住本 純

This study is a scoping review that comprehensively organizes martial arts intervention studies targeting Attention-Deficit/Hyperactivity Disorder (ADHD) and Developmental Coordination Disorder (DCD). Analysis of 17 papers revealed that multiple studies reported improvements in cognitive and socioemotional functioning for ADHD, and in physical fitness components centered on balance for DCD.  However, results were inconsistent, and challenges remain regarding the number and quality of studies. Martial arts show potential benefits for physical and psychosocial development, but large-scale, high-quality follow-up studies are still needed.

PURPOSE: To our knowledge, there is no systematic review of swimming and aquatic exercise intervention studies for Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (AD/HD). Therefore, we conducted a scoping review of swimming and aquatic exercise intervention studies for ASD and AD/HD with the aim of identifying outcomes and issues in previous studies. METHODS: This study was conducted in accordance with the PRISMA extension for Scoping Reviews (PRISMA-ScR), and articles were collected and selected. We used PubMed, Science Direct, J-stage and CiNii Research as databases. Searches were conducted using terms such as "swimming", "Autism" and "AD/HD". The collected literature was selected according to eligibility criteria, and the quality of the studies was evaluated using the PEDro scale. RESULTS: Finally, 40 articles were selected and analyzed for (1) study areas and publication date, (2) sample size and participant profile, (3) study design and quality, and (4) intervention and measurement methods. The results showed that, despite challenges in the field, size, and quality of the study, ASD and AD/HD symptoms improved and multifaceted effects on physical, cognitive, and socio-emotional development were observed. CONCLUSION: The scoping review clarified the achievements and issues of previous studies and indicated the therapeutic significance of swimming and aquatic exercise for ASD and AD/HD.

PURPOSE: This study conducted a scoping review of existing intervention studies with the aim of identifying the therapeutic-educational significance of martial arts for ASD. METHODS: This study followed the PRISMA extension for Scoping Reviews (PRISMA-ScR) to collect and select articles. Searches were conducted using PubMed and Science Direct databases, using terms such as "martial arts" and "Autism". The collected literature was screened according to eligibility criteria and the quality of the studies was assessed using the PEDro scale. RESULTS: In the end, 22 articles were selected, showing multifaceted effects on the improvement of ASD core symptoms and the development of socio-emotional, cognitive, and physical functions. On the other hand, research gaps were identified regarding study areas, subjects, and methods. CONCLUSION: The scoping review organized the results of previous studies and added evidence that reinforces the therapeutic-educational significance of martial arts. It also indicated that additional intervention studies are needed to conduct a meta-analysis.

新型コロナウイルス感染症の感染拡大によって，大学は対面授業をオンライン授業として実施したため，学生の身体活動量が減少した．そこで，我々は大学体育のためのオンライン教材であり，身体活動量の増大に貢献する「岡大プログラム」を開発した．「岡大プログラム」は，健康関連体力を高める運動種目である持久的運動，レジスタンストレーニング，ストレッチングからなる．プログラムの基準はアメリカスポーツ医学会のエクササイズ方式基準，アメリカスポーツ医学会とアメリカ疾病管理予防センターの共同作成のライフスタイル方式基準，そして上記2種類基準を併用した方式基準である．「岡大プログラム」は全国大学体育連合ホームページにて紹介された．その結果，教材一式を63校に提供した．「岡大プログラム」を使用した大学は24校，2,404名の学生が使用した．そのうち本調査に協力を得た大学は19校であり，1,333名の学生が「岡大プログラム」の有効性について評価した．調査期間は2020年7月と8月であった．「岡大プログラム」の理論学習の難易度得点は「ふつう」と回答した学生が73.6％であった．「岡大プログラム」開始前に比べ体力が高まったと答えた学生は70.6％であった．学生は71.5％が運動プログラムを継続できたと回答した．「岡大プログラム」の満足度平均得点は4.0点であり，「満足」「やや満足」と回答した学生は72.4％であった．総合評価平均得点は3.8点であり，「非常によい」「よい」と評価した学生は69.5％であった．「岡大プログラム」は高い評価とその効果を認めたことから，大学体育において本プログラムは有効であることが示唆された．

本研究の目的は，現職教員の長期研修で得た経験や学びを明らかにし，その成長プロセスを検討することである。対象者は，長期研修生7名であった。各対象者に対して，研修中間時，研修終了時の2回，半構造化インタビューを行った。インタビューの内容は文書化され，M-GTA（木下，2003）を用いて分析された。その結果，概念は21個あり，8個のサブカテゴリー，3個のカテゴリーに集約された。その中で，体育授業に関する迷いやジレンマを解消していくことや他者の授業観察から省察する経験，客観的データから省察する経験から学び，その学びの実感から体育授業観の問い直しや変容といった成長をしていくプロセスが明らかとなった。その成長プロセスの基礎的条件として，時間的余裕といった長期研修の環境的条件や協同的なコミュニティの形成が示された。加えて，その成長プロセスを経ることで，体育授業に関するコミットメントを高めていることが示唆された。 原著論文

