体育教育における教育モデルとしての体育識字

Víctor Manuel Valle-Muñoz¹, María Mendoza-Muñoz², Emilio Villa-González¹

¹Department of Physical Education and Sports, Faculty of Sport Sciences, Sport and Health University Research Institute (iMUDS), University of Granada, 18071 Granada, Spain.

Children (Basel, Switzerland)

|August 28, 2025

まとめ

身体的識字 (PL) は,運動能力と生涯の身体活動 (PA) を促進する身体教育 (PE) の総合的な教育モデルです. 自律性,包摂性,共同作業を通じて生徒の学習と幸福度を高めます

科学分野:

教育
スポーツ科学
教育学

背景:

教育システムは進化し,体育教育 (PE) を行動主義から総合的なアプローチに移しています.
物理的識字 (PL) は,学校教育における重要な教育モデルとして浮上しています.
学生の運動能力を安全で効率的で有意義に発達させることを目的としています.

研究の目的:

PLの起源,基盤,教育的価値を分析する.
総合的・包摂的な学習のためのPLの可能性を強調する.
教育における新興の教育モデルとして PLを確立する

主な方法:

PLとPEに関する科学文献の記述的レビューが行われました.
2025年6月までの主要データベース (Web of Science,PubMed,Scopus,SportDiscus) で検索が行われました.
分析には,PLの歴史的,哲学的,理論的,方法論的な側面が含まれていました.

主要な成果:

学生の自律性,教師の訓練,環境とのつながり,インクルージョン,コラボレーションに基づいています.
モチベーション,楽しみ,創造性,継続的な評価は,PLの実施に不可欠です.
学生の身体的,認知的,感情的,社会的な利益は,身体活動 (PA) を促進します.

結論:

身体的リテラシー (Physical Literacy, PL) は,幼児期から始まる,ダイナミックで生涯にわたるプロセスです.
身体活動 (PA) の持続的かつ積極的な参加を奨励します.
学生の学習と福祉を向上させるための効果的な教育モデルとして機能しています.

キーワード:

教育モデルと身体活動体育教育身体的識字能力

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