検討することを目的とした.方法:273名の男子大学生を対象に,学期期間中に,10回の実技授業を実施し,これに関する授業内容の振り返りをワークブックに記述させた.学期期間後に全てのワークブックを回収し,各回の記述欄に書かれていた文章数を算出した.また,体育実技授業の実施前と実施後に,大学生版日常生活スキル評価尺度を用いて,ライフスキルの変化量を調査した.文章記述状況とライフスキル獲得の分析では,感想文1 回あたりの平均文章数の昇順に対象者を3群(下位群,中位群,上位群)にわけ,各ライフスキルのスコアと個人的スキル,対人スキル,ライフスキルの総合スコアの差とトレンドを検討した.結果:学期前後のライフスキルを比較した結果,情報要約力,リーダーシップのスコアと個人的スキル,対人スキル,ライフスキルの総合スコアが学期後に向上した(P < 0.01).共分散分析は, 年齢, 課外活動の有無, 居住形態, ライフスキルの初期値といった交絡因子を補正した後に, 文章の記述が増すに伴い,計画性,情報要約力,感受性のライフスキルに有意な上昇のトレンドが認められたことを示していた(P < 0.05).また,個人的スキルにおいても上昇のトレンドの傾向が観察された(P = 0.055).結論:これらの知見は,学生が大学体育授業の感想を記述する際,文章数を多く記述するといった十分な文章記述状況であると,計画性と情報要約力,感受性のライフスキルがより増大することを示唆していた.

Purpose: The aim of this longitudinal study was to examine the effects of description status of comments in college physical education class on acquisition of Life skills after the semester. Methods: Male students (n = 273) took lesson in ten times during the semester and wrote their impressions and comments of these lessons in a workbook. We collected all workbooks after the semester and calculated the number of sentences. Before and after the semester, changes of Life skills were assessed by using a daily Life skills scale for college students. Based on ascending order of average number of sentences, we assigned subjects to three groups (lower, middle, and upper groups), and then analyzed the differences and trends of score of each Life skill. Results: After the semester, the subtotal score of Knowledge information and Leadership and the total score of Personal situations, Interpersonal situations, and Life skills significantly improved (P < 0.01). Analysis of covariance (ANCOVA) revealed that with the level of the description status of comments increasing, Planning, Knowledge information, and Empathy showed statistically significant increasing trends after normalizeing for confounding factors such as age, belonging to club (yes or no), home (family home or living alone), and baseline levels of Life skills (P < 0.05). Although there was no significant difference, a tendency of increasing trend was observed in a skill of Personal situations (P = 0.055). Conclusion: These findings suggest that sufficient description status of comments, such as a large number of sentences, more increases the skills of Planning and Knowledge information, such as the skill of Personal situations, and Empathy when students write their impressions in college physical education class.

Journal

  • Japan Journal for Health, Physical Education, Recreation, and Dance in Universities

    Japan Journal for Health, Physical Education, Recreation, and Dance in Universities 15.1(0), 3-11, 2018

    Japanese Association of University Physical Education and Sports

Codes

Page Top