本研究は，現職教員の成長に関する研究動向を整理することを目的とした。そこで，1997年から2018年の約20年間における国内学会誌，博士論文を対象にシステマチックレビューを実施した。その際，Randolph（2009）の質的な先行研究レビューの方法論を援用し，選定された104編の論文を対象に，①リサーチクエスチョン，②研究方法，③成長を促した要因や経験に関する知見について分析した。 その結果，①リサーチクエスチョンとしては，教員の「学習や経験」や，それらを支える「研修」が多数を占めていた。②方法論としては，質的研究と混合研究が75.4％を占めていた。③成長を促した要因や経験としては，「同僚性」と「省察経験」が明らかとなった。また今後の課題として、各教科教育における現職教員の成長に関する研究動向を整理していく必要性が示唆された。 研究ノート

Our main goal is to clarify how teaching experiences in mock PE lessons gave rise to changes in the contents of reflective papers before and after student teaching experiences. In addition, our secondary goal is to examine what kind of reflectional viewpoints were learned through the experience. The results we investigated are given below; 1. Students taking this course improved their teaching skills through the teaching experience. Consequently, they could make constructive comments regarding other student teacher’s teaching skills after mock lessons. 2. Teaching experiences might be one factor in gaining higher reflectional viewpoints about an entire course plan, such as unit learning or evaluation plan.

In this study, a university teacher majoring in dance and a junior high school teacher not majoring dance collaborated in constructing a dance learning unit to clarify what kind of knowledge the latter teacher need to acquires in modern rhythmic dance class. As a result, we found seven points as follows; 1. Regarding knowledge of teaching materials, before the classes the subject acquired concepts on evaluation of dance learning materials. In addition, after the classes he acquired concepts on elements and skills of dance materials. 2. Regarding knowledge of students, before the classes he had some simple concepts on them. After the classes, however, he combined two different area of knowledge and there could be a possibility of generation of PCK. 3. Regarding area of instruction methods, he had concepts about specific instruction methods and making learning environment better both before and after the instruction. 4. Regarding knowledge of interaction between instructional contents and students, before the lessons, he gained better a better understanding of the instructional contents by sharing them with students. On the other hand, after the lessons, he evaluated the instructional contents from the viewpoint of students’ educational achievements. 5. Regarding knowledge of interaction between students and teaching methods, before the lessons, he had some positive knowledge of planning goals and contents according to the learner’s character. After the lessons, however, he felt some difficulty in giving specific or affirmative feedback to the learners. Also, he felt some difficulty in instruction of group learning both before and after the lessons. 6. Regarding knowledge area of teaching method and teaching material contents, he had concepts of technical instructions, improvement of teaching plan and systematic instructions both before and after the lessons. 7. Regarding knowledge of students, instruction methods and instruction contents, before the lessons, he talked from the learners’ standpoint. On the other hand, however, in the latter half of the lessons, he talked from the viewpoint of learning contents.

本論文は、小学校教員免許取得に係る科自である「体育科教育法Jにおける2015年度授業実践報告とその授業実践において学生が直面した課題に関して考察を行ったものである。この「体育科教育法」では、小学校体育授業を計画•実践するための基礎的知識と技術の習得を目標としている。授業前半では、体育科の学習指導要領等の基礎的知識や指導方法についての理解を深めた。授業後半は、体育授業の教材作り、模擬授業、模擬授業後の省察に取り組んだ。そのような一連の授業展開の中で、どの段階•部分で学生が課題を抱えたのか学生自身が記した授業記録から考察をした。併せて、学生が模擬授業後にどのようなことに焦点を当て省察したのかを報告する。

In this study, it was aimed to clarify opportunity and motivation for applying for the long-term physical education teacher education program. Subjects were 8 teachers who have applied for it. Half structured interviews were conducted 2 times for each subject. The first interview aimed to ask their motivation and opportunity, and second interview focused on the process of making motivation for implementing physical education and opportunity for it. Interview was documented and analyzed through constant comparison. <br>As the result, opportunity for applying for the program and motivating factors includes not only individual factors such as motivation in teaching in physical education, but also encouragement from others such as administrative people. And both of them have played important roles. It is because, for the middle standing teachers, the program was working as the steps for employing to administrative positions. In addition, subjects were categorized into 3 types according to perspective of the process of making motivation for applying to the program via their commitment and support for the application to the program. <br>This result has suggested the important role of support from administrative people to motivate teachers for applying for long-term physical education teacher education program. At the same time, it suggests the importance of procedure to encourage teacher development based on their individual needs and situation they have faced.