岡山大学教育推進機構 教師教育開発センターActa Medica Okayama2186-1323162026中学生を対象としたサッカー試合中の身体活動量に関する研究 ～ポジションと身体・体力特性に着目して～6173ENTakaakiNATSUMEDAGraduate School of Education, Okayama UniversityMinoruADACHIOkayama University Graduate School of Education10.18926/CTED/70360 中学生34人を対象とし，身体・体力特性とサッカー試合中の身体活動量について，ポジションに着目して比較・検討した．その結果，身体・体力特性についてはポジション間に有意な差は認められなかった．歩数ではポジション間で有意差が認められ，ライトサイドバックが少なく，センターミッドフィルダーが高かった．強度別身体活動量時間の割合ではポジション間で有意差が認められ，ライトサイドバックが低く，センターミッドフィルダーが高かった．以上のことから，本研究の対象中学生ではポジション間で身体・体力特性には有意差が認められないが，サッカー試合中の身体活動量ではポジション間で差が生じることが示唆された．No potential conflict of interest relevant to this article was reported.岡山大学教育推進機構 教師教育開発センターActa Medica Okayama2186-1323162026小学生の学校生活における身体活動量と体力に関する研究4559ENJinYASUNOBEGraduate School of Education, Okayama UniversityKensakuSASAYAMAFaculty of Education, Mie UniversityMinoruADACHIFaculty of Education, Okayama University10.18926/CTED/70359 本研究の目的は，小学校6年生の学校生活における活動場面別の身体活動量を加速度計を用いて客観的に測定し，その体力との関係を検討することである．対象は小学校児童85名(男子41名，女子44名)とし，休み時間，体育授業，学校生活全体における歩数と強度別活動時間を評価した．その結果，男女ともに体力上位群は休み時間において歩数とMVPAが多い傾向が示され，特に男子は中休み，女子は昼休みおよび体育授業で有意差が認められた．各活動場面のMVPA が占める割合は休み時間11.3％，体育授業15.7％であり，諸外国と比較して少なく，国際的推奨値にも届かなかった．本研究は，小学校における身体活動量の基礎データを提示するとともに，学校生活，特に休み時間や体育授業における身体活動機会の充実が必要であることを示唆した．No potential conflict of interest relevant to this article was reported.岡山大学大学院教育学研究科Acta Medica Okayama1883-24231902025特別支援学校に通う中学2年生の学校生活での身体活動量の特徴149155ENMinoruADACHIFaculty of Education, Okayama University10.18926/bgeou/69618 In this study, data from a survey completed before the spread of COVID-19 were used to measure the amount of physical activity in school among eighth graders attending special-needs schools and compared with the WHO Guidelines for Physical Activity and Sedentary Behavior. The subjects were 16 eighth graders in public special-needs schools. In addition to height and weight, the physical activity survey during school life was measured using a uniaxial accelerometer (Kenz Lifecorder GS 4-second version: LC). 7534 ± 2275 steps/day for boys, 6411 ± 1614 steps/day for girls, and middle and high intensity activity time (MVPA) was 19.3 ± 10.3 minutes/day for boys and 16.7 ± 8.3 minutes/day for girls. These results suggest that eighth graders attending special needs schools are well below the WHO Guidelines for Physical Activity and Sedentary Behavior standard of 60 minutes/day for children and adolescents with disabilities (5-17 years old ) for both boys and girls.No potential conflict of interest relevant to this article was reported.Springer Science and Business Media LLCActa Medica Okayama1471-24582512025Longitudinal changes and tracking of in-school physical activity in primary school children: four-year longitudinal study1041ENKensakuSasayamaFaculty of Education, Mie UniversityJinYasunebeFaculty of Education, Okayama UniversityMinoruAdachiGraduate School of Education, Okayama UniversityBackground There is little evidence on the tracking of physical activity during school hours. In addition, tracking physical activity in schools provides important evidence for understanding children’s physical activity and conducting intervention studies. Therefore, this study examined longitudinal changes and tracking of in-school physical activity in primary school children.<br>
