Development of video tests for elementary school physical education to assess pupil’s ability to think and judge: An example of “forward roll on the buck,” a vaulting horse exercise

The objectives of the present study were to develop video tests to help pupils assess movements based on knowledge obtained during physical education classes, and to examine the effectiveness of those tests. We prepared tests that simultaneously play two videos of “forward roll on the buck,” a vaulting horse exercise, for third graders. The videos were selected by teachers to indicate differences in movements regarding technical viewpoints of the exercise. The analysis of the results of the video tests revealed that a high proportion of pupils could correctly describe two viewpoints that teachers had especially emphasized, suggesting that the tests enable pupils to successfully complete assessments based on the acquired knowledge.本研究は，日本学術振興会科研費の助成（16K01619）を受けたものです

Content Analysis of Pupils’ Self-Assessment Using Dual-video Comparison <Article>

本研究の目的は，学習者自身の映像を用いた自己評価と，モデル映像と学習者自身の映像を並べて2画面同時に提示するビデオ映像を用いた自己評価を比較することによって，動きや技の改善点や高まりの気づきに違いがみられるのか，その観察対象の違いによる児童の気づきの特徴を明らかにすることである。 そこで，小学4年マット運動の授業において，観察対象の違う2つの自己評価の記述を比較した。その結果，学習者自身の映像を用いた自己評価では，動きや技の高まりに関する記述が多く，学習者自身が意識的に修正しようしたことや，児童が試技を行った際に自分で感じた気づきが記述されやすいことが推察された。また，2画面比較映像による自己評価では，授業で指導された運動課題についての評価基準をより高く修正したり，自らが意識していなかった改善点を見出したりしやすいが，自分で感じた気づきが捨象される可能性があることが示唆された。This research compares pupils' self-assessments made from watching their own videos with the self-assessments they made from watching their own videos and a model video simultaneously. The research also examines whether the pupils showed differences in recognizing improvements in their moves and techniques, and it studies the characteristics pupils displayed while recognizing these improvements in the two kinds of self-assessment. We compared the two different self-assessments made by fourth-year elementary school pupils in a mat exercise class. On the basis of the comparison, we found that the pupils extensively reported the improvements in their moves and techniques in the self-assessment of their own videos. This showed that they were liable to report what they wanted to modify consciously and what they noticed during the trial. From the self-assessments made using the dual-video comparison, we inferred that they were liable to raise the evaluation criteria of the exercise taught in the class, that they easily identified improvements they had not recognized from their own videos, and that they were likely to disregard any recognition they made by themselves.本研究は，科学研究補助金・基盤研究(C)(No.25350726)の助成を受けたものである

A Study of Life History on the Professional Development of Teaching : Focusing on Teaching in Physical Education of An Elementary School Teacher A

This study aims to clarify what factors made and transformed ‘teaching style’ in physical education of Elementary School Teacher A through clarifying an overall picture of a life history of Teacher A. The results are summarized as following points. 1. Teacher A hold the following three ‘beliefs as school teachers’ when he was hired as a teacher of B Attached School teacher. Those were ‘meaningful teaching for pupils (belief as teachers)’, ‘It is most important to realize a classroom where all pupils could live and study without anxiety (belief for pupils)’ and ‘coexistence (belief for schools)’. Teacher A made his ‘teaching style’ under the category ‘chances of professional development as a school teacher within the ethos of B Attached School’. The categories consisted of ‘B Attached School as an experiment school’, ‘job as a classroom teacher’ and ‘support from a mentor’.本研究は，日本学術振興会科研費15K12632の助成を受けたものである

A Study of Life History on the Professional Development of Teaching: Focusing on ‘Teaching Style’ in Physical Education of An Elementary School Teacher A

This study aims to clarify what factors made and transformed‘teaching style’ in physical education of Elementary School Teacher A through interpreting a life history of Teacher A. The results are summarized as following points. 1. The ‘teaching style’ of Teacher A on physical education in the I period (1982.4-1987.3) was made by factors of ‘belief as a teacher’ and ‘school tradition of Attached Elementary School B and chances of professional development’. 2. The ‘teaching style’ of Teacher A in the II period (1987.4- 1991.3) was transformed by factors of ‘meeting with Mr. Toshio Nakamura belonging to Gakko Tiiku Kenkyu Doshikai’ and ‘anxiety of lack of the specialty concerning physical activities’. 3. The ‘teaching style’ of Teacher A in the III period (1991.4-1996.3) was transformed by factors of ‘his reflection about his specialty on teaching movement skill’ and learning of a concept of ‘observation of others’ and ‘self-observation’ concerning movement process in "Bewegungslehre-Sportsmotorik" (Kurt Meinel et al., 1987). 4. The ‘teaching style’ of Teacher A in the IV period (1996.4-2003.3) was transformed by factors of influences from educational content theory by Mr. Yasuaki Izuhara belonging to Gakko Tiiku Kenkyu Doshikai.本研究は，日本学術振興会科研費の助成（15K12632）を受けたものです

