“Tight” and “suffering” are already old “school physical education” front line November 28, 17:17

“Anyway, it was fun, and it was a time when I could shine

!

”

Currently, there is a growing movement to use ICT (= information and communication technology) to significantly change physical education classes.

We covered the front lines of school physical education.

(Good Morning Japan Director Yumeka Tamura)

Sense of “a person who can jump” Virtual experience

A vaulting box in a physical education class held at an elementary school in Niigata Prefecture.

Children don't just jump over the "vaulting box" repeatedly, they often pick up something like a small box and look inside.

What the children were watching was a video of jumping a "vaulting box" in VR (= virtual reality).

The scenery of the gymnasium spreads out in front of you, and when you press the start button, you can experience a series of flows from the approach run to the takeoff and landing.

It is said that it is possible to drop the feeling of "a person who can jump" as if he himself experienced it with the "immersive feeling" unique to VR.

The children found the difference between their “virtual world selves” and their “real selves,” and were enthusiastic about practicing how they could reproduce their successful experiences in the virtual world.

While watching the VR, the children muttered, "I see," "Okay! 'Damn!'" when they discovered something.

Paying attention to the movement of the viewpoint that changes in the VR image, some children said, "Next time, I will try jumping while paying attention to the line of sight."

It was a year ago that VR teaching materials were introduced at this school.

Rather than having teachers set goals for that time, the aim is for children to find their own problems and work on solving them.

After the class was over, the contents of the reflections submitted by the children were...

“‘Tryer!

“Not control”

“Landing gently like a helicopter”

“In VR, there was a moment when the vaulting box and body were parallel”

He commented on various things he noticed, such as the importance of how to adjust the force and how to land.

Even during the same class time, you can see that each student found and worked on different issues.

Professor Fujimoto

: “If you don’t have a question that you want to solve yourself, you will end up with learning that has been given to you by others. There is a characteristic of subjects that makes a big difference.Children who can't do it end up not being able to do it all the time, and rather than ending the class with a very sad feeling, they work on the problems they set for themselves and climb the stairs one by one. I want it to be a kind of learning that builds up.”

Changing "I'm not good at endurance running"

Next, we interviewed an elementary school in Hiroshima Prefecture.

"Endurance running" was carried out using ICT.

It is said that there are many children who dislike it because it has a strong image of being "hard" and "tiresome."

The original purpose of endurance running in physical education at elementary schools is to "develop endurance by running continuously at a reasonable speed."

However, up until now, long-distance running classes have centered on "running a set distance at a set time," in other words, "long-distance running."

As a result, there was a problem that the number of children who were not good at running for a long time was increasing.

Therefore, this school introduced a device called a heart rate monitor that measures the heart rate.

Children can "visualize" changes in their bodies by displaying their heart rate from the terminal they wear.

Children aim to run at a constant pace while maintaining an appropriate heart rate, as the amount of exercise that is considered appropriate for improving physical strength is said to be 70 to 80% of the maximum heart rate.

Rather than competing with others, it is also important to have them understand the original purpose of endurance running, which is to keep running at a pace that is comfortable for them.

The children formed into pairs, and while one of them was running, the pair of children filmed the situation with a tablet.

At the same time, while watching the heart rate of the paired children displayed on the monitor, I tell them not to run too fast.

Child

: “My heart rate is getting higher and higher, slow down!”

“I think that pace is fine.”

The pace to achieve '70-80% of maximum heart rate' varies from child to child.

Some children get their heart rate up quickly after running a little, while others don't get their heart rate up that much even if they run fast.

When the teacher asks the students, "Have you noticed anything?"

Child

: "I found that my heart rate increased more easily than I thought, but when I saw the pair of children, they were running at a fast pace, but their heart rate was kept at 70%."

"I was running slowly. However, I was surprised to find that my heart rate was at 90%.My friend was surprised that my heart rate was surprisingly low even though my pace was fast.

" I guess there is

Some children have noticed changes in their bodies in their daily lives. The aim of this class is to think about what kind of exercise you can do.

The children realized that each person has a different pace.

I became aware of the appropriate pace for me, and by the end of the class, most of the children in my pairs were able to run at an appropriate heart rate without being told to do so.

After class, when I asked the children what they had to say, they gave positive feedback, saying, "Today's class wasn't hard, so it was fun" and "If I can run at my own pace, I'd like to do endurance running again."

Mr. Fujiwara

: “At first, the children were running fast, but at the end they were running slowly and skipping. I think that the children were able to find that point. I think the children noticed the individual differences.

ICT x physical education What is the background?

One of the reasons behind these changes in physical education classes is the revision of the Course of Study.

At elementary schools, the point of the new course of study, which was fully implemented two years ago, is "proactive, interactive and deep learning."

Children are expected to discover problems on their own and work to solve them.

The keywords for achieving this are "individually optimized learning" and "collaborative learning."

Learning is required to provide learning according to each child and to be able to respect the differences between oneself and others.

In conventional physical education classes, learning tends to focus on ``acquisition of movement,'' in other words, ``becoming able to do it.''

The teacher sets a goal, and the children repeat practice aiming only at "being able to do it" within the set time.

As a result, he says, it was difficult to create a style of teaching in which the children would discover problems on their own and work to solve them, in which they would proactively deepen their learning.

Associate Professor Naoki Suzuki of Tokyo Gakugei University, who has been researching the use of ICT in physical education for many years, has high hopes that ICT will be able to solve the problems that have hitherto existed.

Associate Professor Suzuki

: “I think it is important for all children to experience the fun and joy of exercise. I think that the lessons were designed in such a way that if they are not good at exercise, they will dislike it.After all, what we want to aim for is that all children will like exercise. I want them to like physical education, and I think that ICT can be used to achieve that kind of physical education.”

After the long-distance running class, local teachers gathered and held a training session on how to create classes using ICT.

According to Associate Professor Suzuki, the number of such workshops and lectures has increased by about 10 times compared to three years ago.

The GIGA school concept has been implemented, and from two years ago, one tablet per person has been deployed in compulsory education schools, and the use of ICT in classes has become a great concern for teachers. increase.

A teacher who participated in the workshop said, "Even if you want to actively use ICT, when it comes to physical education, you end up just filming videos, looking at each other, and moving your body. I want to do it," he said.

Going beyond “what you can do and what you can’t do” to the enjoyment of each

What impressed me during the interview was how the children were actively participating in the class.

The children who found their own challenges focused on facing themselves and achieving their own goals.

During the discussion time, each student announced their own tasks and next goals, and there was a spectacle of applause for each other.

I felt that it is natural for children to be different from others, and to respect that difference naturally grows in children.

At first glance, physical education classes and technology such as ICT may seem like a mismatch.

However, I felt that if it was used effectively, it would be a key to realizing classes that had never existed before.

Now that ICT devices are permeating schools, there are growing expectations for the spread of physical education where children can find their own enjoyment.

Ohayo Nippon Director

Yumeka Tamura

2022 NHK Global Media Service

Continuing to cover themes related to employee training My

weak subjects were physical education and mathematics