No abstract

This study focused on mini games, commonly used as teaching material in soccer classes, and examined the effects of rule changes on load characteristics from the viewpoint of the improvement in physical fi tness. Eighteen male junior high school students participated in the present study. They played in three types of mini 4 vs 4 games : a free game, a pass game and a man to man game. The number of ball contacts , the ratio of appearance time of each movement speed (0-1, 1-2, 2-3, 3-4, 4-5, 5-6m / sec), the total movement distance, heart rate and RPE during the game were measured. Questionnaires were conducted after all games. Skill tests (pass and dribble tests) and physical fi tness tests (50m sprint, 250m sprint with a change of direction (25m × 10 sets with 30 sec rest), and 20m shuttle run) were also performed. The main results were as follows : 1) The number of ball contacts during the game was signifi cantly greater in the pass than in the man to man games. 2) The ratio of movement at lower speeds (1~2m / sec) was signifi cantly greater in the free than in the man to man games, whereas those at moderate and higher speeds (3~4, 4~5 and 5~6 m / sec) were signifi cantly greater in the man to man than in the free games. 3) Total movement distance was signifi cantly greater in the man to man than in the free games. However, there was no signifi cant difference in heart rate and RPE among the three games. 4) The results of questionnaire showed partial signifi cant differences in technique and fi tness aspects among the three games, whereas no signifi cant difference was observed in the psychological aspect. 5) In the free and man to man games, a signifi cant correlation was observed between the number of ball contacts during the game and the results of the pass test, whereas no signifi cant difference was observed in the pass game. These results suggest that the load characteristics of the soccer game from the viewpoint of improvement in physical fi tness differ greatly when the rules of the mini games are changed. In addition, the pass game might be available to provide increased opportunity for unskilled children to participate in the games.

AbstractThe purpose of this study was to examine the eŠect of playing small-sided games of soccer with a change in pitch area per player. Two types of small-sided games,``small pitch area per player'', and``large pitch area per player'', were played by twoˆrst year junior high school PE classes. Twenty students participated in the game with a small pitch area per player (S group), and 20 students participated in the game with a large pitch area per player (L group). Before and after the classes, a skill test (ball lifting), aˆtness test (150 m sprint with changing direction: 25 m×6 times, rest interval 30 s), and a test game were conducted. In addition, students' formative evaluation was conducted after each class.The main results were as follows: 1) There were no signiˆcant inter-group diŠerences in the rate of change in ball lifting.2) The mean time for 6 sprints improved signiˆcantly after class in both groups.3) The distance covered and heart rate during the game increased signiˆcantly after classes in the L group. 4) The score for the students' formative evaluation tended to increase as class progressed in the L group. These results suggest that improvement of energy-related physicalˆtness can be obtained regardless of the pitch area in small-sided soccer games.

: E#ect of the class using mini game in soccer for improvement in physical fitness : through 0 physical education classes of first grade junior high school students. Japan J. Phys. Educ. Hlth. Sport Sci./, : .*/ῌ.+1, September, ,**1Abstract : The purpose of this study was to examine the e#ect of playing mini-games of soccer for improvement of physical fitness. The subjects were ,+ students at I junior high school (I Group) and ,, students at S junior high school (S Group). Group I played a mini-game with changed rules, whereas group S played the full game, each over a period of three weeks (0 physical education classes). Before and after the classes, skill tests (passing and dribbling), fitness tests (+/* m sprint with changing direction ; ,/ m῏0 times, rest interval -* s), and a test game were conducted. In addition, an after-class questionnaire on knowledge, how to learn and skill of soccer was conducted. The main results were as follows : +) The results of the passing and dribbling tests were improved significantly after classes using the mini-game. There was no significant improvement in the results of the first set of +/*-m sprints with a change in direction after classes in both group, whereas the mean time for 0 sprints was improved significantly after classes in both groups. ,) There were no significant di#erences in the number of ball touches, heart rate or RPE in test games after classes in both groups, whereas the total movement distance was decreased significantly after classes using the full game. -) In the questionnaire after the test game, almost every item on technique (coordination), physical fitness and mentality tended to have a higher score after classes using the mini game. On the other hand, after classes using the full game each mentality-related item tended to have a higher score, whereas items related to technique (coordination) and physical fitness tended to score the same or lower. .) In the questionnaire after the class, there was no wide di#erence in knowledge of soccer between both groups, whereas items related to how to learn and skill of soccer tended to score higher in the former than in the latter. These results suggest that improvement of energy-related physical fitness could be obtained without compromising students' interest, volition and attitude regardless of whether they played the mini-game or the full game, although use of the mini-game led to an e#ective improvement of technique (coordination) without decreasing students' consciousness of how to learn soccer skills.

Results of a soccer teaching program intended to help students improve and acquire knowledge of physicalˆtness. Japan J. Phys. Educ. Hlth. Sport Sci. 61: 257 270, June, 2016 AbstractThe purpose of this study was to examine the validity of a soccer teaching program designed to help students improve both individual physicalˆtness and their attitude towards it, as well as gaining basic understanding. The subjects were 41 junior high school students. Before and after the program, we conducted skill tests (ball juggling) and physicalˆtness tests (150 m sprint with a change in direction; 6 ×25 m sprints with direction changes and rest intervals of 30 s). Additionally, we conducted a test soccer game. At the end of each class, a questionnaire was conducted and the subjects' technical skills, physicalˆtness, and psychological aspects were self-assessed. After completing the program, another questionnaire was conducted regarding skill, attitude, and knowledge, conception and judgment aspects.When the pre-program and post-program test results were compared, the following were observed after completion of the program: 1) The subjects' ball juggling skills had improved signiˆcantly.2) The mean time for the 150 m sprint with a change in direction had improved signiˆcantly.3) The distance subjects were able to run during the test soccer game showed no signiˆcant diŠerence. 4) The results of the questionnaire at the end of each class showed that students thought they had improved in terms of outcomes, ball kicking skills, ball dribbling, interception, and positioning. With regard to physicalˆtness, the subjects felt that their anaerobic power and anaerobic capacity had improved. 5) The after-program questionnaire showed that 94.1 of the subjects had improved their understanding about how physicalˆtness is related to soccer. These results suggest that this soccer teaching program improved physicalˆtness levels, knowledge and attitude toward physicalˆtness among the participating subjects.Key wordsimprovement in physicalˆtness, physical education in school, ball game, small-sided game キーワード体力づくり，教科体育，球技，ミニゲーム