Methods In this study, physical activity was investigated longitudinally in primary school children for 4 years. The baseline participants consisted of 103 second-grade students (7–8 years old) who participated. Step counts and moderate-to-vigorous physical activity (MVPA) in school and during first recess and lunch/second recess were examined using an accelerometer (Kenz Lifecorder GS 4-second version; Suzuken Co. Ltd, Nagoya, Japan).<br>
Results After excluding missing data (moving school; n = 8, physical activity; n = 8), 87 (43 boys and 44 girls) of whom were included in the final analysis. Step counts and MVPA during school and physical education in boys did not decrease across the school years. By contrast, in girls, step counts during school did not decrease across the school years, however MVPA did decrease. In addition, for both sexes, step counts and MVPA during first recess decrease across the school years. During lunch/second recess, only step counts decrease across the school years in both sexes. In addition, the tracking coefficients for step counts and MVPA for boys in school and during first recess and lunch/second recess were found across many school years. Contrarily, girls had fewer significant tracking coefficients between school years than boys. There were also few significant tracking coefficients between grades for physical education step counts and MVPA for both boys and girls.<br>
Conclusions Our results suggested that in-school step counts for both boys and girls does not decrease across the school years. However, given that girls demonstrated reduced levels of in-school MVPA across the school years, it is important to promote strategies to increase MVPA in this group.No potential conflict of interest relevant to this article was reported.岡山大学大学院教育学研究科Acta Medica Okayama1883-24231672018体育科・保健体育科における教科内容構成の固有性5560ENAtsushiTakaokaYuichiHaraHarukoSakouMinoruAdachiMasaruKaga10.18926/bgeou/55702 本稿の目的は，体育科の教科内容構成の固有性とは何か，という問いに対する回答を提示し，体育科の教科内容構成における基本的な教材研究及び教材開発の方法論を示していくことである。そのために，まず体育科の内容・指導の４つの特殊性を概観した上で，各特殊性について検討し，教科内容構成の他教科に対する固有性を構造的に捉えた。 議論の結果，体育科における教科内容構成は，以下の固有性を有していることが明らかになった。①運動内容と学習内容を別に認識する必要がある，②からだとこころの一体化と解放を中核的な認識原理として持っている必要がある，③子どもの心身の発達が，学習方法・指導方法だけでなく，運動内容・学習内容も決定づける，④教科内容構成に際して，スポーツ科学諸領域の知見が必要になる。No potential conflict of interest relevant to this article was reported.岡山大学大学院教育学研究科Acta Medica Okayama1883-24231572014小学生を対象にしたスロージョギング持久走についての実践的研究6166ENMinoruAdachiHarukoSakoKensakuSasayamaKenichiroSenoTeruakiYabe10.18926/bgeou/52951 本研究では小学生を対象に，意図的にゆっくり走る「スロージョギング」を体育授業に導
入する可能性について教育実践的に検討した。研究①では，小学1年から6年生140人を対
象に，1回の授業（走行時間は学年に応じて8分～12分，走るスピードは時速4km）を実
践し，授業前には形態，体力，運動が好きか嫌いかの調査を，授業前後には持久走に対する
イメージ調査（楽か，楽しいか，気持ちいいかをそれぞれ4点満点で評価）を行った。研究
②では，小学5年生27人を対象に，3時間（1時目は時速6キロのスピードで5分間を2回，
2時目は時速6キロのスピードで続けて15分間，3時目は自分に合っていると思うゆった
りしたペースで続けて15分間走る）の単元を組んで授業を行い，単元前後で研究①と同様
の持久走に対するイメージ調査と20mシャトルランを行った。その結果，単元（授業）前
に比べ後で，持久走に対するイメージが肯定的に変化したことに加え，運動嫌い，低体力や
肥満傾向の児童においてこの傾向が顕著であった。また，単元前に比べ後でシャトルラン回
数が有意に増え，単元前のシャトルラン回数が少なく有酸素的体力が低い児童ほど単元後に
回数が増えていた。No potential conflict of interest relevant to this article was reported.岡山大学大学院教育学研究科Acta Medica Okayama1883-24231532013３年間にわたる子どもの体力縦断的変化が形態,生活習慣,心身の健康指標におよぼす影響8187ENMinoruAdachiHarukoSakoKensakuSasayama10.18926/bgeou/51109In this study we examined the association between longitudinal changes in schoolchildren＇s
physical strength with their build, health habits, and psychophysical health index scores.
