運動の楽しさと技能向上から見た学習者の感覚経験を 重視した指導方略の効果 79.yg.412@gmail.com Abstract: Two learning methods for developing high performance and enjoyment in gymnastics were investigated. The participants were healthy undergraduates (n = 38) who were randomly divided into a "model mastery learning group", for which ideal movements were emphasized, and a "kinesthetic experiential learning group", for which practice of various movements was emphasized, when performing balance exercises on a gymnastic ball. The psychological effects of the two learning methods were compared using the Intrinsic Motivation Scale, Sport Flow Scale, and Two-Dimensional Mood Scale. Improvements in gymnastic performance were evaluated by timing the durations of balancing on the ball and observations by expert gymnasts.The results indicated that the participants in the kinesthetic experiential learning group had better balancing times and higher intrinsic motivation, flow state, and pleasure mood scores, whereas the stability of posture on the ball was considered to be higher in the model mastery learning group.These findings suggest that learning methods using proactive, trial and error learning, and assorted experiences with versatile kinesthesis are more effective for promoting the enjoyment of gymnastics and improving exercise performance.

The study aimed to investigate the effects of kinesthetic experiences on balance ability (using exercise balls for gymnastics) and on interpersonal relationships by comparing two different learning methods. Participants learning gymnastics during physical education classes at university were randomly allocated to a kinesthetic-experiential learning (KEL) group ( n = 20) or a model-mastery learning (MML) group ( n = 22). Both groups practiced a balancing exercise on an exercise ball. In the KEL group, participants were asked to pay attention to the sensations of their body on the ball in a variety of movements, whereas the MML group was asked to reproduce the instructions of the ideal model provided by an instructor. The results showed that the participants in the KEL group had longer balancing time on the exercise ball, higher self-evaluation scores, and higher interpersonal relationship scores than those in the MML group, although the objective evaluations of postural stability were better in the MML group than in the KEL group. These findings suggest that methods that provide learners with versatile kinesthetic experiences through a variety of movements are more effective for enhancing balance ability and interpersonal relationships.

2001). Assessing these physical and mental stressors may help prevent low performance, decreased mental health, burn-out, and drop-outs. However, these assessments vary widely among individuals, and stressors and influencing factors vary among individual athletes, indicating that the optimal assessment index has not yet been established.The main tool used to assess mental health and stress is a questionnaire-based method to evaluate the degree of congruence with one's own psychological state. The advantage of this method is that it provides information quickly. Conversely, psychological indicators are influenced by events at the time of measurement (e.g., diet and training), and thus transient mood can affect the results. In addition, athletes may not accurately complete the questionnaire as the results of mental health and stress measures may affect their evaluation by their supervisors and coaches. Therefore, the questionnaire-based evaluation alone may not accurately assess an athlete's state of stress. Furthermore, the degree of stress is influenced by many individual differences, including gender Nicholls et al., 2009), personality traits , and mental toughness (Kaiseler et al., 2009). To assess the impact of stress on athletes, longitudinal tracking of changes in their mental health Genta Ochi

The purpose of the present study was to compare learners' movement variability while maintaining balance and the ability to recover balance using the kinesthetic-experiential learning (KEL) method of implicit learning and the model-mastery learning (MML) method of explicit learning. The participants were 29 healthy university students. They were randomly divided into two groups (KEL and MML). They were required to balance both knees on an exercise ball. The balancing time and the ability to recover their balance were measured using motion capture. Results indicated that balancing time was significantly improved for both learning methods. Regarding the learners' movements while maintaining balance, they maintained balance while moving in the KEL method, whereas they maintained balance by keeping the entire body stationary in the MML method. Concerning the ability to recover, the KEL method improved the balance recovery ability more effectively than the MML method. Therefore, we concluded that using the KEL method at the initial stage of learning improves learners' balance recovery ability and increases movement variability.