知的障害生徒を対象に支援ツール"ストレッチビデオ"を活用した夏期休業中における家庭での運動支援

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(1)Title. 知的障害生徒を対象に支援ツール"ストレッチビデオ"を活用した夏期休業中における家庭での運動支援. Author(s). 高畑, 庄蔵. Citation. 北海道教育大学紀要. 教育科学編, 58(1): 181-188. Issue Date. 2007-08. URL. http://s-ir.sap.hokkyodai.ac.jp/dspace/handle/123456789/480. Rights. Hokkaido University of Education.

(2) 北海道教育大学紀要（教育科学編）第58巻第1号 JournalofHokkaidoUniversityofEducation（Education）Vol．58，No．1. 平成19年8月 August，2007. SupportforHome−basedVoluntaryExerciseforStudentswithMentalRetardation. duringSummerVacation：Useofthe“StretchingVideo’’PromptTool TAKAHATA Shozo. DepartmentofSpecialEducation，SapporoCampus，HokkaidoUniversityofEducation，SapporoOO2−8502. 知的障害生徒を対象に支援ツール“ストレッチビデオ”を活用した. 夏期休業中における家庭での運動支援. 高畑庄蔵. 北海道教育大学札幌枚障害児教育方法研究室. ABSTRACT Theaimofthecasestudypresentedhereisbasedonphysicaleducationcoursesheldatsecondary SChooIsthatincludedaunitentitled“Stretchathome！’’Thisunitwasheldthroughouttheyearandwas madeavailableineachterm．Basedonsubjects’“ChallengeDiaries’’thatwereusedineachclassinan attempttogetstudentsexercising，thisstudyalsoreportsontheactualimplementationofstudents’ VOluntarystretchingeitherinschoolorathome．Inaddition，aSWellasinvestigatingandcomparingthe tooIsusedinthisfield，SuChasthe“StretchingSheet’’and“ExerciseVideo，’’thestudyalsoexamineswhat. typeandformofsupportwasavailableforstudentsincarryingoutvoluntaryexerciseintheirownhomes．. T．Introduction Anumberofstudieshaveincludedarange. actual1ivingconditionsof282mentallyretarded StudentsandtheirparentsorguardiansinT− prefecture．Theresultsindicatedthatnomatter. Ofproposalsregardinghowtobestsupportthe. howmuchtheyrealizedtheimportanceof. everydaylifestylesofmentallyretardedchil−. physicalactivityfortheirchildren，parentSand. drenandadults（seeTakahata，1989；Iizukaand. guardiansfacedanumberofchal1engesindeal−. Inoue，1992）．Thishasincludedtheideathat. ingwithhealthissues，andwitheverydayexer−. maintainingandimprovingthementaland. Ciseandsportsinparticular．Thesurveyalsoin−. physicalhealthofmentallyretardedsubjectsis. dicatedthatthesementallyretardedchildren. animportantelementinimprovingtheirlife−. andadultsexpressedawishforthedevelop−. Styleinthecommunity．Asurveyconductedby. mentofexerciseprogramsandeventsinwhich. TakahataandMusashi（1997）examinedthe. inwhichcouldtakepartinindependentlyand. 181.

