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持久走における「共走」概念の再検討
https://doi.org/10.24767/00000814
https://doi.org/10.24767/00000814f8c775d0-85c1-49b8-ad02-3fd4b56e1303
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
04_齋藤祐一_21号 (1.2 MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2022-12-21 | |||||||||||
| タイトル | ||||||||||||
| タイトル | 持久走における「共走」概念の再検討 | |||||||||||
| 言語 | ja | |||||||||||
| タイトル | ||||||||||||
| タイトル | Reconsidering the Concept of “Kyo-so” in Endurance Running | |||||||||||
| 言語 | en | |||||||||||
| 言語 | ||||||||||||
| 言語 | jpn | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | Kyo-So | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | endurance running | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | learning contents | |||||||||||
| キーワード | ||||||||||||
| 言語 | en | |||||||||||
| 主題Scheme | Other | |||||||||||
| 主題 | SCAT | |||||||||||
| 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 | |||||||||||
| ID登録 | ||||||||||||
| ID登録 | 10.24767/00000814 | |||||||||||
| ID登録タイプ | JaLC | |||||||||||
| 著者 |
齋藤, 祐一
× 齋藤, 祐一
× SAITO, Yuichi
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| 抄録 | ||||||||||||
| 内容記述タイプ | Abstract | |||||||||||
| 内容記述 | In this study, the concept of “Kyo-so” proposed by Yamanishi (2011) was reviewed from the perspective of endurance running in school physical education. Through the practice of endurance running classes oriented toward “knowing oneself while using others as a mediator,” learners’ cognitive objects expanded, and at the same time, their physical senses were also extended. The learners also realized that the content of what they learned differed depending on the distance between them and others, and it became clear that they also realized the advantages of running alone when they ran with others. These results indicate that simply running together as a form of learning does not constitute “Kyo-so,” and this was also observed in Sato’s study (2016). For the citizen runners, “Kyo-so” meant experiencing a sense of solidarity, including fun and pain, as they accompanied the runners around them to the goal. However, to achieve this, runners themselves must recognize who or what others are. Therefore, it became clear that “Kyo-so” in endurance running in school physical education is expected to function as a place to identify others as a medium to know oneself. | |||||||||||
| 書誌情報 |
ja : 環太平洋大学研究紀要 en : BULLETIN OF INTERNATIONAL PACIFIC UNIVERSITY 巻 21, p. 29-38, 発行日 2022-11-30 |
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| 出版者 | ||||||||||||
| 出版者 | 環太平洋大学 | |||||||||||
| 言語 | ja | |||||||||||
| 出版者（英） | ||||||||||||
| 出版者 | INTERNATIONAL PACIFIC UNIVERSITY | |||||||||||
| ISSN | ||||||||||||
| 収録物識別子タイプ | ISSN | |||||||||||
| 収録物識別子 | 1882-479X | |||||||||||
| 書誌レコードID | ||||||||||||
| 収録物識別子タイプ | NCID | |||||||||||
| 収録物識別子 | AA1230704X | |||||||||||
| 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 | |||||||||||
| 日本十進分類法 | ||||||||||||
| 主題Scheme | NDC | |||||||||||
| 主題 | 370 | |||||||||||
| 日本十進分類法 | ||||||||||||
| 主題Scheme | NDC | |||||||||||
| 主題 | 780 | |||||||||||
