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対決情況に依拠したバスケットボールのTactical Approachが大学生の学習に及ぼす影響
https://niit.repo.nii.ac.jp/records/180
https://niit.repo.nii.ac.jp/records/1801e458cb1-3683-4a1e-af07-493a40c30fdf
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
13_113-120.pdf (112.2 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2010-11-08 | |||||||||
| タイトル | ||||||||||
| タイトル | 対決情況に依拠したバスケットボールのTactical Approachが大学生の学習に及ぼす影響 | |||||||||
| 言語 | ja | |||||||||
| タイトル | ||||||||||
| タイトル | Effects of Basketball teaching tactical approach based on confrontation between offence and defense on college students' learning | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | jpn | |||||||||
| キーワード | ||||||||||
| 主題 | Basketball, Tactical Approach, confrontation | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | departmental bulletin paper | |||||||||
| 著者 |
小泉, 昌幸
× 小泉, 昌幸
× 土田, 了輔
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| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | In this study, a basketball teaching tactical approach for novice learners in college physical education class was studied. Role assignment based on confrontation type between offence and defense was introduced for learners to achieve their meaningful participation into games. Two college PE classes were selected for this study. The same tactical approach was used in both class, consisting of freshman students, (11 male and 4 females, compound class), and the other class, made up of freshman students (19 males). Students were assigned either to the skilled or to the novice group based on experience of basketball. The students also completed the questionnaire form of formative evaluation (motion & tactics and cooperation) at the end of each class. For comparison of two groups, Two Way Repeated Measures of variance (ANOVA) was used. Results demonstrated that the formative evaluation (motion & tactics) points were significantly increased in the both groups during the units though, difference between two groups was not identified. While the formative evaluation (cooperation) points showed no differentiation in the both groups during the units and difference between two groups was also not identified. These results show that role assignment in games helps learners to achieve a meaningful participation experience in games. Moreover, the tactical approach assures skilled learners' learning contents. | |||||||||
| 書誌情報 |
新潟工科大学研究紀要 巻 13, p. 113-120, 発行日 2008-12 |
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| ISSN | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 1342-792X | |||||||||
| 書誌レコードID | ||||||||||
| 収録物識別子タイプ | NCID | |||||||||
| 収録物識別子 | AN10590360 | |||||||||
| 著者版フラグ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 出版者 | ||||||||||
| 出版者 | 新潟工科大学 | |||||||||
