The Impact of Manabiai in Physical Education Swimming Classes: Focusing on the Elimination of Polarization of Performance through Students' Skills in the Vicinity

Our study addressed the effect of applying manabiai in swimming classes. In conclusion, the following three points were clarified: (1) dialogue among students was serving to fulfill the relationship of "teaching" - "being taught," (2) improvement in skills through interactive activities was conspicuous and had a great influence on the resolution of polarization of exercise capacity, and (3) the learning strategies of manabiai can be performed efficiently among students and individually necessary guidance

Integration of Theory and Practical Sessions to Improve Health and Physical Education Classes

In this study, two research subjects were set up by implementing a unit that combines physical education theory and physical activity. The first subject is the study of the qualities and abilities that can be cultivated by combining physical education theory and physique building exercises in physical education sessions. The second is to apply the concept of Content and Language Integrated Learning (CLIL) to physical education based on the first finding, and to study a learning strategy that integrates physical education theory and practical physical education. (１) As a result of implementing physical education theory and physical exercises as a fusion unit, it is suggested that the ability to collaborate and think in multiple ways, as desired at schools, can be nurtured. (２) By creating and sharing the rubrics of the dialogue, I was able to evaluate the quality of self-motivation to learn, an attitude very well appreciated at schools across Japan

Professional Development Theories of Teacher Educator: Drs A. Swennen and K. Smith

A theoretical composition is drawn for the professional development of teacher educators. In this study, we focused on Dr. Anja Swennen and Dr. Kari Smith, who are actively engaged in teacher education research. Dr. Swennen focused on the theory of professional development in internal disciplines and expects teacher educators to work on their own professional development. On the other hand, Dr. Smith explored the ability to prove theories based on external criteria and advocates the importance of systematic professional development. By absorbing their theories, we obtained the two suggestions for Japanese teacher education reform. First, it is necessary to nurture the expertise of teacher educators responsible for student teaching and beginning teachers’ training intentionally and systematically. Second, it is also necessary to position this expertise to nurture teachers in the qualities and abilities that should be cultivated in professional school for teacher education. From this perspective, we obtained a design for the professional development of teacher educators

Current Conditions and Issues in Quality Assurance of Preservice Teacher Education in Japan: Suggestions from a Domestic Research Trend

The actual conditions and issues of quality assurance of preservice teacher education in Japan were identified by analyzing trends in domestic studies of quality assurance. The evaluation system for future preservice teacher education was examined. Therefore, the following two results were identified: (1) Not only the development of agreed standards and the improvement of the curriculum were related to preservice teacher training, but the ways in which internal and external parties participate were also issues; (2) Collaboration between internal and external parties should be encouraged to promote autonomous quality assurance in Japan, where external institutions are slow to improve their system for assessing the quality of the university. In addition to these factors, it was suggested that investigation of quality assurance in private universities is also necessary because most previous studies and practices were implemented in public universities.本研究の一部は，日本学術振興会科学研究費補助金（基盤B）課題研究番号JP18H0102401，研究代表者・嘉数健悟の補助を受けて行われた

The Impact of Manabiai in Physical Education Swimming Classes: Focusing on the Elimination of Polarization of Performance through Students' Skills in the Vicinity

Century 10.5P Our study addressed the effect of applying manabiai in swimming classes. In conclusion, the following three points were clarified: (1) dialogue among students was serving to fulfill the relationship of "teaching" - "being taught," (2) improvement in skills through interactive activities was conspicuous and had a great influence on the resolution of polarization of exercise capacity, and (3) the learning strategies of manabiai can be performed efficiently among students and individually necessary guidance

Empirical Research Intended to Develop Independence on Baseball Lesson of Physical Education: Focus on "MANABIAI" theory

本稿は，広島大学学部・附属学校共同研究プロジェクト（平成29～30年度：整理番号83-01）の助成を受けている研究の一部である

Expectations as the Profession on the Physical Education Teacher in Japan after World War II

The purpose of this study is to survey studies of expectations as the profession on the physical education teacher in Japan after World War II. The results were as follows: 1)from 1970's to 1980's both the ideal studies and the empirical studies were accomplished however after 1990's the ideal studeis disappeared; 2) from 1970's to 1980's the emprical studies showed the desirable points and the undesirable points of the image of physical educator as expectations as the profession; 3)after 1990's the empirical studies have clarified the knowledge and the performance as expectations as the profession

The study of Collaborative Learning in Physical Education with the Use of Tablet Devices : With a special focus on team conferences in volleyball

本研究は，バレーボールの授業において，協働的な学びを促進する手立てとして，タブレット端末を使用して得たゲーム記録を，ふり返り場面でどのように活用したかを探るとともに，チーム会議での話し合いの実態を明らかにすることを目的とした。チーム会議の発話記録を分析した結果，タブレット端末に記録された返球率，返球数のデータは，ふり返りの視点となり，話し合いのきっかけになっていた。また，チーム会議は協働的な学びの場となり，チームメイトを認める発話と問いかける発話が協働的な学びの質を高めることがわかった。The present study aims to find out how the students made use of game records in their tablet devices when reflecting on their games and what was going on in their discussion. By analyzing their utterances in their team conferences, it is revealed that the numbers and ratios of the returns of the ball recorded in their tablet devices were utilized as the viewpoints of their discussion and they facilitate their discussion. It is also thought that team conferences give the students the opportunity to learn collaboratively and that the utterances which accept their teammates and the ones which ask their teammates questions enrich collaborative learning