(3) 高畑庄蔵 COuld be donein eitherin their own homes orin. thelocalcommunity． Stretching（seeKobayashiandTakeuchi，. hesitation．. Thecasestudiespresentedherewerecol− 1ectedfromphysicaleducationcoursesheldat. 1982）isanextremelyeffectivetoolformain−. SeCOndaryschooIsthatincludedaunitentitled. tainingandimprovinghealthandpreventing. “Stretch at home！’’This unit was held. abdominalpain，and can also provide an. throughouttheyearandwasmadeavailablein. elementoffun toexerciseas wellascontribu−. eachterm．Wethenreportonimplementingthe. tingtomentalrelaxation．Thisformofexercise. Students’voluntarystretchingeitheratschool. isnowacommonlyusedmethodinthisfield．In. Orinthehome，basedonstudents’“Challenge. thecaseofmentallyretardedchildrenand. Diary’’that was usedin each classin an. adults，however，Carryingoutthesetypesof. attempttoencouragesubjectstoexercise．As. programsatlocalschooIsorathomeactually. WellasinvestigatingandcomparingthetooIs. placesafairlyhighburdenonparentsandguard−. usedinthisfield−SuChasthe“Stretching. iansastheyarerequiredtobeincontinual. Sheet’’and“Exercise Video’’−We also ex−. attendancewhiletheactivityisbeingper−. aminedwhattypeandformofsupportwas. formed．Thishasresultedinmanyactualpartic−. availableforstudentsincarryingoutvoluntary. 1pantSintheseprogramstakingawaylittleor. exercisein their own homes．. nofeelingsofaccomplishmentaftercarrylngOut theseactivities．Evenforrelativelyeffective programsitisstillraretowitnessanexercise programthatofferssubstantialbenefitsonan everydayandlong−termbasis．. MusashiandTakahata（1997）proposeda. I［．Targetstudentsandaims l．Targ・etStudents. Atotalof20students（12males，8females） attendingthisschool’ssecondaryschooIwere. methodformaintainingandpromotingvolun−. Selectedforthestudy．ResultsoftheTanaka−. taryexerciseonaneverydaybasisthatthey. Binetintelligencetestonthestudentsranged. termed“prompttooIsforlifeskills’’（hereinafter，. from13to66．Although allof the target. prompttooIs’’）．Aswellasbeingeasytouse，. Studentstookpartinstretchingexercisesdur−. prompttooIsworkaskeysthatallowthelearn−. ingthephysicaleducationclasswarm−upOrin. ingoftargetskillsinasimilarwaytousing. morningexercises，themajoritydidnotpartici−. visualtooIsandaids（seethe“jumpinghoop. pateinphysicalexercise−includingstretching. describedinTakahata，1989）．Theseprompt. exercises−in theirownhome．. tooIscanalsobeseenas“dataexchangetooIs’’ formonitoringandkeepingtrackofusers’per−. 2．Aims. sonalmovements（suchasmaintaininga“Chal−. l）Instructionalobjective. 1engeDiary’’）andareaimedatbuildingre−. Bymakinghome−basedstretchingexercises. 1ationshipsbetweenmentallyretardedchildren. avoluntaryandeverydayactivitythestudy. andadultsandrelatedpeople（suchasparents. aimedtomeasuresubjects’1evelsofmentaland. orguardians，teaChers，andfriends）．using. physicalrelaxationandimprovestudents’cur−. thesetypesofsharedtooIsallowstheusersto. rentandpost−graduationlifestyles．. fullyrealizeafulfillingsocial1ifewithoutfearor. 182.

(4) 知的障害生徒を対象に支援ツールルストレッチビデオ’’を活用した夏期休業中における家庭での運動支援. 2）Targetbehavior. as wellas third−grade students（5male，3. ＊ Havetargetstudentscarryoutvoluntary. female）andtheirparentsorguardians．. StretChingexercisesathomethreetimesa week．Thisshouldbecarriedoutin asimilar. 2．Metllds. mannerasperformedaspartofwarm−upeX−. l）PrompttooIs. ercisesforthephysicaleducationclass．. ① stretchingSheet（visualtool）：Asshownin. ＊ Havepeopleconnectedtostudents（parents. Figure．1thisisaB4−Sizedpapersheetthat. orguardians，teaChers，andfriends）evaluate. offersanillustratedoverviewofthe various. theirvoluntaryexerciseonanongoingbasis. StretChingexercisesthattakeplaceinphysical. andencouragecontinuedreinforcementofthe. educationclasses．Thesheetexplainstheeffect. activities．Thisispartofanoverallattemptto. Ofeachtechniqueandincludesspeechbubbles. formastrongreciprocalrelationshipbetween. ateachdiagramwithaccompanyingtexteエー. thetwoparties．. plainingtheparticularexercise． ② ChallengeDiary（dataexchangetool）：Fig−. 皿．Guidancel：Instructionsusing“Stretching Sheet”（Figurel）. bekeptaspartofstudents’ChallengeDiary （Takahata，1993）．Thecardconsistsoffourtest. 1．T孔rgetSubjeets. columnsaswellasacolumnforcommentsfrom. bothhomeandschool．Thestudentorparent. Thispartofthestudyusedstudentsinthe. secondyearofhighschool（8males，5females）. Stretchin. ure．2showsanexampleofafilecardthatcan. Sheet. 1．Start！. andguardianenterstherelevantdate，anda. u感l＝．Thetrian. ularri亡母一ball. 2．TheUltraman. ThePencilTheBanana. ￣￣二¶. Thestretchchallenge（OnIydothisifyouhavetime！）. TheSeal. 4．Stretchlikeacat. thesurface. the back Figure．1StretchingSheet 183.

