1996. Vol. 16, No. 2, pp The Learning Process in "Tanoshii-Taiiku" Theory through the Spectrum of Teaching Styles Abstract In recent years, the

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1 1996. Vol. 16, No. 2, pp The Learning Process in "Tanoshii-Taiiku" Theory through the Spectrum of Teaching Styles Abstract In recent years, the concept of "teaching style", especially Mosston's spectrum of teaching styles, is supported internationally. On the other hand, the teaching method of physical educa tion in Japan is directed by the Learning Process Model (LPM) which is usually proposed in "T anoshii-taiiku" theory and adopted in the course of study. Setting LPM in the concept of "t eaching style", this study argues as follows: 1) Though, in the extreme, case of "aim 2" is described as a problem solving style, it is an ability (for problem solving) developing style, in practice. Accordingly, LPM should not be classified as a "produce" cluster, but as a "reproduce" or "productive" cluster (eg. "task solving style", "task selecting style"). 2) The main content at "aim 1" of LPM is to enjoy one's exercise at the present ability. However, it is expected, from a practical point of view, that students will become trained in the technical or cognitive aspects. Therefore, we should establish the "support" skill as a signifi cant teaching skill to guarantee rational and safe motor learning. 3) Then it is necessary not only to present an objective criterion to identify the "saturated situation", which is the turning point where the teacher directs students toward the next aim, but also to propose to operate LPM flexibly. 4) It is the subject for a future study both to improve teaching styles and to establish a teaching strategy which specifies criteria on how to apply some styles.

10 3) Beckett, K. D. (1990), The effects of two teaching styles on college students' a chievement of selected physical educa tion outcomes. Journal of Teaching in Physical Education: 10 (2), pp ) Dauer, V., & Pangrazi, R. (1983), Dynamic Physical Education for Elementary School Children (7th ed.). Minneapolis: Burgess. 5) Goldberger, M., Gerney, P. (1982), The effects of three styles of teaching on the psychomotor performance and social skill development of fifth grade children. Re

11 search Quarterly for Exercise and Sport: 57 (2), pp, ) Goldberger, M. (1984), Effective Learn ing; Through a Spectrum of Teaching Styles. Journal of Physical Education, Recreation, and Dance: 55 (8), pp ) Harrison, T. M., Fellingham, G. W., Buck, M. B., & Pellett, T. L. (1995), Effects of practice and command styles on rate of change in volleyball performance and self efficacy of high-, medium, and low-skilled learners. Journal of Teaching in Physical Education: 14 (3), pp ) Mariani, T, (1970), A comparison of the effectiveness of the command method and the task method of teaching the forehand and backhand tennis strokes. Research Quarterly: 41 (2), pp ) Mosston, M. (1966), Teaching Physical Education. Merrill: New York. 15) Mosston, M., & Ashworth, S. (1994), Teach ing physical education (4th ed.). Macmi an: New York. 22) Siedentop, D. (1986), Developing Teach ing Skills in Physical Education (2nd ed.). Mayfield, p ) Vickers, J. N. (1990), Instructional Design for Teaching Physical Activities. Hu man Kinetics: Champaign.

05_藤田先生_責

05_藤田先生_責 This report shows innovation of competency of our faculty of social welfare. The aim of evaluation competency is improvement in the Social welfare education effects, by understanding of studentʼs development