論文

大学体育実技授業は，対面授業による実施を前提に心身の健康の維持・改善に寄与してきた．しかし，新型コロナウイルス感染症パンデミックの影響により，2020年度春学期（前期）に多くの大学で対面授業による体育実技が実施不可となり，その授業形態を遠隔授業に変更し，大学によっては休講を決定した．このような極めて特殊な状況下において，特に大学生のメンタルヘルスや社会的スキルへの否定的な影響が懸念されていた中，筆者らの所属する大学（以下本学）では，2020年度秋学期（後期）に体育実技を対面授業で再開するのに際し，これらの要素に対する体育実技の肯定的な教育的効果が期待された．そこで，本研究では，対面授業による体育実技の履修が大学生のメンタルヘルスの向上および社会的スキルの育成に与える影響を検証することを目的とした．対象者は本学の学生455名（男性230名，女性225名）であった．体育実技授業を履修した者は316名（履修者群），履修していなかった者は139名（非履修者群）であった．調査は2020年度秋学期授業期間の前後でWeb アンケートによって実施した．Web アンケートは対象者の属性，精神的健康状態表（WHO-5），社会的スキル尺度（KiSS-18）から構成した．結果は以下の通りである．（1）二要因分散分析の結果，WHO-5とKiSS-18において履修要因と時間要因で有意な交互作用が認められた．また，WHO-5は履修者群で向上，KiSS-18では非履修者群で低下の傾向が示された．（2）課外活動への所属有無を踏まえた検討では，KiSS-18の得点について有意な交互作用が認められた．特に，課外活動に所属している非履修者群において，受講後の得点が受講前のKiSS-18の得点に比べて有意に低かった．（3）履修種目を踏まえた検討では，WHO-5とKiSS-18において有意な交互作用が認められなかった．結論として，体育実技の履修が授業期間前後においてメンタルヘルスの向上，および社会的スキルの維持に寄与したことが示された．とりわけ，その維持・促進要因として課外活動への所属有無や履修種目の違いは関連が小さく，体育実技への参加が最も影響を与えている要因のひとつである可能性が示された．

This study aimed to investigate the relationship between the muscle shear modulus of the biceps brachii, urinary titin N-terminal fragment (UTF), and other damage markers after eccentric exer-cise. Seventeen healthy males performed five sets of ten eccentric exercises with dumbbells weighing 50% of the maximum voluntary contraction (MVC) at the elbow joint. Muscle shear modulus with range of interest set to only biceps brachii muscle measured by ultrasound shear wave elastography, UTF, MVC, range of motion (ROM), and soreness (SOR) were recorded before, immedi-ately after, and 1, 24, 48, 72, 96, and 168 h after eccentric exer-cise. Each marker changed in a time course pattern, as found in previous studies. The peak shear modulus showed a moderate negative correlation with peak MVC (r = –0.531, P < 0.05) and a strong positive correlation with peak UTF (r = 0.707, P < 0.01). Our study results revealed a significant relationship between muscle strength, shear modulus measured by ultrasound SWE, and titin measured by UTF, as a non-invasive damage marker after eccentric exercise to track changes in EIMD.

The study aimed to investigate the relationships between the shear modulus of the biceps brachii (BB) and brachialis muscle (BA) and the total of the two (BB+BA), and urinary titin N-terminal fragment (UTF), maximum voluntary isometric contraction (MVC), and other indirect markers. Fifteen healthy men performed five sets of 10 eccentric contractions using a dumbbell corresponding to 50% of MVC at 90° measured at baseline. The elbow joint of the left arm was extended from 90° to 180° (180° = full extension) in 5 s in the exercise, and was returned with support from the examiner to prevent concentric contraction. Shear modulus of BB and BA were measured by ultrasound shear wave elastography, and UTF, MVC, and range of motion of the elbow joint (ROM) were recorded before; immediately after; and 1, 24, 48, 72, 96, and 168 h after the exercise. After calculating the shear modulus of BB and BA, two values were added (BB+BA). The shear modulus peaked at 48 h, UTF peaked at 96 h, MVC and ROM changed largest at immediately, and muscle soreness peaked at 48 h post-exercise. Significant (p < 0.05) relationships were found between changes in BB shear modulus and BA shear modulus (r = 0.874), BB+BA shear modulus (r = 0.977), UTF (r = 0.681), and MVC (r = -0.538). Significant (p < 0.05) relationships were also observed between changes in BA shear modulus and BB+BA shear modulus (r = 0.957), UTF (r = 0.682), MVC (r = -0.522), and ROM (r = -0.600). Moreover, significant (p < 0.05) relationships were observed between changes in BB+BA shear modulus and UTF (r = 0.703), MVC (r = -0.549), and ROM (r = -0.547). These results indicate that shear modulus of each muscle (i.e., BB and BA) provide more precise information about muscle damage than UTF, MVC and ROM.