(5) 高畑庄蔵. 3．Results l）Parentandguardians’views. Parentsandguardiansgaveagenerally favorablereactiontothestretchingexercises withanumberofcommentssuchas，‘‘theex− ercisesfeelreallygood，”and‘‘everyonecando theseexercisesreal1ywell．”. 2）Courseoftargetbehavior Tablelshowstheresultsofobservingsub− jects’behavior．Therewasonlyonecaseofa teacher（ifatschool）orparent（ifathome）. student（S15）whomanagedtocarryoutthe. Shouldthenaffixhisorherpersonalseal．The. exercisesonlyoncefollowingtheguidanceses−. COmmentCOlumnisforteachersorparentsto. sion．Noneoftheotherstudentswere ableto. describewhatthesubjectachievedaswellas. CarryOuttheexercisesevenonce．. providingaspaceforencouragement．Students themselvesarealsoexpectedtokeepanoteof. Ⅳ．Guidance2：Instructionsusing“Exercise. Whattheyhavebeendoingineachclassthey. Video”（Tablel） attend．. 1．Targetstudents 2）Guidanceareaandsupportprocedure. Fromatotalof22first−，SeCOnd−，andthird−. Aparentandchildstretchingexerciseles−. gradehighschooIstudents，20studentswhoex−. SOnWaSCarriedoutduringa20−minutedemon−. pressedawishtoviewtheExerciseVideowere. Strationineachclasson19April1997．Anen−. takenasthetargetsubjectsofthisstudy．. 1arged‘‘StretchingSheet”wasattachedtothe. blackboardandallparentsandstudentsper−. 2．Promptt001s. formedtheappropriatestretchingexerciseafter. ① PlayingExerciseVideo：Thisvideowas. ithadbeenpointedoutontheenlargedsheet．. SpeCi五callyproducedwiththestatedpurposeof. Attheendoftheclassanindividual‘‘Stretching. beingavisualtoolforstudentstowatchwhile. Sheet”wasdistributedtoallparticipantsand. performingstretchingintheirownhomes．The. bothstudentsandparentswereencouragedto. contentofthe videoconsistedofbothstudents. fillintheir‘‘ChallengeDiaries”whentheysub−. andteachersappearingtogetherintheintro−. Sequentlycarriedouttheexercisesathome．. ductionandconclusionsections；COmmerCialsfor low−Calorieproductssuchasgreentea；anda. TablelOutlincofthcstrctchvidco. a）Wordsofencourageentfromtheteacherincharge・ b）Televisioncommerclalsforlowcaloriefbodsandbeveragessuchastea．. c）Teacher’sexampleindicatedinfigl． Teacher has stron. hasized im. ,ortant movements and. OSture．.

