Initial Learning of Japanese Undergraduate Students with No Prior Experiences in a Flag Football Basic Instruction Course

Autor/inn/en	Matsumoto, Tsuyoshi; Sato, Takahiro; Tsuda, Emi; Wyant, James
Titel	Initial Learning of Japanese Undergraduate Students with No Prior Experiences in a Flag Football Basic Instruction Course
Quelle	In: International Journal of Kinesiology in Higher Education, 6 (2022) 4, S.187-198 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sato, Takahiro) ORCID (Tsuda, Emi) ORCID (Wyant, James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2471-1616
DOI	10.1080/24711616.2021.1921636
Schlagwörter	College Students; Foreign Countries; College Athletics; Team Sports; Public Colleges; Reflection; Student Attitudes; Problem Solving; Cooperative Learning; Learning Experience; Japan + Suchen Sie Ihr Suchwort? Collegestudent; Ausland; College athletes; Collegesport; Hochschulsport; Mannschaftssport; Schülerverhalten; Problemlösen; Kooperatives Lernen; Lernerfahrung
Abstract	The purpose of this study was to describe how Japanese undergraduate students engage in learning in a physical activity basic instruction course, specifically, flag football. The study was situated in the framework of andragogy theory and used an explanatory (holistic) case study design. Participants were five Japanese undergraduate students with no prior experiences of learning flag football at a public university. Data sources included ten weeks of individual weekly journal reflections. A constant comparative method was adopted to interpret the data. Three emergent themes were: (a) "problem-solving based learning," (b) "the importance of reflective, cooperative, and collaborative learning," and (c) "application of flag football knowledge outside of class." To better support Japanese undergraduate students' learning experiences in the course, we encourage faculty and students to learn how to develop a blueprint of flag football, game strategies, and performance analysis that enables them to capture the nuance of content learning through problem-solving experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01