Research activity information

• May 2021 日本私立学校振興・共済事業団, 若手・女性研究者研究奨励賞, 「オノマトペに対する幼児の定型的な身体表現と自分なりの身体表現」

• Formulaic and personalized physical expression in "express of becoming something": Focusing on the internal process of the emerge of physical expression

  Rumi Murase, Mari Asai

  Lead, Apr. 2024, （公社）日本女子体育連盟学術研究, 40, 1 - 17, Japanese

  [Refereed]

  Scientific journal


• 保育者養成課程のリズムダンス授業における学生のダンスのリズム認識の実態と指導のポイントに関する研究—The study of an actual condition of the cognition of rhythm that the student apprehends and points of teaching on the class of rhythm-dance at nursery teacher training school

  村瀬 瑠美, 寺山 由美

  Lead, 日本スポーツ運動学会, Dec. 2022, スポーツ運動学研究 = Japan journal of sport movement and behaviour, 35(35) (35), 103 - 119, Japanese

  [Refereed]

  Scientific journal


• 幼児がオノマトペから想起するイメージとあらわれる動き

  村瀬瑠美

  Lead, Feb. 2021, Japanese

  Doctoral thesis


• The Images and Movements Elicited by Onomatopoeia in Young Children : Focusing on the Relationship Between Images and Movements and the State of "JIBUN (Myself)"

  MURASE Rumi, TERAYAMA Yumi

  Onomatopoeia used by caregivers should aim to develop the images of young children and to lead various movements. Therefore, there is a need to examine in detail the relationship between images and movements elicited by onomatopoeia. The purpose of this study was to reveal the relationship between images and movements of each young children from onomatopoeia focusing on the three types of relationship between the images and movements (Murase and Terayama, 2020) and the state of "jibun (myself)". The participants of this study were 16 children aged 5 or 6 years. Each child was investigated for 6 types of onomatopoeia and observation. For the experiment, spoken images and movements of the infants were all video-recorded and transcribed. For the observation, each infant has observed about five situations. From the results obtained, the following two points were suggested. 1. There is the relationship between three types and the state of "jibun (myself)". 2. On physical expression activity for young children, there is a possibility that the leading movement of "jibun-denai (not-myself)" from the image of "jibun-denai (not-myself)" connects various movements for children. Further, that a child can express the images or not is understood by two viewpoints. 1) the distance between the images and "jibun (myself)" 2) the developmental process that to be able to distinguish between "jibun (myself)" and others.

  Lead, Japan Association of Physical Education for Women, 2021, Research Journal of JAPEW, 37, 1 - 16, Japanese

  [Refereed]

  Scientific journal


• Images and movements elicited by onomatopoeia in infants in terms of physical expression activity::experiment focusing on the characteristics/semantics of onomatopoeia

  MURASE Rumi, TERAYAMA Yumi

  In physical expression activities for infants, onomatopoeia used by caregivers has a large impact. Therefore, there is a need to examine in detail the relationship between images and movements elicited by onomatopoeia. The purpose of this study was to reveal the relationship between images and movements from differences in the characteristics/semantics of onomatopoeia. The subjects of this study were 16 infants aged 5 or 6 years. Each infant was investigated for 6 types of onomatopoeia. For the experiment, spoken images and movements of the infants were all video-recorded and transcribed. From the results obtained, the following 3 points were suggested. 1. Onomatopoeia is generally easy for infants to imagine and respond to. However, some onomatopoeia is easy to imagine but difficult to respond to. 2. Differences and trends in images and movements lead to differences in the characteristics/semantics of onomatopoeia perceived by infants. 3. Three relationships of images and movements elicited by onomatopoeia in infants were considered. 1) "do": the relationship of images and movements are represented by the verb 2) "become": the relationship of images and movements are represented by identifying with something not myself 3) "be": the relationship of images and movements are represented by condition or situation of something not myself.
  There finding might be useful for the way of speaking onomatopoeia to infants on physical expression activities.

