Endurance running class focusing on body learning in elementary school

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  • 小学校における「からだの学習」に着目した持久走の授業
  • ショウガッコウ ニ オケル 「 カラダ ノ ガクシュウ 」 ニ チャクモク シタ ジキュウソウ ノ ジュギョウ

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Abstract

The purpose of this study was, first, focus on “body learning” and to practice long-distance running classes that combine practical and theoretical learning for sixth-grade students at two elementary schools. It is clarify what perceptions have been formed about what is happening inside. Secondly, at that time, there were two types of schools that conducted endurance running practical training after “body learning” in the classroom. It is examine the differences and similarities of recognition with the case of. The main results are as follows. 1. The teaching of endurance running with a focus on “body learning” has led to a certain level of awareness among elementary school students. In this way, we can see the results of combining practical and theoretical learning. 2. Comparing the two schools that the practical learning of long-distance running after conducting “studying the body” in the classroom as the foundation of physical education classes. 3. In response to the question, “What will happen to my heart rate if I increase the distance I run without changing the pace?” various empirical perceptions of the relationship between pace and distance and changes in heart rate were obtained. However, they are However, they were not shared by all children. In the future, we need to reconsider how to ask the latter question and how to verify it. 4. As a result of the endurance running lessons focusing on “learning about the body” the students understanding of the levels of phenomena and their connections was broadened and deepened. However, it did not lead to an understanding of the scientific mechanism of why such phenomena occur. For this reason, it is necessary to add more advanced science of endurance running to the content of the “body study”. However, it is still difficult for 6th graders to learn, so this is a future project.

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