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- Title
中学校武道授業の必修化前後における学習成果の変化.
- Authors
関 伸夫; 川田 裕次郎; 中村 充
- Abstract
Background and Purpose: Approximately 10 years have passed since martial arts became compulsory in junior high school health and physical education, but there has not yet been sufficient verification of the resulting changes in learning outcomes and class conditions (class environment). To further improve martial arts classes in the future, it is important to examine the changes attributable to the introduction of compulsory martial arts. For this purpose, we investigated learning outcomes and class conditions before and after the introduction of compulsory martial arts classes. Methods: The study subjects were junior high school pupils who took judo or kendo in health and physical education classes during the pre-compulsory and post-compulsory periods. An online survey was used to obtain data on personal attributes, learning outcomes, and class conditions. A total of 1,220 students (608 before and 612 after the change to compulsory physical education) were included in the analysis. Results and Discussion: We compared the learning outcomes and class conditions before and after the mandatory course was established. The results showed that those who took the course after it became mandatory had better learning outcomes. A higher percentage of students reported that the class atmosphere was more cheerful, that the teaching method was more creative in incorporating game elements, and that they had more time for physical exercise. We then examined the class conditions affecting learning outcomes, and found that classes with a cheerful atmosphere and classes incorporating game elements influenced learning outcomes. Conclusion: It was confirmed that making martial arts compulsory had changed learning outcomes and class conditions. Pupils who took the class after it had become compulsory showed higher learning outcomes. After the introduction of compulsory martial arts, the atmosphere of the classes had become brighter, and the teaching methods had become more creative in incorporating game elements and ensuring more time for physical exercise. The teaching phase had focused on acquisition of basic skills and did not include simple games. In addition, it was shown that creation of classes with a cheerful atmosphere and game elements may have led to higher learning outcomes, and that there were differences between boys and girls in their perception of learning outcomes and the main teaching conditions that affect them.
- Subjects
CURRICULUM; SCHOOL environment; EDUCATIONAL outcomes; SEX distribution; CLINICAL trials; PHYSICAL education; TEACHING methods; MIDDLE school students; SURVEYS; PRE-tests &; post-tests; ACADEMIC achievement; MARTIAL arts; COMPARATIVE studies; LEARNING strategies
- Publication
Japan Journal of Physical Education, Health & Sport Sciences / Taiikugaku Kenkyū, 2023, Vol 68, p409
- ISSN
0484-6710
- Publication type
Article