  Lead, Japan Society of Physical Education, Health and Sport Sciences, 2020, Taiikugaku kenkyu (Japan Journal of Physical Education, Health and Sport Sciences), 65, 35 - 52, Japanese

  [Refereed]

  Scientific journal


• The onomatopoeia used by caregivers in physical expression activities for infants::The classification of onomatopoeia focused on images in physical expression activities

  MURASE Rumi, TERAYAMA Yumi

   The purpose of this study is to examine the actual conditions of the onomatopoeia used by caregivers, and to show the characteristic/semantic classification of onomatopoeia in physical ex pression activities with focusing on images for infants. 83 caregivers answered a questionnaire and reported 385 types onomatopoeias. As a result, caregivers use frequently onomatopoeia in physical expression activities for infants, no matter what years of experience, child care form. And there are five categories of onomatopoeia that are used by caregivers in physical expression activi ties for infants. The five categories each are classified as "movement", "object/phenomenon", "condition/situation", "sense/emotion", "other". From this result, we discussed the following three points. 1) The education of physical expression activities does not only in dancing or acting the part but also in various situations like watching dance by other infant. 2) There are two pat terns about the relationship of images between onomatopoeia and movements in infants. Pattern1 is that caregivers have specific images, and lead infants' movements with the same specific imag es. On the other hand, pattern2 is that caregivers have abstract images, and lead infant's move ment with infants' own images. In pattern2, there are 2 perspective "be" and "become". 3) Caregiv ers use onomatopoeia in 2 formats: sign/symbol.

   After this study, it is necessary to substantiate that images between onomatopoeia and move ments in infants based on classification of onomatopoeia in this study. To examine images between onomatopoeia and movements will be able to make a contribution for study of language in various sports coaching not for infants but for all development stages.

  Lead, Japan Society of Sports Movement and Behaviour, 2018, Japan Jounal of Sports Movement and Behaviour, 31, 65 - 78, Japanese

  [Refereed]

  Scientific journal


• The way of embodying dance work's images of dancers for dancing other's work : Focusing on the relationship with learning the choreography movements

  村瀬 瑠美, 寺山 由美

  Lead, 日本教育大学協会全国保健体育・保健研究部門舞踊研究会「舞踊教育学研究」編集委員会, 2018, 舞踊教育学研究 = Japan journal of dance education, (19) (19), 3 - 14, Japanese

  [Refereed]

  Scientific journal

• インタビュー 人と出会うことから

  市川まや, 村瀬瑠美

  Jan. 2025, 女子体育, 67(1) (1), 6 - 9, Japanese

  Others


• Young children with diverse body expressions and those with formulaic body expressions from onomatopoeia : Examination of differences in terms of repetitive movements that appear in daily childcare

  Rumi, MURASE

  千葉敬愛短期大学, Mar. 2023, 千葉敬愛短期大学紀要 = BULLETIN OF CHIBA KEIAI JUNIOR COLLEGE, 45, 55 - 65, Japanese


• イマ 、 ダンス ニ デキル コト ライフステージ オ イロドル

  糸山 直文, 村瀬 瑠美

  日本女子体育連盟, 2023, 女子体育 / 日本女子体育連盟 編, 65(1) (1), 6 - 9, Japanese


• Verification of educational effectiveness and outcomes of university swimming classes for enhancing self-preservation skills in the water

  YAMANAKA Yuta, MURASE Rumi, HOMMA Miwako, TAKAGI Hideki

  The purpose of this study was to verify the educational effectiveness and outcomes of university swimming classes for enhancing self-preservation skills in the water, which had been formulated by Yamanaka et al. (2022), and to re-structure the teaching theory for these skills based on their design. Educational effectiveness was evaluated in terms of changes in students' water movement skills and a questionnaire survey. For analysis of changes in water movement skills, we used the results of 10-minute drifting, 12-minute swimming, and Stallman's skill check. Also, to analyze the educational outcomes of the class, we qualitatively analyzed the assignments in the class report to the students. The results of the skill measurements showed that the percentage of students who successfully achieved the 10-minute drifting and 12-minute swimming tasks was significantly higher in the last class session than in the first. In addition, for all measurements, the percentage of students who answered “I can do” in the last class session was significantly higher than in the first. Analysis of the class reports confirmed that the students were able to achieve the set objectives and tasks of the class. Consequently, the teaching theory for self-preservation ability in the water was re-structured by: (1) giving students the opportunity to experience coping with water disaster based on water movement skills and knowledge of underwater safety, (2) letting students experience various aquatic activities, (3) allowing students to recognize their own self-preservation skills in the water, and (4) enhancing the ability of students to cope with water disaster situations by allowing them to think of their own responses.

