Doctoral Program in Physical Education, Health and Sport Sciences, University of Tsukuba, Tsukuba, Japan.
Faculty of Health and Sport Sciences, University of Tsukuba, Tsukuba, Japan.
Psychol Rep. 2022 Apr;125(2):1145-1164. doi: 10.1177/0033294120988133. Epub 2021 Feb 11.
The study aimed to investigate the effects of kinesthetic experiences on balance ability (using exercise balls for gymnastics) and on interpersonal relationships by comparing two different learning methods. Participants learning gymnastics during physical education classes at university were randomly allocated to a kinesthetic-experiential learning (KEL) group ( = 20) or a model-mastery learning (MML) group ( = 22). Both groups practiced a balancing exercise on an exercise ball. In the KEL group, participants were asked to pay attention to the sensations of their body on the ball in a variety of movements, whereas the MML group was asked to reproduce the instructions of the ideal model provided by an instructor. The results showed that the participants in the KEL group had longer balancing time on the exercise ball, higher self-evaluation scores, and higher interpersonal relationship scores than those in the MML group, although the objective evaluations of postural stability were better in the MML group than in the KEL group. These findings suggest that methods that provide learners with versatile kinesthetic experiences through a variety of movements are more effective for enhancing balance ability and interpersonal relationships.
本研究旨在通过比较两种不同的学习方法，探讨动觉体验对平衡能力（使用健身球进行体操）和人际关系的影响。参与者在大学体育课上学习体操，随机分配到动觉体验学习（KEL）组（n=20）或模型掌握学习（MML）组（n=22）。两组都在健身球上进行平衡练习。在 KEL 组中，要求参与者在各种动作中注意身体在球上的感觉，而 MML 组则要求他们按照教师提供的理想模型的说明进行复制。结果表明，与 MML 组相比，KEL 组参与者在健身球上的平衡时间更长，自我评估得分更高，人际关系得分更高，尽管 MML 组的姿势稳定性客观评估要好于 KEL 组。这些发现表明，通过各种动作为学习者提供多样化动觉体验的方法更有利于提高平衡能力和人际关系。