(6) 知的障害生徒を対象に支援ツール“ストレッチビデオ”を活用した夏期休業中における家庭での運動支援. Seriesofstretchingexercisesintroducedbya. education class．. rangeofdifferentteachers．Arrowssuper−. imposedonthescreenhighlightedthecorrect actionsandpostureforeachexercise，While. 2）Classmorningmeeting Third−gradestudentscarriedoutstretching. backgroundmusicforthevideowasspecially. exerciseson aregularbasisthroughoutthe. Selectedforthevideobyaskingparentsand. periodfrom1996toJuly1997．First−andsecond−. guardiansforthestudents’favoritemusicand. gradestudentscarriedoutstretchingtogether. Subsequentlyintegratingthisintothevideo．. Withtheentireclassduringtheperiodwhen. ②“Istretchedalready！’’purikurasticker：In. therelevantunitwasbeingoffered．. COllaborationwiththeintegratedstudiescom− puterclasseachstudentwasabletocreate theirveryownpurikura（asmallindividual. 3）Homeenvironment Thiswasanareainwhichthetargetbe−. seal）sticker．Thiswasintendedtobeanother. haviorwasassessedasalreadybeingper−. Visualtoolforuseaspartofthestudent’seval−. formed．Whenthe Exercise Videowas distrib−. uationandself−aWareneSSSkills，Withstudents. utedtothefamilies，parentSandguardians. attachingthestickertotheirdiaryaftercheck−. WereaSkeddirectlybythestudent’shomeroom. ingwhethertheyhadcarriedouttherequired. teacherorbyletterfortheircooperationinpre−. exercisesproperly．Thephrase“Istretched. paringasuitableenvironmentforstudentsto. already！’’wasoverlaidoneveryone’sstickers. exercisewhilewatchingthevideo．. andeachstudentreceivedthreesheets，eaCh COntaining16stickers．. ③ ChallengeDiary：Thisisthesameitemas describedin“Guidancel．”Aftersuccessfully. 4．Supportprocedureforvoluntaryhome−based targ・etbehavior. Studentswerechallengedto“attachone. performingtheirstretchingexercisesstudents. StickerintotheirChallengeDiaryafterthey. Wereallowedtofixoneoftheirpurikurastick−. hadperformedtheirstretchingexerciseswhile. ersintheappropriateplaceintheDiary．. WatChingtheExerciseVideo．’’Duringclasses thevideowasalsoinsertedintotheVCRand. 3．Guidanceperiodandlocation. Studentspracticedandperformedthestretch−. l）Inphysicaleducationclasses. ingexerciseswhilewatchingtheVideo．Steps. From7to16July1997atotalofseven. thatrequiredmovementcouldbevisuallycon−. “Stretchingathome’’unitswereincludedas. firmed by viewing the monitor and the. partofthestudents’physicaleducationclasses．. Students’actionswerealsosupportedbyverbal. Alarge−SCreenmOnitorandVCRweresetupin. instructions and physical guidance from. theschool’sgymnasiumandstudentsthentook. teachers．Attheendoftheclasseveryonewas. partinalessonthatconsistedofwatchingthe. encouragedtoendtheperiodonapositivenote. SpeCiallycommissionedExerciseVideowhileat. byapplaudingeachothers’efforts，Withthe. thesametimeperformingthestretchingex−. Studentspraisedfortheirgoodwork．. ercises that were shown on the video．The. usualpatterninvoIvedtwostudentsexercising tothevideoduringoneperiodofthephysical. 5．Socialrein払rcement. Asthetargetbehaviorwasbeingcarried. 185.