  Japan Society of Physical Education, Health and Sport Sciences, Dec. 2022, Taiikugaku kenkyu (Japan Journal of Physical Education, Health and Sport Sciences), 67, 619 - 644, Japanese

  [Refereed]


• The study of active response on physical expression of young child : focusing on ordinary physical expression and sensibility behavior of young child that childcare worker comprehend

  Rumi, MURASE

  千葉敬愛短期大学, Mar. 2022, 千葉敬愛短期大学紀要 = BULLETIN OF CHIBA KEIAI JUNIOR COLLEGE, 44, 77 - 93, Japanese


• Design of university swimming classes to enhance self-preservation skills in the water

  YAMANAKA Yuta, MURASE Rumi, HOMMA Miwako, TAKAGI Hideki

  There is a strong interest in ‘student-centered’ learning in higher education. Previous research has identified a system for teaching self-preservation skills in the water in university swimming classes, but that research did not aim to design a specific class. The purpose of this study is the design of a university swimming class aimed at strengthening self-preservation skills in the water. This is undeniably the most fundamental prerequisite for any water-related activity. To that end, the following objectives were set: i) understand the characteristics of underwater exercise; ii) improve underwater skills, water-safety knowledge and ability to cope with water-related accidents; iii) understand the dangers of water through exercises and aquatic sports; iv) improve self-preservation skills through active learning; v) evaluate water safety both objectively and subjectively; and vi) improve the skills and knowledge of students to intervene safely and effectively in water-related accidents. To accomplish these goals, tasks were set from the perspectives of knowledge, skills, and ability to cope with water-related accidents. In order to facilitate learning, the lesson was divided in five sections: i) pre-study; ii) practice; iii) skill test; iv) instruction on how to cope with accidents in the water; and v) reflection. During the instruction, tasks, possible hazards and skills to be developed by the students are set in advance. A series of water exercises (e.g. swimming with clothed) and aquatic sports (e.g. water polo, rhythmic swimming) are provided for that purpose. The other sections of the lesson are to help students to understand their own limitations, plan ahead of the practice, evaluate their skills and ultimately improve through a full PDCA cycle. Although there are differences in terms of facilities and number of teaching hours, the swimming lessons designed in this study can be easily adopted in universities to develop and reinforce the self-preservation skills of students in water activities.

  Japanese Association of University Physical Eduation and Sports, 2022, Japanese Journal of Physical Education and Sport for Higher Education, 19, 73 - 83, Japanese

  [Refereed]


• 幼児のオノマトペに対する身体表現と「ゆれる」「ふる」「はずむ」動き—オノマトペのリズムと動きのリズムに着目して

  村瀬 瑠美

  はじめに 幼児の身体表現活動において、オノマトペはイメージと動きを引き出し、多様な身体表現へ導く言葉であると認識されている。しかし、先行研究では、オノマトペに対して定型的でステレオタイプな動きをする幼児が一定数存在することも報告されており、オノマトペが幼児の多様な身体表現を導くとは一概には言えない。オノマトペによって自分なりの身体表現を導く方法を検討する前に、オノマトペに対して自分なりの身体表現ができる幼児と定型的な身体表現をする幼児の違いがあらわれる背景や要因は何かを検討しなければならない。このような問題意識から、本研究はオノマトペに対して自分なりの身体表現／定型的な身体表現をする傾向のある幼児を対象に日常保育の観察を行い、動きと発言に着目して、オノマトペから自分なりの身体表現をする幼児の特徴について明らかにすることを目的とした。 方法 事前に5歳児に対してオノマトペを試技とした実験を行い、自分なりの身体表現／定型的な身体表現をする傾向のある対象者を2名ずつ、計4名選出した。観察は2021年11月、1週間に1回2時間半で計4回行い、ビデオカメラで映像記録をした。得られた映像記録をテキスト化し、質的分析ソフトMaxqdaを用いて対象者の動きと発言をコーディングした。その後、対象者ごとのコードの生起数や頻度を比較した。 結果と考察（2022年5月時点） 本発表では、自分なりの身体表現をする傾向のある対象者の中で、特徴が顕著であった1名の結果を発表する。本発表で取り上げる対象者A（女児、5歳9か月）は、他の対象者に比べ「ゆれる」「ふる」「はずむ」といった繰り返しの動きを多く行っていた。「リズミカルな発話」や動作の「効果音」なども多く見られた。オノマトペの持つ音の反復や、促音・撥音などによって作られるリズムへの感受性と、繰り返しによって生まれる動きのリズムには関係があると考えられた。

  一般社団法人 日本体育・スポーツ・健康学会, 2022, 日本体育・スポーツ・健康学会予稿集, 72, 290, Japanese


• A nation-wide survey to identify the learning contents and actual teaching in university swimming classes

