An examination of the effects of learning material based on multi-interpretability:

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  • 中学校3年体育授業における多視点型教材「背面跳び」の効果検証
  • チュウガッコウ 3ネン タイイク ジュギョウ ニ オケル タシテンガタ キョウザイ 「 ハイメン トビ 」 ノ コウカ ケンショウ
  • application to the Fosbury flop

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Abstract

Teaching of the “Fosbury flop” in junior high school has high educational and developmental value for students. However, it is often the case that the teaching and learning methods in this class do not work well for some students because they are inconsistent with their tendency to interpret information. Therefore, learning material based on multi-interpretability has been created to overcome this difficulty for both teachers and students.<br> 　Currently, as this learning material only has theoretically guaranteed effectiveness, it needs to be examined empirically. Moreover, any guaranteed theory also needs to be criticised empirically. In order to achieve this empirical examination, it is necessary to prove its effectiveness as a subjectivity study because of the nature of the theory behind the creation of the material. No consensus regarding a survey method for subjectivity research has yet been established. Therefore, the purposes of the present study were (1) to verify the effect of the learning material based on multi-interpretability of “Fosbury flop” lessons in junior high school, and (2) to create a reasonable proposal for the survey method using a subjectivity research approach.<br> 　With regard to (1), use of a learning material based on multbri-interpretability can enable unlearned items to change shape according to already learned items after execution and can provide anchoring biases in learners before execution. Thus, application of multi-interpretability is effective, and the “Fosbury flop” is easier to learn when these learning materials are employed. With regard to (2), it has been demonstrated that the method above can be adapted to subjectivity research and the procedure can be established, yielding positive results.

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