(7) 高畑庄蔵. OuteaCh class’s homeroom teacherintroduced. day．Ireallywanttothankyouformakingsuch. thistotheotherstudents−SOmethingthatwas. afun video．’’. Widelypraised．. Noneoftheremainingfivestudents（first− gradestudentSl；SeCOnd−gradestudentsS8， S13，andS14；third−gradestudentS18）were. ‘．Conclusion. SeentOhavestartedtheexerciseprogram．. Table2shows the course ofaction at home. forthe20targetstudents．Theverticalaxisrep−. resentsthetargetstudents，Withthehorizontal Ⅴ∴Discussion. axisshowingthetimeperiod．Theactualdays. inwhichstudentsperformedhome−basedex−. l．Dailyparticipationinexerciseandsporting・. ercisesareplottedusingacircle．TheExercise. events. Videowasdistributedtofirst−gradestudents. Studentswereseenasalreadybeingin−. （Sl−S6）onlOJuly，tOSeCOnd−gradestudents. VOIvedinongoingindividualtasksathomethat. （S7−S14）on15July，and to third−grade. WereincludedintheirChallengeDiaries，SuCh. students（S15−S20）on19July．. aswashingrice，takingoutthetrash，andusing. Atotalofllstudents（first−gradeS3，S4，. ajumprope．Thisstudysawanewformof. S5，andS6；SeCOnd−gradeSlOandS12；third−. StretChingintroducedasanelementofphysical. gradeS15，S16，S17，S19，andS20）wereseento. educationclassesasasharedchallengethatall. performtheirhome−basedexercisesonacon−. Studentscouldparticipatein．Despitethemostly. tinualbasisduringthisperiod．Thiswasespe−. favorablecommentsofparentsandguardiansin. Ciallythecaseforthird−gradestudentswho，. Guidancel，however，theseactivitieswerenot. WiththeexceptionofS18，Wereallseenascon−. ultimatelyimplementedathome．Whencom−. tinuingwiththeirexercisereglmen．Thefami−. paredtoconventionalassistedactivities，StretCh−. 1iesofthestudentsthemselvesprovidedanum−. ingwasseenassomethingthatwasn’ttradi−. berofpositivecommentssuchas“Even（the. tionallypartofanyhome−basedactivityand. student’s）fatherisjoininginwiththeex−. WaSregardedasanon−eSSentialactivitythat. ercises，’’and“He’sdoingtheexercisesevery−. WaStOOChallengingforstudentstodothem. Table2 Courseofexercisecarriedoutathomeduringsummervacation 人見血micy8ar S止hdonb sex IQ 4／18 4／19∼■6／15 7／10 7／10 7／1515∼ Sl m 88. S2. y. 19∼. ■. 38. 1. S5. 2. m. 55. S6 m S7 m S8 f 22 S9 m 84. 22 24. SlO f Sllm13. ・・・ ■. 8／1∼7. 8∼15. ■■ ■■■■ ■■■■ ■■■■. ■■■■. 42. 18∼23. ■■ ・. ■■■■■■ ・・・・・・・. ■■. ■■■■・・・・・・・・・・・・：：：：：■■・・・・・・ ■■■ ■■■■■■ ■■ ■■■ ■■■■ ■ ■■■■ ■■■■■■ ■■■. ■■. ■■■■■■ ■■■■■■ ■■■■ ■■■. ■■■■■■■■・・・・・・ ■■■■ ・・・・・・・・・・・：：：：■■■■. S12f34 S18m47 S14f49 S15. m. 40. S16. f. 20. foni止birdD. ExorcisoVid00. 3. S18m S19 m 20. S20. 186. ■■■■■■. ■. m. 52. ・・. ・・・. ・・・・・・・・・・・・ ■■■■■■■■■■■■■■ ：：：：■■■■・・ ■■■■■ ■■■■■ ■■■■■■■■ ■■■■■■■■・・・・・・ ■■■■ ・・・・・・・・・・・：■■■■■■■ ■■■■■■■■■■■■■■■■■■■■■ ■■■■■■ ■■■ ■■■■ ■.

