菅家 沙由梨

This study aimed to examine how the sight line of students would affect the learning of dance motion, with a focus on aerobic dance lessons in physical education classes in universities. The subjects were 86 university students who received dance lessons in general physical education classes. We administered a questionnaire survey to allow the students to self-assess their aerobic dance motion. They were asked to respond to the questions by selecting one of four options, "I think so," "I think so modestly," "I do not quite think so," and "I do not think so." For the analysis, the subjects were divided into three groups, ① those who looked at the back of the instructor, ② those who looked at the instructor in the mirror, and ③ those who looked at themselves in the mirror, during dance lessons. For the groups, one-way analysis of variance and multiple comparisons were performed to compare the responses. As a result, the self-assessment on dance motion learning was higher in the groups of those who looked at the instructor or themselves in the mirror compared with the group who learned aerobic dance by looking at the back of the instructor. This suggested that the use of a mirror in dance lessons in physical education classes at universities might be effective in the learning of dance motion.