Hideki Matsubara

type:Article 本研究では,「コロナ禍」での対面授業とオンライン授業を併用するハイブリッド形式によるスポーツ実技の授業において,生活習慣と生活機能の自己点検が可能な「METs」という運動強度を表す指標を用いて運動の実施とその記録提出の課題を与え,授業の学修成果について運動量に焦点を当てて検証し,対面授業の有無が運動量に与える影響を明らかにすることで,今後の体育授業を検討するための資料を得ることを目的とした.調査は教育学部に所属する大学1年生男女920人を対象とし,半期授業において運動量を用いて運動状況を検証した.本研究の結果をまとめると以下の通りである.・ 運動量は,対面授業の有無にかかわらず5クール目にかけて上昇して最大値となり,6クール目から下降して授業最終クールで最小値となった.・ 多くの期間でコロナ禍以前と同等,もしくはコロナ禍以前以上の身体的活動が実施されたことが明らかとなった. 以上のことから,コロナ禍における運動や健康への意識の高まりがあったことに加え,隔週での対面授業によるスポーツ実技が大学生の運動行動を促進し,運動量は対面授業がない週においても減少せず,5クール目までの増加に影響を与えたと考えられた.6クール目以降に減少傾向を示した要因としては,他者とともに授業に参加する回数が減り,運動への意識が低下したことが影響した可能性が考えられた.したがって,「コロナ禍」における学生の運動行動の促進や身体活動量の増加に効果を得るためには,一定回数以上の定期的な対面での運動機会が必要であることが示唆された. The purpose of this study was to examine the learning outcomes of classes with a focus on the amount of physical activity, using an indicator of exercise intensity called "METs" that enables self-assessment of lifestyle habits and life functions, in a practical sports class in a hybrid format that combines face-to-face and online in the "Novel Coronavirus", clarify the impact of face-to-face classes on the amount of physical activity, and obtain data for examining physical education classes in the future. The survey covered 920 male and female among the freshman-year university students belonging to the Faculty of Education, and verified their physical activity status by making use of an index of exercise intensity called (METs/hour) in one semester. The following results were observed: - The amount of exercise increased to the maximum value in the 5th course, regardless of the presence or absence of face-to-face contact, and decreased from the 6th course to reach the minimum in the last course. - The amount of physical activity was equal to or greater than before the COVID-19 pandemic in many periods. From the above, it was considered that face-to-face physical education practice every other week promoted the exercise behavior of university students, and that the amount of exercise did not decrease even in weeks without face-to-face classes, and had an effect on the increase up to the fifth course. The decrease in the amount of exercise after the 6th course was thought to be due to the decrease in the number of times the student participated in classes with other students and the decrease in awareness of exercise. Therefore, these results suggest that more than a certain number of regular face-to-face exercise opportunities are necessary in order to promote student exercise behavior and increase the amount of physical activity during the "corona disaster".