体育科教育における生涯体育理論の再検討 : E. H. エリクソンのアイデンティティ論のパースペクティブから

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This study aimed at re-examining the scheme of life-longed sport in physical education from the perspective of E. H. Elikson's identity theory. As a result, it was recognized that the scheme of "flow" could be developed into that of sport identity in life cycle. It is a pleasure for a person "to be able to do things which give him a sense of identity". Significances of identity theory to life-longed sport and physical education were summerized as follows; 1. Infancy…the development of sensory-motor system, etc., 2. Toddlerhood…the importances of sensory-moter system, plays of "mimicry", locomotion ability, and nature and self control, etc., 3. Later Infancy…plays of "mimicry", imagination, expression and manipulation, and play with playmates, etc., 4. School Age…plays of creation, attainment motive / sense of competence and movement / sport, and interpersonal relationships in play and sport, etc., 5. Early Adolescence…the development of body, physical fitness, membership of sport group, and collective identity, etc., 6. Later Adolescence…sport as a role-experimentation in "moratorium", bodily sensation of sport identity, and the way and degree of sport involvement, etc., 7. Early Adulthood…contemporary meanings of "play", family recreation, sport with friends, and the building up of leisure style, etc., 8. Middle Adulthood…leadership in "play" area and the creation of sport culture, etc. , and 9. Later Adulthood…aging and movement, "affluent aging" and sport image, and the implication of sport for life, etc..
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体育科教育における生涯体育理論の再検討 : E. H. エリクソンのアイデンティティ論のパースペクティブから

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