戦後日本の体育改革に関する一考察 : C. H. マックロイの体育理論と関連して

The purpose of this study was to analyze Charles H. McCloy\u27s Theories of Physical Education and to clarify the meanings and the limits of the recommendations by the United States Education Mission to Japan, March 30, 1946. Articles used for the analysis were those compiled in the book, \u27Philosophical Bases for Physical Education\u27, published in 1940. The results of the study are as follows : (1) We can find a lucid idea on the relationship between physical education and democracy in his theories, but there is no doubt that this recommecdation create a misleading impression of the relationship which was not innate. (2) The recommendation to create simple games directed school physical education in Japan to adopt many more sports as teaching material. However, it could not easily reach the points of the co-education of the physical education class and the carry-over of school physical education from the view point of civilization, which had been referred to by him. In addition, the demilitarization of physical education should have also been recognized in a similar manner. (3) If skill learning had been overemphasized, it could have alienated children since the elaborated and humane teaching method based on the study of psychology had not yet spread among physical education teachers at that time. Considering this, it might be inevitable that the emphasis of skill learning was confined to McCloy\u27s \u27MEMORANDUM\u27, but he showed a keen insight into the skills of physical activities as he discovered the cultural value of sport. (4) Although C. H. McCloy regarded health and physical growth essential to physical education, in fact, body, skill, and personality were well-balanced in his theories of physical education. Along with this, difficuties such as food shortages and standards of average teachers and programs of physical education which were relatively satisfactory seemed to make it unnecessary to emphasize the physical training for Japanses children to any special degree