  YAMANAKA Yuta, MURASE Rumi, HOMMA Miwako, SENGOKU Yasuo, TSUNOKAWA Takaaki, TAKAGI Hideki

  Swimming is widely used in physical education classes from elementary school to university. However, although swimming classes in school physical education follow instructional guidelines, there is no standardized regulation of learning content in university swimming classes. Therefore, each university has been offering its own swimming classes in accordance with its educational philosophy, and it is unclear what kind of swimming classes have been offered at universities across the country, and the problem has not been identified. This study aims to improve university swimming lessons through a baseline analysis of the current situation of swimming classes and by identifying any problems that teachers have been experienced. Data was gathered through an online syllabus survey and an online questionnaire survey. The results show that 31.3% of the total universities analyzed (244 out of 780) offer swimming classes, with about 80% of the classes being conducted as part of the physical education specialization programs for students who are pursuing degrees in teaching or coaching. The standard component of swimming classes is swimming techniques of four swimming styles for physical education and for professional use. In the physical education teacher training class, students are taught instructional techniques for four swimming styles and water safety skills. In the common physical education class, students learn through water polo, snorkel, or aquabics. Although the teaching contexts and facilities differed among universities, the most common problems pointed out by respondents was the pool environment such as because of no university-owned indoor pool, the class cannot be done as planned due to weather or water temperature. Other problems were pointed out regarding the content of the classes, such as insufficient number of hours, large number of students, and uneven skill levels. Based on these findings, it is expected that an enriched swimming class in university physical education can be developed by dealing with these challenges.

  Japanese Association of University Physical Eduation and Sports, 2021, Japanese Journal of Physical Education and Sport for Higher Education, 18, 152 - 161, Japanese

  [Refereed]


• Elucidation of the theory behind university swimming classes to improve self-preservation skills in the water

  YAMANAKA Yuta, MURASE Rumi, TAKAGI Hideki

  The purpose of this study was to translate tacit knowledge about enhancement of self-preservation skills in the water into explicit knowledge, and to clarify the aspects that should be taught and evaluated. Based on the findings, an attempt was made to devise a teaching theory for the design of university swimming lessons aimed at enhancing such skills. The participants were 17 experienced teachers who teach university swimming lessons, and SCAT was used to analyze the textual data to create a story line for each lesson in self-preservation skills. From the obtained storylines, we extracted important and common concepts of teaching aspects and how to assess them, and classified them into categories. The number of concepts generated by the text analysis was 36, and from among them, 2 small categories, 2 medium categories, 5 large categories and 5 core categories were generated. The 5 core categories were “Reasons for teaching self-preservation skills in the water in university swimming classes”, “Aims of university swimming classes”, “Self-preservation skills in the water to be taught in university swimming classes”, “Methods of teaching self-preservation skills in the water”, and “Methods of assessing selfpreservation skills in the water”. Based on these core categories, a conceptual diagram of the relationship between water self-preservation skills and methods for teaching and assessing them was presented. In order to enhance self-preservation skills in the water in university swimming classes, it became clear that it was necessary to design classes using four basic theories: 1) to enhance knowledge of water safety, 2) to enhance water movement skills, 3) to enhance the ability to cope with drowning situations, and 4) to assess water movement skills and knowledge of water safety. Also, it was considered necessary to incorporate the following 3 points when designing university swimming lessons for this purpose :1) to set the teaching objectives of the lesson, keeping in mind the type of lesson and the skill level of the students; 2) to set the ratio of the teaching of the 4 basic theories in each lesson in order to achieve the desired teaching objectives; 3) to provide time each hour for students to assess their selfpreservation skills in the water in order to monitor their own skill level.

  Japan Society of Physical Education, Health and Sport Sciences, 2021, Taiikugaku kenkyu (Japan Journal of Physical Education, Health and Sport Sciences), advpub, 657 - 675, Japanese

  [Refereed]


• オリンピックを通して考えたい 日本柔道の魅力 : バルセロナオリンピック銀メダリスト 日本女子体育大学 教授 溝口紀子氏に質問!—ダイバーシティー(多様性)とダンス ; 特集 もっと知りたいオリンピック・パラリンピック

  溝口 紀子, 村瀬 瑠美

  日本女子体育連盟, 2020, 女子体育 / 日本女子体育連盟 編, 62(8・9) (8・9), 28 - 31, Japanese


• The body image of first grade of high school : focusing on difference of gender

