高校体育授業における持久走の指導方法に関する研究

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Thirty-five male high school students were divided into three groups that showed comparable performances in the 3,000-in run, and each group was coached in a total of 6 classes by the all-out method, in which the students ran a certain distance within a limited time at full exertion, inner/outer track (I/OT) method, in which the duration of exercise was nearly equalized by having slower/faster runners use the inner/outer running tracks, and the RPE (ratings of perceived exertion) method, in which the students ran according to the RPE scale. The effects of the three coaching methods were compared in terms of performance in the 3,000-m run, physiologic responses, and the results of a questionnaire. 1) The time for the 3,000-m run improved by 7.4% when the all-out method was used, by 5.3% using the I/OT method, and by 3.1% using the RPE method. 2) The mean heart rate (HR) during running was significantly higher in the all-out group (176.2 beats/min) and I/OT group (173.8 beats/mm) than in the RPE group (156.4 beats/mm). The %V̇o_2 MAX estimated from these heart rates was 67.3% in the all-out group, 66.4% in the I/OT group, and 59.7% in the RPE group, consistent with the performance in the 3,000-m run. The duration of endurance running was longest in the RPE group and shortest in the I/OT group. Therefore, there was no significant difference in work among the three groups. Significant correlations were observed between RPE and the sense of achievement, between HR and the sense of achievement, and between HR and RPE, suggesting that the sense of achievement reflects the exercise intensity. The physical condition tended to decline with repetition of endurance running in the all-out group and I/OT group, but tended to improve in the RPE group. 3) Before the subjects were coached in endurance running, they tended to like gym classes but to dislike endurance running. After coaching, dislike of endurance running increased in the all-out group, but it was considerably reduced in the I/OT group, and was, in fact, reversed i男子高校生35名を3000m走記録の均等な3群に分類し, 一定距離を制限時間内に全力で走る全力法, 運動時間をほぼ同じにする内回り法, 同一のRPE尺度で走るRPE法の三つの指導方法で各6時間指導した. そして3000m走タイム, 生理的反応, アンケート調査の三つの観点からその効果を比較検討した.1) 3000m走タイムは, 持久走の指導により, 全力群で7.4%, 内回り群で5.3%, RPE群で3.1%減少した.2) 持久走の平均HRにおいて, 全力群の176.2拍/分と内回り群の173.8拍/分はRPE群の1564拍/分より高かった. このHRから%V̇o2MAXを推定すると, 全力群で67.3%, 内回り群で66.4%, RPE群で59.7%となり, 3000m走タイムの減少の順序と対応した.持久走の運動時間はRPE群, 全力群, 内回り群の順に長かった. このため, 運動量には3群間に有意差は生じなかった.RPEと達成感, HRと達成感, 及びHRとRPEの間にいずれも有意な高い相関が認められ, 達成感は運動強度を反映することが示唆された. 体調は, 持久走の回数が進むに従って全力群と内回り群では下降傾向を示し, RPE群では上昇傾向を示した.3) 持久走の指導前において, 本研究の被検者は, 体育は好きだが持久走は好まない傾向にあった. 持久走の指導後には, 全力群は持久走嫌いを助長させたが, 内回り群は持久走嫌いをかなり解消させ, RPE群は持久走嫌いをかなり好転させた. このことは, 持久走の特性, 体力面及び技術面の要因ではなく, 精神面と安全性の要因より生じた.4) 以上のように, 本研究で用いた三つの指導法はそれぞれ異なった特質を備えていた. したがって, 単一の指導方法だけで持久走を行うのではなく, それぞれの特質を理解し, それを生かす指導が必要であると考えられた.
2003-11-10

高校体育授業における持久走の指導方法に関する研究

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