V.T.R.によるバレーボールの授業分析
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概要
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In the present paper the author tried to clarify the structure of volley-ball class from the viewpoints of form and teaching of skills of volley-ball. The data were collected by the use of V.T.R. in volley-ball classes for the first grade at A and B Senior High Schools for 8 school hours. And then they have been arranged by a Series of Time (i.e. Barnes's Motion and Time Study) to make clear (1) What basic elements the structure of volley-ball class consists of, and (2) through what exercises each skill of volley-ball is taught and how each skill is synthetically taught in actual class. The results are as follows : 1) At A High School, skills of volley-ball are analyzed into various basic one, and system-attired. and then synthesized so that students may obtain and develop each skill systematically through 8 school hours On the other hand, at B High School, such basic skills are repeatedly taught and exercised hot separately but organically. 2 ) The ways of the exercises of skills are considerably different in both schools. Especially at A School, skills are taught through the process of concentration and development so that students may master them automatically. 3) Judging from (1) and (2), the ways of the exercises of each skill which may be thought of as a mail object in each class, and the number how many times students play it are different. It is more remarkable that at B School 'toss' and 'attack' are not taught at all through 8 school hours. 4) The game was performed several times as a final part of volley-ball class at the sixth, seventh, all eight periods at both schools. But as a game may be thought of as the place where the students can estimate themselves whether or not they could sufficiently obtain skills of volley-ball, and where teachers themselves can reflect on the method of their teaching and exercises, it is very important for developing the skills of the students to decide when the game should be performed in the unit of volley-ball.
- 1970-07-30