  Rumi, MURASE, Atsuko, SAKUMA

  千葉敬愛短期大学, 28 Mar. 2019, 千葉敬愛短期大学紀要 = BULLETIN OF CHIBA KEIAI JUNIOR COLLEGE, 41, 75 - 80, Japanese


• 09方-11-口-16 幼児の身体表現における保育者の用いるオノマトペ—幼児のイメージと動きの創出について

  村瀬 瑠美, 寺山 由美

  幼児の身体表現の領域では、保育者の用いるオノマトペが幼児の身体表現を豊かにすると認識されているが、オノマトペが本来持つ性質・意味内容や、オノマトペが想起させるイメージと動きの関係を詳細に検討した研究は少ない。そこで、本研究は、性質・意味内容の違うオノマトペが幼児に想起させるイメージと誘発する動きを明らかにし、オノマトペが引き起こすイメージと動きの関係について5歳児を対象に検討することを目的とした。本研究では、5歳児16名（男子5名、女子11名）へ6つのオノマトペを用いて実験を行なった。結果として以下の3点が明らかとなった。①幼児にとって、イメージを想起させやすいオノマトペ、動きやすいオノマトペが存在する。また、イメージは想起しやすいが、動きにあらわしづらいオノマトペも存在する。②性質・意味内容が異なるオノマトペが幼児に想起させるイメージには違いと傾向が見られた。③オノマトペが幼児に想起させるイメージとあらわれる動きには、3つの関係性が考えられた。

  一般社団法人 日本体育学会, 2019, 日本体育学会大会予稿集, 70, 249_1 - 249_1, Japanese


• Consideration on Rhythm Dance at Training School for Childcare Workers : Focus on Rhythmicity of Onomatopoeia

  Rumi, MURASE

  千葉敬愛短期大学, 12 Mar. 2018, 千葉敬愛短期大学紀要 = BULLETIN OF CHIBA KEIAI JUNIOR COLLEGE, 40, 341 - 349, Japanese

• 自分以外の何かになって表現することが難しい子ども―自由遊び場面の事例から―

  村瀬瑠美

  第76回舞踊学会大会, Dec. 2024, Japanese

  Oral presentation


• Physical expressions that appear with children's defensive lying

  Rumi Murase

  The 24th PECERA Annual Conference Tokyo 2024, Aug. 2024, English

  Poster presentation


• 「何かになる表現」場面で自分なりの身体表現をする幼児と定型的な身体表現をする幼児のイメージと動きの差異と特徴

  村瀬瑠美

  第75回舞踊学会大会, Dec. 2023, Japanese

  Oral presentation


• A child that participates in playing make-believe as an observer

  Rumi Murase

  The 23rd PECERA Annual Conference Bali 2023, Jul. 2023, English

  Poster presentation


• 幼児のオノマトペに対する身体表現と「ゆれる」「ふる」「はずむ」動き

  村瀬瑠美

  日本体育・スポーツ・健康学会第72回大会, Sep. 2022, Japanese

  Poster presentation


• 幼児のオノマトペによる身体表現における「何かになる表現」―自分なりの表現と定型的な表現に着目して―

  村瀬瑠美

  第73回舞踊学会大会, Dec. 2021, Japanese

  Oral presentation


• 幼児の身体表現活動におけるオノマトペが引き起こすイメージと動き―幼児それぞれのイメージに着目して―

  村瀬瑠美, 寺山由美

  第71回舞踊学会大会, Dec. 2019, Japanese

  Oral presentation


• 幼児の身体表現における保育者の用いるオノマトペ 幼児のイメージと動きの創出について

  村瀬瑠美, 寺山由美

  第70回日本体育学会, Sep. 2019, Japanese

  Oral presentation


• 幼児がオノマトペから想起するイメージと動き―幼児期の身体表現活動中に使用されるオノマトペの分類から―

  村瀬瑠美, 寺山由美

  第70回舞踊学会大会, Dec. 2018, Japanese

  Oral presentation


• 舞踊における踊り手の認知プロセスに関する研究－他者から振り付けられた作品を踊る際の「感受する」段階に着目して－

  村瀬瑠美

  第68回舞踊学会大会, Dec. 2016, Japanese

  Oral presentation

• オノマトペに対する幼児の定型的な身体表現と自分なりの身体表現

  日本私立学校振興・共済事業団, 日本私立学校振興・共済事業団 若手・女性研究者研究奨励金