Validation of an ADDIE model-based judo course for quality physical education in higher education (PEHE)

  • KAWATO Yuya
    Faculty of Sport Science, Sendai University
  • HASEGAWA Etsushi
    Faculty of Health and Sport Sciences, University of Tsukuba
  • KIUCHI Atsushi
    Faculty of Health and Sport Sciences, University of Tsukuba
  • KAJITA Kazuhiro
    Faculty of Health and Sport Sciences, Tsukuba International Academy for Sport Studies (TIAS) , University of Tsukuba
  • NAKAGAWA Akira
    Faculty of Health and Sport Sciences, University of Tsukuba

Bibliographic Information

Other Title
  • 大学体育のADDIEモデルに基づく柔道授業の有効性の検証
  • ダイガク タイイク ノ ADDIE モデル ニ モトズク ジュウドウ ジュギョウ ノ ユウコウセイ ノ ケンショウ

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The purpose of this study was to design and implement judo courses of physical education (PE) in higher education (HE) based on the ADDIE model and to validate the students’ outcomes and issues. The ADDIE model is part of the Instruction Design (ID) theory of educational technology. The subjects were 162 first-year undergraduate students (91 males: 71 females) attending judo courses in a designated sports university, and the lecturer who was responsible for instruction. Courses were implemented corresponding to each of the ‘analysis’, ‘design’, ‘development’, ‘implementation’ and ‘evaluation’ phases of the ADDIE model. In the analysis phase it was confirmed that the role of the course was to provide a PE teacher’s license. Therefore, the content was designed in accordance with the course of study for junior high and high schools. Considering the lesson time (a total of 50 minutes) in junior high and high schools, the time allocation for one lesson in the course was developed with an introductory 10-minute lesson followed by a 40-minute lesson each in the first and the second half. A learning notebook (learning portfolio) was also created in order to ensure the achievement of cognitive and emotional goals, and students were asked to describe their learning during each lesson. Course implementation was by the lecturer, based on systematic observational analysis of the teaching-learning process and self-reflection. Course evaluation was conducted based on the results of the systematic observational analysis, the distribution of student grades, and self-evaluation by students. Analysis of the teaching-learning process showed that the motor learning duration was sufficiently secured while the management duration was kept low. However, visualization of the teaching-learning process revealed that the initial planned time allocation was not realized. Through these results, the importance of a systematic observational analysis can also be recognized in the PEHE. The verification of the grades distribution and the students’ self-evaluation showed that the courses had the expected outcomes as a subject related to teacher’s qualification license. Furthermore, application of the ADDIE model in this judo course highlighted some critical issues, such as increasing students’ opportunities to teach each other, adjusting the learning environment through control of temperature and hydration, and creating special teaching materials for low-skilled students. Thus, in order to guarantee and improve the quality of PEHE, the authors propose an effective approach for course design and implementation that utilizes the ADDIE model.



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