Despite the known beneficial effects of creatine in treating exercise-induced muscle damage (EIMD), its effectiveness remains unclear. This study investigates the recovery effect of creatine monohydrate (CrM) on EIMD. Twenty healthy men (21–36 years) were subjected to stratified, randomized, double-blind assignments. The creatine (CRE) and placebo (PLA) groups ingested creatine and crystalline cellulose, respectively, for 28 days. They subsequently performed dumbbell exercises while emphasizing eccentric contraction of the elbow flexors. The EIMD was evaluated before and after exercise. The range of motion was significantly higher in the CRE group than in the PLA group 24 h (h) post exercise. A similar difference was detected in maximum voluntary contraction at 0, 48, 96, and 168 h post exercise (p = 0.017–0.047). The upper arm circumference was significantly lower in the CRE group than in the PLA group at 48, 72, 96, and 168 h post exercise (p = 0.002–0.030). Similar variation was observed in the shear modulus of the biceps brachii muscle at 96 and 168 h post exercise (p = 0.003–0.021) and in muscle fatigue at 0 and 168 h post exercise (p = 0.012–0.032). These findings demonstrate CrM-mediated accelerated recovery from EIMD, suggesting that CrM is an effective supplement for EIMD recovery.

A noninvasive, immediate, and convenient method for assessing muscle tissue status during exercise-induced muscle damage (EIMD) has not been established. This study was designed to assess and determine parameters suitable for measuring EIMD after eccentric exercise, using multi-frequency bioimpedance analysis (BIA). Thirty-five young male participants performed dumbbell exercises with their left arm, and their BIA parameters were measured at various time points up to 168 h post exercise using a multi-frequency BIA device. At all-time points, intra and extracellular water content was greater in the left arm than in the right arm, whereas the impedance, reactance, resistance, and phase angle were lower in the left arm than in the right arm. Established EIMD indices, such as maximal isometric voluntary contraction, were measured and used in correlational analyses. Only reactance was correlated with biomarkers, indicating muscle damage (r = − 0.56 to − 0.49). Furthermore, reactance was found to correlate well with indirect indicators of EIMD, suggesting that it may be a suitable marker for evaluating EIMD. However, the relationship with the limited evaluation indices employed in this study is constrained. Future studies should investigate the correlation between reactance and direct damage indicators, such as structural damage, observed in biopsies.

本研究は，大学体育実技の成績評価の観点と方法に関してアンケート調査を実施し，従来の方針と新型コロナウイルス感染症拡大下（以下，「コロナ禍」と略す）における対応について，その実態を分析することを目的とした．調査内容は，教養体育科目の開講状況，2020年度秋学期と2021年度春学期の授業実施形態と実施理由，成績評価方法に関する従来の方針と遠隔授業による対応，などであった．有効回答が得られた131校（19.2％）を分析の対象とした．回答結果の分析から，成績評価の観点は技術や技能，知識や理解，態度や意欲，出席の4つに分類でき，それぞれに対応する評価方法として，実技テスト，レポートや筆記テスト，教員の観察，出席回数が代表的なものとして示された．しかし，「配分や方法は担当教員に一任」という回答も多く，厳格な成績評価を行う「アセスメント・ポリシー」の取り組みとしては課題と考えられた．コロナ禍に対面のみで体育実技を実施できたのは2020年度秋学期で51校（38.9％），2021年度春学期で61校（46.6％）であり，半数以上は遠隔を含む展開がなされていた．成績評価方法に関してコロナ禍に新たな対応を行ったのは54校であった．その内容は，「評価の観点・配分・方法等を再構築」，「従来の観点を評価するための補足的方法を付加」，「従来よりも課題・レポートの比率が増加」などであった．本研究は，近年における大学体育実技の成績評価方法の実態を明らかにし，また遠隔授業の導入による成績評価方法の新たな対応について情報を得た点で，大学教育改革を進める上での資料的価値が高いと考えられる．

The aim of the present study was to qualitatively analyze the implementation of rubric-based performance assessment within university practical physical education, highlighting its advantages and challenges. In higher education, the need for visible learning outcomes has drawn attention to rubrics as a tool for ensuring transparency and consistency in performance assessment. In particular, the grading of practical physical education has often been subject to individual teacher discretion, raising concerns over the lack of clarity in assessment criteria. On the other hand, rubrics are considered effective for ensuring the quality of learning outcomes by offering a multifaceted assessment of student performance and achievements. This study employed the CIPP model (Context, Input, Process, Product) as a theoretical framework to analyze the responses of both students and teachers to the introduction of rubrics in practical physical education classes. Semi-structured interviews with the authors and focus group interviews with students were conducted at one university, focusing on 3 different forms of practical physical education, and the data were analyzed using reflexive thematic analysis. The findings indicated that rubrics had a key advantage of clarifying grading criteria, enabling students to understand the course objectives better and offering them more opportunities to improve their learning outcomes through selfassessment. Additionally, rubrics served as an effective tool for teachers, allowing them to adjust their teaching in line with the evaluation criteria and provide structured feedback to students. On the other hand, challenges were identified, such as the abstract nature of some of the rubric criteria, which made them difficult for certain students to understand. In particular, assessment of skills such as followership and collaboration was considered complex. Furthermore, instructors reported that they had limited time to offer sufficient feedback during the course, leading to a lack of mutual understanding of the assessment criteria between teachers and students. The present study findings are significant in demonstrating that rubric-based performance assessment can promote active learning and enhance fairness and transparency in the grading process of practical physical education. Future challenges include the need to establish a more robust feedback system to ensure that both instructors and students fully understand and effectively utilize the rubric criteria. Additionally, it is important to create a flexible rubric framework that accommodates diverse learning styles and encourages creativity in student performance.