この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/54178
広島大学附属三原学校園研究紀要 5 巻
2015-03-26 発行
生徒が主体的に取り組む持久走の授業研究
A Study Examining Lessons to Make Students Deal with Long-Distance Running Subjectively
Abstract
今回の取り組みは，男女20人ずつの中学1年生のクラスで長距離走を行った。事前アンケートでは，長距離走が好き9人，楽しい9人とそれぞれ23%であった。これを少しでも増やすことができる授業にしたいと考えた。9時間の取り組みで，好き9→15人(38%)，楽しい9→19人(48%)に増やすことができた。より速く走るだけでなく，運動強度・心拍数について考えたり，走るフォームを見直したりしてみることや，長い時間走り続けることに挑戦してみること，2000mをペースを考え走ることなど様々な展開で授業をした。それぞれの取り組みの中で，心拍数と自分自身の感じるつらさに違いがあること，20分間走ができたこと，タイムが向上すること，体力アップを実感することなど，生徒たちはそれぞれの機会に，自分自身の変化に気づいたことがわかった。さらに工夫・継続して，長距離走を好きになり，楽しく感じられる授業を作っていきたい。
Abstract
This study aims to investigate effects of lessons for long-distance running on students' feelings toward it. This study conducted long-distance running for 20 boys and 20 girls in a class in seventh grade. Results of a pre-questionnaire showed that students who like long-distance running and enjoy it were nine (23%) and nine (23%). Based on these results, this study aims to investigate effects of nine lessons to see students' preferences and enjoyment of long-distance running. Results of this study reveal that the number of students who like long-distance running and enjoy it increases from nine to 15 (38%) and from nine-to 19 (48%). In lessons, students were asked to try to run faster, think about exercise intensity and heart rate, rethink their running forms, and take on challenges to run 2000 meters at their own pace. Through each lesson, students realized changes on their own by becoming aware of differences of their heart rates and their feeling of pain, accomplishing 20-minutes-running, improving their time, and recognizing improvement of their physical capacities. Implications of results are discussed to propose lessons to make student like long-distance running and enjoy it for the future.
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