Development and Evaluation of Learning Support Software for Teaching Expressive Movements in Elementary P.E. Class : Effectiveness of the Software ("Power of Nature") When Used by Experienced Teachers

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  • 小学校体育授業における表現運動「学習支援デジタル教材」の開発と評価 : 教職経験の多い指導者におけるソフト(自然の力)の使用効果について
  • ショウガッコウ タイイク ジュギョウ ニ オケル ヒョウゲン ウンドウ 「 ガクシュウ シエン デジタル キョウザイ 」 ノ カイハツ ト ヒョウカ : キョウショク ケイケン ノ オオイ シドウシャ ニ オケル ソフト(シゼン ノ チカラ)ノ シヨウ コウカ ニ ツイテ

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The aim of this study is to devise a learning support software aiding primary school teachers to teach physically expressive movements in elementary P.E. class, which usually tends to be seen as difficult among P.E. teachers, and to investigate its effectiveness. An experimental class was held by using the pilot learning software, called "Power of Nature," which is designed to be suitable for teaching the higher graders of elementary school in P.E (expressive movements) class. In the experimental class, 30 children were divided into six groups, and asked to state their thoughts after each unit of teaching materials and after every class. Each group performed their works, which were recorded on VTR. The movement data were examined, firstly classified based on the components, either single or consecutive, and on the structures of the works. Then single movements were analyzed in terms of four elements: the physical parts, the basic movements and the physical level. The results can be summarized as follows: 1. 34.6% of children had experiences in creating expressive movements until the fourth graders whereas 65.4% of them had no experiences. They worked on the assignments positively and the significant differenceswere not found irrespective of their experiences. 2. The significant differences (ρ<.05) were found in such headings before and after the unit "Expressive Movement": "Hit on movements when given themes," "Hit on many scenes when given themes," "Find varieties of movements suitable for one's own images," "Move well without feeling shy" and "Find good qualities of own movements and works." 3. In creating works, each group chose 4.8 single movements on average and 30 consecutive movements in total. As for spatial structures, even though every group thought out very well, circular, scattering and whirling formations were especially prominent. 4. As for the animated software used in the Expressive Movement class, up to the third class all (100%) children replied either "very useful" or "useful." In the fourth class, they replied either "not useful" (10.7%) or "not useful at all" (4.0%). The data indicate that as they became to create movement images by themselves without the support of the animated software as the classes proceeded. 5. As for the single movements that children chose, rotating and jumping movements were prominent. It shows that they judged such movements were the most appropriate to express transcendental power of Nature which was the theme in the Expressive Movement class.

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