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The purpose of this study was to examine the amount of physical activity during soccer games of elementary physical education in relation to differences in balls. Twenty-four fifth-grade students (twelve boys and twelve girls) from elementary school A in Ishikawa Prefecture were asked to play a game with a rubber ball (molten B614J) and a game with a sponge ball (molten STS21). In each game, the court size was 20 m x 10 m, the number of players was 3vs3, and game time was 3 minutes. Activity time (Light intensity: 0-2.9 METs, Moderate intensity: 3.0-5.9 METs, Vigorous intensity: 6.0-METs) for each exercise intensity during the game was measured using an tri-axial accelerometer (OMRON, HJA-750C). In addition, a questionnaire survey consisting of technical/tactical, physical, and psychological aspects was administered after the game. The main results are as follows: 1. Examining the activity time for each exercise intensity during the game, no significant differences were found between the games played with rubber balls and those with sponge balls (Light intensity rubber: 10.8 ± 20.4 seconds, sponge: 17.5 ± 30.0 seconds; Moderate intensity rubber: 133.8 ± 26.2 seconds, sponge: 130.8 ± 28.7 seconds; Vigorous intensity rubber: 35.4±25.7 seconds; sponge: 31.7±26.5 seconds). 2. The questionnaire survey after the game showed that the percentage of children who responded positively (agree / strongly agree) in the psychological items 12, 13, and 14 "Interest", "Volition", and "Attitude" exceeded 90% in all cases. These results indicate that children can enjoy playing both games, but the amount of activity during the game does not change depending on the type of ball.

The purpose of this study was to clarify the results and issues of CLIL Taiiku by practicing CLIL in PE classes at two different junior high schools. The goals and contents of the class were set according to the target grade, since different results and issues were obtained from each practice, it may be important to search for appropriate type s of CLIL according to the area, unit, class content, in the future teaching program of CLIL Taiiku

application/pdf, In the Nagaoka area, due to the high-floor structure of snow-falling houses unique to the heavy snowfall region, there are often several of steps between the entrance and the ground, and climbing up and down these steps is a major burden for both the elderly and caregivers. In the case of nursing care cab services, it has been found that traveling a small distance from the entrance to the vehicle is a major issue. The motivation for this research was to come up with a product that could solve this inconvenience.

The purpose of this study was to address a motor learning program consisting of "hybrid units" and to clarify the usefulness of the learning sequence and arrangement by analyzing the common movement patterns among various athletic activities . Then, we conducted empirical lessons of two units: tag rugby-handball and handball-basketball. Results showed that "forming a line in a defense" and "passing effectively in an attack" are common ways of moving. In addition, it was found that both defensive and offensive movements became progressively more complex and could be studied in a developmental sequence.

This study conducted “Tactics-Type Long-Distance Races (TTLDR)” for first-year junior high school students to examine the effect of this practice on the attitudes of students who are not good at long-distance races. As a result, the following two points were clarified: 1) It was clarified that TTLDR have a positive effect on the attitudes of “collaboration” and “favorable” in students who are not good at long-distance races. 2) The students who were not good at long-distance races had a negative attitude toward “collaboration” and “unpleasant” compared with other students, but it was clear that the difference between them reduced through TTLDR.

application/pdf, We are conducting research on local production mobility since 2015. In 2016, prototype No.1 was completed, and No.2 was produced reflecting the improvement points found by testing. No.2 incorporates specifications that satisfy the regulations on the premise of public road driving. We changed the frame shape to make it easier to use for the user group including the elderly according to the questionnaire survey, and raised the motor output, so that it was aimed for ease of use. Based on this, it started moving towards acquiring the premise of public road driving.

