@article{oai:nittaidai.repo.nii.ac.jp:00000286,
 author = {小坂, 浩士 and Kosaka, Koji and 高田, 大輔 and Takata, Daisuke and 槇野, 陽介 and Makino, Yosuke and 和田, 博史 and Wada, Hiroshi and 大倉, 茂人 and Okura, Shigeto and 近藤, 智靖 and Kondoh, Tomoyasu},
 journal = {日本体育大学スポーツ科学研究, NSSU Journal of Sport Sciences},
 month = {Feb},
 note = {The purpose of this research was to investigate the relation between students' cognition, performance and interaction in hurdle practice for tow 6th grader PE classes. Seven hour-long hurdle sessions were used as a method of research. Students’ cognition, performance and interaction were analyzed. The data was analyzed according to the following seven measures．1) Theoretical test about hurdle performance 2) Students’ description of the activity in study card 3) Hurdle performance 4) Time in which 40m hurdle was completed 5) Interaction between students’ group members 6) Formative evaluation instrument focusing on students’ interactive and cooperative behaviors 7) Confirmation of relevancy between measures 1) to 6) The main results were as follows．In comparing students’ results before and after the study, performance improved on average on all of the six measures. Students' cognition, performance and interaction in both classes improved. Furthermore, high performing students scored high the theoretical test, and low performing students scored low. The students who got a high score on the test had a lot of interaction with group members and the students who got a low score on the test had little interaction with group members. Based on these results, the relation between student's cognition, performance and interaction was strong in this study., 研究資料},
 pages = {10--20},
 title = {小学校体育授業における「わかる・できる・かかわる」の関連性に関する事例的研究 : 6年生におけるハードル走の授業を対象として},
 volume = {3},
 year = {2015},
 yomi = {コサカ, コウジ and タカタ, ダイスケ and マキノ, ヨウスケ and ワダ, ヒロシ and オオクラ, シゲト and コンドウ, トモヤス}
}