Reconsidering the Concept of “Kyo-so” in Endurance Running

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  • 持久走における「共走」概念の再検討

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Abstract

In this study, the concept of “Kyo-so” proposed by Yamanishi (2011) was reviewed from the perspective of endurance running in school physical education. Through the practice of endurance running classes oriented toward “knowing oneself while using others as a mediator,” learners’ cognitive objects expanded, and at the same time, their physical senses were also extended. The learners also realized that the content of what they learned differed depending on the distance between them and others, and it became clear that they also realized the advantages of running alone when they ran with others. These results indicate that simply running together as a form of learning does not constitute “Kyo-so,” and this was also observed in Sato’s study (2016). For the citizen runners, “Kyo-so” meant experiencing a sense of solidarity, including fun and pain, as they accompanied the runners around them to the goal. However, to achieve this, runners themselves must recognize who or what others are. Therefore, it became clear that “Kyo-so” in endurance running in school physical education is expected to function as a place to identify others as a medium to know oneself.

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