| 実務経験の有無 | | | Our background in teaching at junior high school and senior high school each other. |
|
|
| 授業の概要 | | | In this class, students think about what sports and health are for human being. For this purpose, this class will examine current topics of sports and health . In the later lessons, students make presentations about sports and health. All lessons are given in English. |
|
|
| DPとの関連性 | | |
|
| . | | |
|
| 体育学科 | | https://www.sendaidaigaku.jp/gakubu.html?post=59&name=taiiku |
|
| . | | | 健康福祉学科のＤＰは下記のリンクを参照してください。 |
|
|
| 健康福祉学科 | | https://www.sendaidaigaku.jp/gakubu.html?post=84&name=kenhuku |
|
| . | | | スポーツ栄養学科のＤＰは下記のリンクを参照してください。 |
|
|
| スポーツ栄養学科 | | https://www.sendaidaigaku.jp/gakubu.html?post=190&name=eiyo |
|
| . | | | スポーツ情報マスメディア学科のＤＰは下記のリンクを参照してください。 |
|
|
| スポーツ情報マスメディア学科 | | https://www.sendaidaigaku.jp/gakubu.html?post=671&name=media |
|
| . | | | 現代武道学科のＤＰは下記のリンクを参照してください。 |
|
|
| 現代武道学科 | | https://www.sendaidaigaku.jp/gakubu.html?post=244&name=gbd |
|
| . | | | 子ども運動教育学科のＤＰは下記のリンクを参照してください。 |
|
|
| 子ども運動教育学科 | | https://www.sendaidaigaku.jp/gakubu.html?post=209&name=kdm |
|
| アクティブ・ラーニングについて | | | | | | 課題解決型学習（ＰＢＬ） | | | | | 反転学習 | ■ | | | | ディスカッション | | | | | ディベート | | | | | グループワーク | ■ | | | | プレゼンテーション | | | | | 実習 | | | | | フィールドワーク | | | |
|
|
| 授業の一般目標 | | | Students can acquier currennt knowledges of sports and health. In addition students can make a brief summary of their opinions in English. Students also make some presentations about sports and health |
|
|
| 授業の履修目標 | | | | | | | 対象 | 領域 | 内容 | | | | | ■ | 認知的領域 | To acquire current knowledge of sports and health for human beings,and to be able to explain it. | | | | | ■ | 情意的領域 | To summarize, write reports, make presentations voluntarily, and to be able to explain it. | | | | | ■ | 技能表現的領域 | To write summaries and explain sports and health. To write reports
and make presentations about sports and health for human beings, and
to be able to explain it. | | | |
|
|
| 授業の到達目標 | | | | | | | 対象 | 領域 | 内容 | | | | | ■ | 認知的領域 | To acquire current knowledges of sports and health for human being. | | | | | ■ | 情意的領域 | To make summaries, write reports and make presentations voluntarily. | | | | | ■ | 技能表現的領域 | To write summaries and explain about sports and health. To write reports and make presentations about sports and health for human being | | | |
|
|
| ルーブリック | | | | | | | | | | 評価項目 | 評価基準 | | | | | | | 十分に達成し、極めて優秀な成績を修めている | 十分に達成している
【履修目標】 | おおむね達成している | 最低限達成している
【到達目標】 | 達成していない | | | | | | | 秀 | 優 | 良 | 可 | 不可・放棄 | | | | | | | To acquire
current
knowledge of
sports and
health for
human being
and to be
able to
explain it. | Demonstrates a
high ability to
acquire current
knowledge of
sports and health
with high
accuracy in
explaining ideas | Demonstrates a
high ability to
acquire current
knowledge with a
clear method of
explaining ideas | Demonstrates a
satisfactory ability
to acquire current
knowledge with
mistakes
explaining their
ideas | Demonstrates
below average
ability to acquire
current knowledge,
and struggles to
explain ideas,
clearly | Not acquired any
current knowledge
and has failed to
explain any ideas
related to the
topics | | | | | | | To
summarize
articles, write
reports,
make
presentation
s voluntarily,
and to
explain it. | Summarizes
content fluently
with concise
reports.
Presentations
are logical with
clear
explanations | Summarizes
content fluently,
reports are
concise.
Presentations
logical with
minimal errors | Summarizes
content and
reports are
satisfactory with
some mistakes.
