わが国の大学における教養体育の開講状況に関する悉皆調査研究

The purpose of this study was to clarify and overview the current status of all colleges and universities (hereinafter, CUs) in Japan offering physical education courses as a component of liberal arts in higher education (hereinafter, PE in higher education) since the first complete survey that was conducted in 2000. Out of the 775 CUs existing as of August 2016, 742 CUs excluding 24 graduate universities and nine PE colleges were included in the survey. The following five items of information were extracted on PE in higher education from the CUs rules，handbook for students and syllabus posted on each CU website: 1) present/not present, 2) course type, 3) compulsory/optional, 4) number of compulsory credits, and 5) integrated title of the courses group. Among the 742 CUs surveyed, 97.7% (725 CUs) offered PE in higher education, except for 17 CUs (2.3%) that did not offer PE in higher education. The 725 CUs offering PE in higher education were categorized into courses comprising mainly practical skills (98.2%; 712 CUs), lectures (63.4%; 460 CUs) and compulsory for all departments (28.0%; 203 CUs), and compulsory for some departments (40.8%; 296 CUs) including practical skills (94.6%; 280 CUs), lectures (31.1% ; 92 CUs), and practical skills and lectures (25.7%; 76 CUs) in undergraduate departments. The number of PE in higher education credits offered as compulsory subjects was 2.15 ± 0.84 (mean ± standard deviation) and 0.5 to 5.0 (minimum - maximum) credits. The terms included in the integrated titles of PE in higher education courses for 725 CUs offering such courses were “Sports” (42.8%; 310 CUs), “Physical education” (39.9%; 289 CUs), “Health” (37.8%; 274 CUs), “Health education” (18.6%; 135 CUs), “Health and physical education” (17.8%; 129 CUs), and “Science” (14.8%; 107 CUs). The results revealed that PE in higher education was offered at approximately 98% of all CUs in Japan, and that the courses were compulsory at approximately 40% of them. Therefore, it can be said that PE in higher education is currently being offered at most CUs. This study has provided an overview of PE in higher education in Japan for the first time since 2000. Future research will involve conducting current status surveys of the curriculum contents focusing on the educational system for PE

IT instructional devices and using in physical education and PETE

科学研究費助成事業 研究成果報告書：挑戦的萌芽研究2011-2013 課題番号：2365037

体育科授業研究のための授業分析用アプリの開発と効果の検証

科学研究費助成事業 研究成果報告書：挑戦的萌芽研究2015-2016課題番号 : 15K1262

ワタシ ノ テイゲン ツクバ ダイガク ノ スポーツ フウド オ カンガエル スポーツ オ ツウジタ チイキ コウケン

今年度における筑波大学のスポーツクラブの活躍は近年のなかでも目に見張るものがある。バレーボール男子が大学選手権6連覇を達成し、バレーボール女子も15年ぶりに選手権制覇でアベック優勝を果たした。同様に剣道の男女が団体で

The Tasks And Trials In PETE At The University Level in Japan

After the worldwide physical education crisis, so called PETE at university level is one of the focal point to promote quality Physical Education. In this situation, in 1997, Education Personnel Training Council in Ministry of Education , Science and Culture(since 2001 Ministry of Education, Culture, Sports, Science and Technology; MEXT) in Japan has informed the Council Report on strategy for improving teacher education system in the future. In 2008, the Course of Studies for elementary and junior high schools were introduced in 2008 and that of for senior high school in 2009. Also system for renewing educational personnel certificates is introduced formally from 2009. Based on this situation on PETE reform movement, tasks and trends in PETE at university level in Japan was shown in this article. In Japanese PETE system, there is discrepancy between needed competency for physical education teachers and image of physical education teacher in general. Most important problem in this recognition would be poor knowledge on competencies requested for physical education teacher as profession. To overcome this discrepant, one need to discuss the better way to change employment system to profession. At university level, even through simulated class based on reflection has introduced in some universities, content knowledge and pedagogical knowledge are usually taught separately. In this sense, one should consider again better way to enhance PCK at university level and to make tentative content and performance standard for them related with CPD. In this context, first step to improve PETE curriculum has just begun in JAPAN