| Project/Area Number |
14580027
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
体育学
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| Research Institution | Aichi University of Education |
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Principal Investigator |
TSUTSUI Seijiro Aichi University of Education, Faculty of Education, Professor, 教育学部, 教授 (00175465)
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| Project Period (FY) |
2002 – 2005
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| Project Status |
Completed (Fiscal Year 2005)
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| Budget Amount *help |
¥2,100,000 (Direct Cost: ¥2,100,000)
Fiscal Year 2005: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2004: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2003: ¥500,000 (Direct Cost: ¥500,000)
Fiscal Year 2002: ¥600,000 (Direct Cost: ¥600,000)
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| Keywords | bimanual coordination / contextual interference / observational learning / learning model / random practice / self educational ability / self-regulated learning / motor learning / 幼児 / 運動発達 / 体育授業 / 運動認識 / ヤリ投げ / 結果の知識 / 運動技能 / 心の変容 / 動きの変容 / オリジナルルール / 軌跡図 |
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| Research Abstract |
1)In basketball class in the elementary school, analysis of ball trace at both the first and the final days showed that an inactive girl moved only around midfield of a court at the first day and moved all court at the final day because of both a well designed original rule and help by teammates. A skilled boy decreased the number of dribbling a ball and increased the number of passing a ball. Therefore he became to play a basketball game with awareness of teamwork
2)In physical education class in the university, learners acquired not only a motor skill but also perceived ability, intellectual curiosity and body awareness although they spent more time in order to acquire the skill by the method that they repeated try-and-error and found their problems and solutions by themselves.
3)A random practice schedule for kindergartners was effective for not only visual-manual coordination skill task but also body movement task.
4)First, the learning model, rather than the expert model, may be effective as a suitable model when the concentrated practice, rather than the alternative practice, is employed as the learning schedule for observational learning. Therefore the observing the problem-solving processes experienced by the learning model is greatly more effective than observing excellent performance repeatedly presented by the expert model on the coordination learning. Second, The subject-controlled KR group was significantly better than both the 100% KR and the yoked KR groups. Therefore the subject-controlled KR is effective not because KR was provided with less frequency but rather because KR was provided according to subjects' request. Finally, a self-regulated learning schedule was less effective than random practice schedule.
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