{"created":"2023-06-19T07:15:02.487053+00:00","id":1335,"links":{},"metadata":{"_buckets":{"deposit":"980f9451-0990-4490-87c4-6601bbb1f830"},"_deposit":{"created_by":12,"id":"1335","owners":[12],"pid":{"revision_id":0,"type":"depid","value":"1335"},"status":"published"},"_oai":{"id":"oai:tokoha-u.repo.nii.ac.jp:00001335","sets":["1:229"]},"author_link":["98","96","117","125"],"control_number":"1335","item_10002_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2017-03-01","bibliographicIssueDateType":"Issued"},"bibliographicIssueNumber":"37","bibliographicNumberOfPages":"9","bibliographicPageEnd":"265","bibliographicPageStart":"255","bibliographic_titles":[{"bibliographic_title":"常葉大学教育学部紀要","bibliographic_titleLang":"ja"},{"bibliographic_title":"Tokoha University Faculty of Education research 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名）を対象に，集団動作法を実施した．動作法で用いられる課題は，最も中核的で重要度が高く基本的な訓練パターンとしてタテ系課題と弛緩課題とに大別されている．ここでは，前者としてあぐら座位，膝立ち，および立位での重心移動を，後者として側臥位による躯幹ひねりを選定して実践した．体験後の自由記述を修正版グラウンテッド・セオリー法により分析した結果，集団動作法の体験により，即効的に，大学生の負な気分状態が減少し，正な気分は向上することが明らかになった．こうしたことから，集団動作法は，多くの学生に一斉に効果を及ぼす効率性と多様な個性を有する学生の個別性に効果を及ぼす汎用性を兼ね備えた授業活用可能なアプローチ法の一つになり得ることが確認された．","subitem_description_language":"ja","subitem_description_type":"Abstract"}]},"item_10002_identifier_registration":{"attribute_name":"ID登録","attribute_value_mlt":[{"subitem_identifier_reg_text":"10.18894/00001318","subitem_identifier_reg_type":"JaLC"}]},"item_10002_publisher_8":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"常葉大学教育学部","subitem_publisher_language":"ja"}]},"item_10002_source_id_11":{"attribute_name":"書誌レコードID","attribute_value_mlt":[{"subitem_source_identifier":"AA12667974","subitem_source_identifier_type":"NCID"}]},"item_10002_source_id_9":{"attribute_name":"ISSN","attribute_value_mlt":[{"subitem_source_identifier":"2188-434X","subitem_source_identifier_type":"PISSN"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorNames":[{"creatorName":"百瀬, 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