The aim of this study is to devise/coach an exercise program which can be implemented comfortably in daily life in order to develop a college-education coursework to heighten outside-school-hour activities, and in addition, to make clear that what physical exercise whose continuity in daily life is highly acceptable. We devised exercise contents which have a high affinity to daily-life activities and low in physical burden, and checked the easiness of continuing them by choosing students who take the course of physical education as part of the liberal arts in college as the test target. The results of Web questionnaire were as follows:(1) Many of the devised contents were affirmatively assessed from all of the view points of degree of interest/comfort, level of difficulty, degree of desire to implement them. (2) 29 % of the students continued the exercise contents for more than a week after the end of the course period. The stretching-oriented exercise contents were more favorably accepted than the training-oriented exercise contents. (3) The reasons for the students' continuation of the exercise were mostly its easiness and light-heartedness. From the above result, it was suggested that the exercise contents devised in this study were affirmatively assessed and that 'stretching-oriented exercise which can be performed easily with a light heart' is highly acceptable in continuing in daily life.
The purpose of this study was to clarify, through interviews, the instruction philosophy of university gymnastics instructors from lesson contents. Semi-structured interviews were conducted with eight instructors (four male and four female) who have been teaching gymnastics in university physical education classes for over 10 years, and the content was analyzed based on the Modified-Grounded Theory Approach. The gymnastics instructors' views on teaching were found to consist of four elements: 1) physicality (confronting the exerciser's own body and mind), 2) competence (eliciting the exerciser's "can do" attitude),3) autonomy (To support an attitude toward exercise in which the exerciser takes the initiative), and 4) relatedness (relating to others). The results suggest that university physical education gymnastics classes are places that bring awareness about the value of exercise, not in comparison with others, and satisfy basic psychological needs (competence, autonomy, and relatedness).
The object of this study is to check up how to teach children on the pair exercises / pyramid exercises in accordance with their actual state through formative evaluation of the teaching and by elucidating the tightness of the exercises felt by children.The subjects were 517 the 6 th graders of elementary school and 16 of teachers who taught them. Surveys were carried out with different format of anonymous self-administered questionnaires separately for children and teachers.As a result, the teaching was highly evaluated with level 4 or higher in all the details and overall judgement in the formative evaluation, showing that the subject children in this study highly evaluated the teaching of this pair exercises / pyramid exercises. At the same time, it was shown that 65.3 % of the children felt the tightness of the pair exercises / pyramid exercises ; female children felt more tightness than male children. Twelve categories of factors which make the pair exercises / pyramid exercises tight were extracted: the major ones were, "Being foundation" of the pyramid, and "Body pain". Significant differences between the sexes were found in "Pain of being ridden on", "Hotness" and "Fear". More female children answered this way than male children.
An attempt of devising the programs for the beginner of Cyr wheel − focusing on acquiring "Spin with both feet" movement − 金井 茂樹 (1) ・本谷 聡 (2) ・堀口 文 (2) ・松浦 稜 (3) ・杉井 勇介 (4)
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