(8) 知的障害生徒を対象に支援ツール“ストレッチビデオ”を活用した夏期休業中における家庭での運動支援. Selves．Thisisacommonfactorthatstretching. Studentstocarryouttheseexercisesbythem−. Shareswithothersportsandformsofexercise，. selves．Usedinisolationthe Sheetcanbe seen. andasimilarproblemtohealthypeoplewhodo. asholdinglittleinterestforthestudentsaswell. notmakeexerciseaneverydayfactorintheir. asprovidingthemwithnosenseofaccomplish−. lifestyles．Thereremainsafutureneedfora. ment．Furthermore，thefactthatthestudents’. moredetailedstudytolookintowhatisre−. motherswererequiredtoundertakeasupervi−. quiredforthisformofstretchingexercisein. SOryrOlemeantthatthiskindofexercisere−. OrderforittotakeplaceefEectivelyathome．. mainedfarremovedfrom theideaofastretch−. Exercisechoicesthatwereconsidered as. ingexercisethatcouldbecarriedoutonareg−. beingsuitableforcarryingoutathomeincluded Walkingandjogging．Formoderate−tOSeVere−. ular，eVerydaybasis． ComparedtotheStretchingSheet，theEx−. menta11yretardedstudents，however，theseactiv−. erciseVideowasusedbymoreofthesubject. itieswouldultimatelyrequiretheirparentsor. families．TheVideocontainedimagesofthe. guardiantoaccompanyandassistthem．Taka−. actualstudentsthemselves，aSWellastheir. hataandMusashi（1997）haveproposedanum−. favoriteteachers，televisioncommercials，and. berofunderlyingconditionsthatarerequired. popularbackgroundmusicandwassomething. forcarrylngOutSimpleexerciseoptionsat. thatwasfuntojustwatch．Thevideowaswell. home，SuChas“Noneedforcomplicatedrulesor. receivedbybothstudents，Whocommentedthat. equlpment，’’“Norequlrementforapartneror. “thevideo’sgreat，’’andparentsandguardians. SuperVision，’’and“Developmentthroughsub−. Whoadmittedthattheywereeven“surprisedat. ject’sownskillandacquisitiveness．’’Stretching，. howmuchfunthevideomanagedtobe．’’Upto. Whencomparedtootherexerciseoptions，Can. now activities that have been carried out at. actuallybeperformedrelativelyeasilyindoors，. SChoolandtaughttostudentseitherdirectlyor. Withlittlerequiredeffort．Aboveall，StretChing. throughtheircorrespondencebookhaveproven. isregardedasanexerciseoptionthatcanbe. difficultforstudentstocontinuecarryingoutat. donealonethroughoutsomeone’slifetimeandis. home．Usingadevicesuchasavideo，Withit’s. effectiveinimprovingandmaintaininghealth. easytounderstandvisualinstructions，aSa. amongmental1yretardedpersons．. prompttoolallowsstudentstodemonstrate theirindependenceandcanbeseenasonefac−. 2．RoleofprompttooIsinvoluntaryexerciseat home. Duringthisstudywereceivedanumberof. torinencouragingstudentstocarryoutvolun− taryactionsinthisarea． We found that implementation of the. COmmentSSuChasonemadebyamotherofone. StretChing exercises was not uniform. Ofthetargetstudentsthat，“WhenItryandget. throughoutthefamilies，anddependedoneach. mychildtostretchIshowthemtheStretch. individualstudentthatweobserved．Withthe. Sheetbuteventhatdoesn’tgetthemdoingthe. SOleexceptionofS18，allofthethird−grade. exercises．Ithinkit’sprettydifEiculttogetthem. Studentswerefoundtobecarryingouttherel−. to do theseexercisesathome．’’Suchevidence. evantexercises on acontinualbasis．Thethird−. SuggeStSthattheStretchingSheetdidnotfunc−. gradestudentshadalsobeeninvoIvedinfilling. tioneffectivelyasavisualtoolinallowing. intheirCha11engeDiariesforayearlongerthan. 187.

