出版社：Japan Society of Physical Education, Health and Sport Sciences
摘要：The rapid and appropriate reaction to a ball and opponents in games is an important ability in sport activities. One of the important factors of the learning of motor skills is such a discrimination response that perceives the stimuli and reacts them without errors. The learning of discrimination response is a very important contributor to the learning of gross motor skills. (3) The existing studies on warming-up effects and fatigue have been concerned with the effects of the physical activities on the mental functions. They assented that the physical activity activated the central nervous system and facilitated its function, but activity being too much and long time tended to inhibit its function. (1)(6) Suzuki (11)reported that the activation of the central nervous system of the athletes in a training camp was higher than usual. Kashiwabara and his collaborators (7) (8) (9) made athletes, in a training camp and children in the practicing of school sports, work "addition tasks" and found that the physical activity tended to have a negative effect on the amount of addition tasks in the early stages of the work and increased the performance in the latter stages of the work. And they found that the way of the effect depended on the individual personality of athletes and children. Hayashi (5) made pupils work addition task after the class of physical education and found the same results as Kashiwabara did. Aotani (2)reported that both of the amount of the work of multiplication and division and its errors tended to increase after the physical activity on bicycle ergometer. The results of the above mentioned researches do not fully coincide with one another. This discord partly came from the lack of precise measurement of the amount of the physical activity. In the present paper the authors used bicycle ergometer by which the precise measurement was made possible, and used discrimination response task in the administration of the psychomotor task to see the effect of the physical activity on the mental and psychomotor task. A factor analytical research in the learning of a visual discrimination reaction task by Fleishman, E.D. and Hempel,W.E. (4) showed that in the early stages of the learning the learning ability of the spatial characteristics of the stimuli and the responses and verbal comprehension were the chief contributors to the learning, but in the latter stages reaction time and other psychomotor abilities became more important factors. Suzuki and his collaborators (12) studied the contribution of the reaction time to see the visual discrimination response task to confirm the result of Fleishman's study and found that not the time of the arm movement but the rapidity of the initiation of the movement was more important for the learning of the task. They deviled subjects into two groups based upon their scores of simple reaction time. In the early stages of learning of the discrimination redaction task there was not a significant difference between the improvement in two groups, but in the latter stages of learning the improvement of the group whose simple reaction time was quicker was better than that of the slow reaction time group. Being suggested by these studies that the effects of physical activity on learning might vary with the situation in with the physical activity is practiced, the present study was intended to find if the physical activity would have any different effect on the learning in its early stages and the latter stages.
其他摘要：The rapid and appropriate reaction to a ball and opponents in games is an important ability in sport activities. One of the important factors of the learning of motor skills is such a discrimination response that perceives the stimuli and reacts them without errors. The learning of discrimination response is a very important contributor to the learning of gross motor skills. (3) The existing studies on warming-up effects and fatigue have been concerned with the effects of the physical activities on the mental functions. They assented that the physical activity activated the central nervous system and facilitated its function, but activity being too much and long time tended to inhibit its function. (1)(6) Suzuki (11)reported that the activation of the central nervous system of the athletes in a training camp was higher than usual. Kashiwabara and his collaborators (7) (8) (9) made athletes, in a training camp and children in the practicing of school sports, work "addition tasks" and found that the physical activity tended to have a negative effect on the amount of addition tasks in the early stages of the work and increased the performance in the latter stages of the work. And they found that the way of the effect depended on the individual personality of athletes and children. Hayashi (5) made pupils work addition task after the class of physical education and found the same results as Kashiwabara did. Aotani (2)reported that both of the amount of the work of multiplication and division and its errors tended to increase after the physical activity on bicycle ergometer. The results of the above mentioned researches do not fully coincide with one another. This discord partly came from the lack of precise measurement of the amount of the physical activity. In the present paper the authors used bicycle ergometer by which the precise measurement was made possible, and used discrimination response task in the administration of the psychomotor task to see the effect of the physical activity on the mental and psychomotor task. A factor analytical research in the learning of a visual discrimination reaction task by Fleishman, E.D. and Hempel,W.E. (4) showed that in the early stages of the learning the learning ability of the spatial characteristics of the stimuli and the responses and verbal comprehension were the chief contributors to the learning, but in the latter stages reaction time and other psychomotor abilities became more important factors. Suzuki and his collaborators (12) studied the contribution of the reaction time to see the visual discrimination response task to confirm the result of Fleishman's study and found that not the time of the arm movement but the rapidity of the initiation of the movement was more important for the learning of the task. They deviled subjects into two groups based upon their scores of simple reaction time. In the early stages of learning of the discrimination redaction task there was not a significant difference between the improvement in two groups, but in the latter stages of learning the improvement of the group whose simple reaction time was quicker was better than that of the slow reaction time group. Being suggested by these studies that the effects of physical activity on learning might vary with the situation in with the physical activity is practiced, the present study was intended to find if the physical activity would have any different effect on the learning in its early stages and the latter stages.