Students (n= 195) were followed for three years, from the fifth to the eighth grade. Setting as a
baseline the students＇ results on the Ministry of Education, Culture, Sports, Science and
Technology＇s new physical strength test, we extracted data on those students whose physical
strength relatively improved (improved group: 28 boys, 53 girls) and on those whose strength
relatively declined (declined group: 15 boys, 16 girls). Build, health habits, and psychophysical
health index scores were compared between the two groups. It was found that, although there
were no significant differences in eating habits or sleeping habits between the two groups,
compared to the improved group, the declined group was more likely to be either obese or
underweight, have short durations of intense exercise and total exercise, and longer duration of
watching television or videos. The declined group also showed poorer psychological health
status, such as lower self-efficacy and higher anxiety.
These findings indicate that children with good exercise habits, such as consistently
engaging in a adequate physical activities that include intense exercise, will have improved
physical strength outcome over time, whereas those children with few regular exercise habits
and whose strength will not improve over time, will show outcomes such as polarization of
body weight (obesity and underweight tendencies) and poorer psychological health status.No potential conflict of interest relevant to this article was reported.岡山大学大学院教育学研究科Acta Medica Okayama1883-24231402009朝食の摂取習慣と摂食の有無が男子大学生の体温,血糖値と自覚症状に及ぼす影響7782ENMinoruAdachiKensakuSasayama10.18926/bgeou/15027本研究では朝食摂取習慣に着目し,朝食摂取習慣を持つ者と持たない者がそれぞれ朝食を摂取した場合または摂取しなかった場合に,生体にどのような反応の違いがみられるのかを,男子大学生24名を対象に,体温,血糖値と自覚的症状の調査･測定を通して検討した｡その結果,①朝食を摂食しないと昼食までの午前中の時間帯に体温と血糖値が上昇しないこと,②朝食を摂取することで自覚症状の訴え率が低くなること,③朝食摂取習慣がない者は朝食
前の体温が低く朝食を食べないと低体温が午前中続くこと,④朝食摂取習慣がない者は朝食を摂取した場合でも午前中のエネルギー供給を脂質代謝に依存する傾向が強いこと,が示された｡以上のことから,朝食を摂取することに加え,朝食を摂取するような生活習慣を確立することの重要性が示唆された｡No potential conflict of interest relevant to this article was reported.岡山大学教育学部Acta Medica Okayama0471-40081342007肥形態と体組成を組み合わせて評価した肥満・やせ分類による中学生の体力について7584ENMinoruAdachiRyoAndoKiyoshiMaeda10.18926/bgeou/10999The purpose of this study was to clarify physical fitness(PF) characteristics of obese and lean adolescent classified by combining somatotype, and body composition. Somatotype were measured by obesity index from weight and height measurement. Body composition given as percentage body fat was calculated by measuring skinfold thickness. The measurement of PF consisted of 12 tests. In addition, comparison were made in each somatotype group between the high percentage body fat group and the normal group. PF were lower in overweight or underweight group than in normalweight group. At overweight and normalweight groups, the high percentage body fat group attained scored lower in most PF test items. However, at underweight group, normal percentage body fat group attained scored lower in 6-7 items.No potential conflict of interest relevant to this article was reported.