A Study on the Teaching of Collective Behaviours in Physical Education

学习体育集体行为的有效性、安全性和纪律性，实际上效果并不是很好。本研究旨在收集基础资料，为更好地在体育教学中进行集体行为教学提供参考。1)社会研究：以问卷调查的方式，从日本教育大学的集体行为课教授和志贺县的小学、初中、高中教师那里获得。通过计算机数据处理计算出基本频率。在此基础上制作了一些交叉表。体育集体行为学习的认知、行为和倾向的差异不仅存在于大学教师和下级教师之间，而且存在于高中、初中和小学教师之间。2)历史研究：学校教育中对教与学集体行为的处理方式的变化可以追溯到从明治时代集体行为引入学校到现在。3)心理研究：必须从学习动机的心理学角度充分考虑集体行为模式的有效性、安全性和纪律性。4)形态研究：在对REI(BOW)进行分析后，注意到师生之间存在认知差距是一个非常重要的观点。5)结果：学校教育中集体行为的学习是必要的。但是，导游手册的内容不能很好地履行其教育的基本目的，这是不够的。

The learning of collective behaviors in physical efucaltion for efficienty safety and discipline is not effective very well actually. This study aims to collect basical data to consider better teaching of collective behavior in physical education.1)social research: The data were obtained from professors of the course or university of education in Japan and teachers teaching at elementary schools, Junior high schools and senior high schools in Shiga Prefecture by a questionnaire method. The basic frequencies were caluculated by a computer data processing. Based on them some cross tabulations were made. The cognitive, behavioral and dispositional differentiations at the learning of collective behaviors in physical education were found in some item of the questionnaire not only between professors at university level and the lower level teachers but also among the teachers of the senior high schools, the junior high schools, and the elementary schools.2)historical study: Changing of the treatment of the teaching and learning collective behavior in school education was traced from the first introduction of collective behavior to school as named KYOUREN in Meiji Era to the present.3)psychological study: The pattern of collective behaviors for the efficiency, safety and discipline must be considered sufficiently from the psychological point of view of learning motivation, and awareness.4)morphological study: After analyzing REI(bow), it is a very important opint to notice that there are the recognition gaps between teachers and pupils.5)results: The learning of collective behavior in school education is nessesary. But it is not sufficient that contents of a guide book do not fulfill its function of the basic purpose for education very well.