This study focused on clarifying the current situation and problems physical education teaching methods at provincial teacher training colleges (PTTC) in Cambodia. Three tasks were set to achieve the study aims: i.e., (1) to characterize the syllabus for physical education teaching methods in the PTTC curriculum; (2) to identify commonalities between this syllabus and the Cambodian National Curriculum of Physical, Health and Sport Education for Primary School 2006‒2007 and determine whether the syllabus was in accordance with the National Curriculum; and (3) to clarify the current situation and issues in physical education teaching methods in Cambodia by observing PTTC classes using these methods and by interviewing the involved people. The physical education teaching methods in the Cambodian PTTC curriculum were structured systematically and systemically, and well in accordance with the Cambodian National Curriculum. In addition, the PTTC classes were conducted in accordance with the syllabus of physical education teaching methods in the PTTC curriculum. Our future challenges are: (1) to clarify which department of the Cambodian Ministry of Education, Youth and Sport should take the initiative to revise the PTTC curriculum; (2) to help revise the syllabus based on an accurate determination of the current PTTC situation; and (3) to determine whether PTTC graduates can properly teach physical education classes using a follow-up survey., 本研究の一部は，JSPS科研費JP17K13122の助成を受けて実施された。

This study focused on time, space, and weight from the perspective of good movement in rhythmic dance. The effect of guidance was verified. Specifically, the following two research subjects are presented: i.e., (1) we examine the change in rhythmic dance skills after an explanation about the three perspectives of good movement; (2) we examine the change in rhythmic dance skills using the breath (e.g., onomatopoeia). As a result, the following three points were clarified: (1) dance skills were improved by explaining good movement from the perspectives of time, space, and weight; (2) in being conscious of breathing (onomatopoeia) during rhythmic dance, it is easy to express rhythm with the body and it is effective in improving timing skills; and (3) dancing while sounding onomatopoeia has the potential of improving emotional aspects, predictive/judgmental abilities, and memory.

In 2020, COVID-19 has raged around the world, having a significant impact on international volunteers working in various developing countries. The Japan International Cooperation Agency (JICA) decided to send the Japan Overseas Cooperation Volunteers (JOCV), who had been dispatched to various countries, back to Japan in March 2020 as an emergency measure. The present situation and the sentiments of the JOCV will not only help their activities after the resumption of deployment but also contribute to the improvement of the JICA’s support system for JOCV in future emergency situations. Therefore, the purpose of this study was to investigate the circumstances and feelings of JOCV who had to return to Japan due to the emergency of COVID-19, using the case of JOCV in the field of physical education (PE volunteers), and to discuss the characteristics of JOCV and the volunteer support system of the JICA in emergency situations. Semi-structured interviews were conducted with five PE volunteers, and the interview data were analyzed using Steps for Coding and Theorization (SCAT). As a result, the following three points were suggested: (1) many JOCV regret that they were not able to say goodbye to the people in their assignments, (2) many JOCV have a desire to help those in need and are curious, and (3) a system must be built that allows JOCV to maintain a relationship with their assignments even in Japan.

1. Prólogo: Invitación al Estudio de Clases - Estructura del Manual y Orientación de Su Lectura … 1 2. ¿Por Qué se necesita el Estudio de Clases para los Formadores de Formadores? … 5 3. Procedimiento del Estudio de Clases … 10 1. Organizar una estructura operativa del Estudio de Clases … 11 2. Realizar la Planificatión Participativa (Reunión Previa a la Clase Demostrativa) … 15 3. Conducir y Observar la "Clase con fines de Investigación) … 21 4. Realizar la Reunión de Reflexión Participativa … 29 5. Reflexionar y mejorar la propia Práctica … 41 6. Involucrar a más compañeros extender la actividad de Estudio de Clases … 43 4. Epílogo … 47 5. Preguntas & Respuestas Más Frecuentes … 49

1. Introducing Lesson Studies: The Structure and Use of this Book … 1 2. Why Is Lesson Sudies: Necessary for a Teacher Educator? … 5 3. Steps in Lesson Studies … 10 1. Organize a Study Group for Lesson Studies … 11 2. Pre-Lesson Meeting Before a Research Lesson … 13 3. Implementing and Observing a Research Lesson … 17 4. Post-Lesson Meeting … 23 5. Assessing the Lesson for Progress … 29 6. Increase the Members of Lesson Studies … 31 4. Conclusion … 35 5. Frequently Asked Questions (FAQs) … 37