This study provides an epistemological examination of learning in physical education ball game classes through theoretical analysis, with a particular focus on cultivating learnersʼ abilities to interpret situations and coordinate participation. Conventional approaches to ball game instruction have often emphasized the repetitive practice of predetermined skills, thereby positioning learners as passive recipients of knowledge and executors of given techniques. From an epistemological standpoint, however, such a view overlooks the dynamic, interactive, and co-constructive nature of learning that takes place within game contexts.
Mitsuharu Masukawa (Wed,) studied this question.