Presentation
lacks progression
with some errors | Summaries are
below average with
many errors
presentations lacks
progression and
has many errors | Summarize are
poor. Presentation
has no format/
logic. Explanations
are non-
comprehensible | | | | | | | To write
summaries
and explain
sports and
health. To
write reports
and make
presentation
s about
sports and
health for
human being,
and to be
able to
explain it. | Exceptional skills
to summarize,
reports are
accurate
presentations
methodical,
explanations are
clear | Exceptional skills
to summarize
with minor errors
reports are
accurate
presentations
methodical,
explanations are
clear | Summarizing is
average, reports
are reasonable
presentations lack
some logical
order,
explanations are
somewhat clear | Summarizing is
below average,
reports are lack
depth,
presentations lack
some logical order,
explanations are
unclear | Limited
summarizing skills,
reports structure,
presentations lack
some logical order,
explanations non-
comprehensible | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
|
|
| 授業計画（全体） | | | One topic is treated per a class. Students make a summary of the topic and write a report of it. Then students make a presentation about sports and health for human being.Through this learning, students are expected to deepen their understanding of sports and health for human being. |
|
|
| 授業計画（各回のテーマ等） | | | | | | | | | | No | テーマ | 内容 | オンライン授業 | 授業外学修 | 時間数 | | | | | | | | 1. | Orientation | Explanation of the classes | | Read the next topic before class. | ４時間 | | | | | | | | 2. | Vitamin D and and our health. | Vitamin D helps our bodies in many ways. The latest discovery is how it helps people with breast cancer. V.D also helps other sufferings. | | Read the next topic before class | ４時間 | | | | | | | | 3. | Age and abilities | French man set a record in the 105-year-old category for his one-hour ride. We should do some excise on a daily basis to stay healthy. | | Read the next topic before class. | ４時間 | | | | | | | | 4. | Sports can change the society | Young women train to wrestle in conservative Indian state. Wrestling will improve things for women in patriarchal culture. | | Read the next topic before class. | ４時間 | | | | | | | | 5. | Running in cold weather improves performance | Young women train to wrestle in conservative Indian state. Wrestling will improve things for women in patriarchal culture. | | Think about the topics you will write about | ４時間 | | | | | | | | 6. | Orientation + Presentation ①
Interest | Course assessment, lesson procedures,
PowerPoint introduction | | Outline for 1 st presentation to be submitted for screening and feedback | ４時間 | | | | | | | | 7. | Presentation ① Develop topic | PowerPoint feedback, and continue research | | Continue research, preparing slides, English scripts and wordlist | ４時間 | | | | | | | | 8. | Presentation ① Progression | PowerPoint & wordlist feedback,
continue preparations | | Finalize slides, English scripts, wordlist and anticipated questions for
presentation | ４時間 | | | | | | | | 9. | Presentation ① Rehearsal | PowerPoint presentation & wordlist
feedback | | Amend slides, spelling, English scripts, and wordlist. Prepare anticipated
questions & answers. Presentation rehearsal, pronunciation practice | ４時間 | | | | | | | | 10. | Presentations | Presentations + Q&A + assessment/
feedback | | Prepare presentation ② new topic draft | ４時間 | | | | | | | | 11. | Presentation ② Develop topic | PowerPoint feedback, and continue
research | | Continue research, preparing slides, English scripts and wordlist | ４時間 | | | | | | | | 12. | Presentation ② Progression | PowerPoint & wordlist feedback,
continue preparations | | Finalize slides, English scripts and wordlist | ４時間 | | | | | | | | 13. | Presentation ② Refining | PowerPoint & wordlist feedback,
speaking rehearsals, continue preparations | | Finalizing slides, English scripts, wordlist, prepare anticipated questions &
answers. Presentation rehearsal, pronunciation practice | ４時間 | | | | | | | | 14. | Presentation ② Rehearsal | PowerPoint, wordlist feedback,
speaking rehearsals, continue preparations | | Finalizing slides, English scripts, wordlists & prepare anticipated questions
& answers. Presentation rehearsal, pronunciation practice | ４時間 | | | | | | | | 15. | Final Presentation | Presentations + Q&A + assessment /
feedback | | Student - course evaluation and feedback | ４時間 | | | | | | |
|
|
| 成績評価方法（方針） | | | Preparation, summaries, reports of topics, drafts for presentations and performance of presentations are evaluated. Reports and drafts are returned with comments in class. |
|
|
| 成績評価方法（詳細） | | | | | | | | | 到達目標＼評価方法 | 認知的領域 | 情意的領域 | 技能表現的領域 | 評価割合（％） | | | | | | | 定期試験 | ― | ― | ― | 評価対象外 | | | | | | | 授業内レポート | ◎ | ― | ◎ | 40% | | | | | | | 授業外レポート | ― | ― | ― | 評価対象外 | | | | | | | 演習・実技 | ◎ | ◎ | ◎ | 50% | | | | | | | 授業態度 | ― | ◎ | ― | 10% | | | | | | | 出席 | 欠格条件 | | | | | |
|
|
| レポートの実施・返却（方針） | | |
|
| 履修上の注意（受講学生に望むこと） | | | ・大学設置基準で求められている時間の授業時間外学修を行うこと。 | The maximum number of students is 10.
Students absolutely need to be more interested in English. |
|
|
| 関連科目 | | |
|
| 教科書 | | |
|
| 参考書 | | |
|
| オフィスアワー | | |
|
| GCR | | |
|
| その他 | | |
|
| 備考 | | 感染症や災害の発生時の非常時には、授業形態をオンラインに変更する場合がありますので、
大学の指示に従い受講して下さい。 |
|