Research into Pupils' Movement Skills on Gymnastics Apparatus: Focusing on the Relationship Between Sub-Teaching Material and Supra-Teaching Material <Practical Research>

運動学習を効果的に進めるためには，下位教材の運動技能と上位教材の運動技能がどのように関係しているかを明らかにする必要がある。本研究は，「はねとび」「はねおき」のための教材として，下位教材に「アンテナブリッジ」，上位教材に「前転ブリッジ」を設定して，教材間の運動技能の関係を明らかにすることを目的とした。 そこで，児童の学習実態から「アンテナブリッジ」と「前転ブリッジ」の運動技能の関係について分析を行ったところ，「アンテナブリッジ」の達成が，「前転ブリッジ」の達成と関係しており，「アンテナブリッジ」と「前転ブリッジ」の関係を考慮した指導を行う必要があると示唆された。 また，下位教材の「アンテナブリッジ」を未達成であっても，学習の中で，補助によって動きの感覚がわかったり，「はね動作」が安定したりすることで上位教材の「前転ブリッジ」ができるようになった例もみられた。The purpose of this research is to identify relationship between movement skills teaching materials through the teaching of a neckspring by setting an "antenna bridge" as the sub-teaching material and "forward roll and antenna bridge" as the supra-teaching material. This would help to identify how sub-teaching and supra-teaching materials are related to the effective teaching of Physical Education. The research on the relationship between the "antenna bridge" and the "forward roll and antenna bridge" indicated that the achievement of the "antenna bridge" may be followed by the achievement of the "forward roll and antenna bridge." This indicates that the teaching materials should be correlated when the "antenna bridge" and "forward roll and antenna bridge" are taught. Some pupils' performance implied that even students who had not achieved the "antenna bridge" may become able to do the "forward roll and antenna bridge," the supra-teaching material, by learning how to spring with the teacher's assistance

Development of a Learning Model Effective for the Neck Spring Vault Exercise for Elementary School Children

本研究は，「首はね跳び」につなげるための学習モデルの開発を目的としている。本年度は，台上で行う「首はね跳び」の前段階として，頭越しの回転を含む腰の沈み込みのあるはね動作を獲得するための下位教材として，「前転ブリッジ」に焦点を当てて研究を行った。 本研究により，「首はね跳び」に必要な腰の沈み込みのあるはね動作を獲得するためには，アンテナブリッジで腰の沈み込みのあるはね動作を獲得した後に，前転ブリッジにおいて頭越しの回転を含む腰の沈み込みのあるはね動作を獲得する学習モデルが有効であることが分かった。また，前転ブリッジにおいて腰の沈み込みのあるはね動作を獲得するためには，前転のスピードコントロールを意識させる学習が必要になることが明らかとなった。This research aimed to develop a learning model effective for the neck spring. In the current academic year, we researched the preliminary step in the neck spring on the vault and focused on the forward roll bridge as the lower-level teaching material to allow children to acquire the ability to perform a spring motion with hip subduction, including a forward roll. In this research, we found a learning model that is effective for children to acquire the spring motion with hip subduction. This spring motion is necessary for neck spring vault exercise. Our model allows children to acquire this spring motion, which includes a forward roll bridge, after acquiring a similar spring motion with hip subduction and an antenna bridge. We also clarified that this learning model allows children to be conscious of controlling the speed of their forward roll. This is necessary for performing the spring motion with hip subduction in the forward roll bridge

Efforts of the Professional Development Program at Hiroshima University Towards Fostering Teachers as Continuous Learners : The Case of the Teaching Practice and Development Course

In 2016, the Graduate School of Education at Hiroshima University established the Professional Development Program for Teachers and School Leaders which consists two courses: The Teaching Practice and Development Course and the School Management Course. Focusing on the former, this paper examines its achievements and problems in the first year to develop some perspectives of models for graduate education toward fostering teachers as continuous learners. We discuss from the following four points: a collaborative learning between teacher and non-teacher graduate students; an effective way to learn the basic skills; a circulation of theory and practice; a triumvirate and learning environment on the realization of them.本研究は，JSPS科学研究費補助金基盤研究（B）（一般）「「学び続ける教員」を支えるアクティブ・ラーニング型教員研修プログラムの開発」（JP16H03765）の助成を受けている。本稿は，平成28年度日本教育大学協会研究集会で発表した内容を加筆・修正したものである