(9) 高畑庄蔵. bothfirst−andsecond−gradestudentsandthis. SuggeStSthatthishashadsomeeffectonthe levelofparticipationinvoluntaryhome−based. ShozoTakahata（1989）：FbゆutobinauJade，nauJatObiha. daredemotobaserareru（Anyonecanskipusinga hoopandrope）．MeijiTosho Shozo Takahata and HirofumiMusashi（1997）. exerciseforthesestudents．Finally，Wefound. （ソJ′／（・か∫／呵押流／∼（J〃rJ∫／川かJ∫（・血J／肌J川（れl∫J小「血JJJJ（J（ル. thatamongmildlymentallyretardedstudents. タ川g√〃ノーJ〃′／∫JJ′／＝川（、／川∫（JAr〃小・Jト／〃りJわり川grJ∫／∼（J〃〃. WhodislikedwatchingtheExerciseVideo，. JJたJJJ川山川∫l・かJJり川7J（、か′か∫（・砧血J＝／J′r〃J川〟／砧J／（J. Studentsresidingatacarefacility，andseverely. （Studyofdietandexercisehabitsofthementally− retarded−Approachingcommunitylifestylesupport. mentallyretardedstudentswhoexperienced. throughanalysisoftheneedsofsubjectsandparents. difficultyinoperatingtheVCR，nOneOfthem. andguardians）．JapaneseAssociationfortheStudy. Carriedouttheexerciseprogramathome．In. ofDevelopmentalDisabilities19（3），235−244. takingaccountofthesefactors，Iwouldliketo. ShozoTakahata（2006）：Minnanojiritsushienu，0 ナナJl・こ（J∫Jり・（J∫（J∫JJJJ／（J小一か一（ル山川∫l・A豆（J山ト∫JJJr〃／∫JJJ・JJ. COnSiderimprovementstothisareaaspartof. ナノ／．川rJ／／／止J／ん・／∫J＝／J／r〃小・／，丑J／んJJTり）／か／∫／J／．／叫／／，∫／川I. anyfuturestudy．. ch柳kkoenoieian（Simpleappliedbehavioralanaly−. Thisstudyhasmanagedtoshednewlight. Sisforself−SuppOrt−aprOpOSalforusingprompttooIs. OnWhetheritispossibleforvoluntaryexercise. inarangeofsituationsfromspecialsupporteduca− tiontowelfareandnormalelementaryandmiddle. tobeperformedathomeamongthetargetsub−. schooIs）．MeijiTosho. jects．Acertainamountoftimeisrequiredbe−. forestretchingexercisescanberegardedasa formofrelaxationandbefore studentscanbe−. COmetOtallyaccustomedtothem．Untilthis timebothclassmanagementandconstanten− COuragementforstudentstoexercisearethere− fore essential．. References KyokoIitsukaandMasahikoInoue（1992）；Jiheishosha 〃〃（、／汀ほ∴扉〃ん・／・〟ハ・んJJバl・∫／J〃JJ血J／∫JJ（J〃∫（J〃ん（JJJ′ん（J〃 ∫JJ／・JJA√〃／「ト√〟川わ丑JJ∫JJ小一J∫／J∫ムJJJJrり′∫∫r〃J川JJれ∫か／l・. （Studyofcommunity−basedrelaxationactivitiesfor autisticsubjects−Useofaerobicsclasses）．TheAsso− CiationofEducationforAutisticChildren15，15−60 YoshioKobayashiandShinyaTakeuchi（1982）；Kiseki 710SutO7VCChi71gu（Miraculousstretching）．Kodansha HirofumiMusashiand Shozo Takahata（1996）（ソJJ／l・かノ川g〟J∫JJ（J〃／一（、JJJJAJ∫l・沌≠h〟〃〃ん〟川心ノ川かノ／l・AJ ∫んJr〃押〃J…・ニ／J∫んJ／トーーJl・沌J血JJどょJ川∫んJr〃／∫Jげ〟一汁〃. A〟／叫川∫／J′／（J一一（ソJ′′か∫l・砧山J＝／J′r〃A．v〃∫／∼油JJ−ノ川〟／十. hata（Towardsorganizedsupportforcommunity lifestylesofmentallyretarded−Using‘‘prompttooIs forlifeskills”aspartof‘‘Communitylifestylesupport class”）．FacultyofEducation，ToyamaUniversity PublicationsANo．50，33−45. 188. （札幌校准教授）.

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