Private educators who offer classes to support the learning of hobbies are often considered educational professionals, but the specifics of their professional skills in pedagogy and learning support ...have not been fully clarified. This study aimed to shed light on an aspect of these skills by revealing the strategies for conducting lessons based on the interests of their clients. Results from the thematic analysis of interviews with ten coaches, both general and high-performing, at a table tennis school in the Tokyo metropolitan area indicated that the coaches used the strategies of “understanding goal-oriented interests through conversation,” “adjusting practice menus and conversation based on interests,” and “professionalism as a service provider.” Additionally, the following strategies were found to be characteristic of high-performing coaches: “sensitive understanding of fluctuating interests,” “collaborative construction of interests through acceptance and suggestion,” and “recognizing interest as an object of support by team.”
Private educators who offer classes to support the learning of hobbies are often considered educational professionals, but the specifics of their professional skills in pedagogy and learning support ...have not been fully clarified. This study aimed to shed light on an aspect of these skills by revealing the strategies for conducting lessons based on the interests of their clients. Results from the thematic analysis of interviews with ten coaches, both general and high-performing, at a table tennis school in the Tokyo metropolitan area indicated that the coaches used the strategies of “understanding goal-oriented interests through conversation,” “adjusting practice menus and conversation based on interests,” and “professionalism as a service provider.” Additionally, the following strategies were found to be characteristic of high-performing coaches: “sensitive understanding of fluctuating interests,” “collaborative construction of interests through acceptance and suggestion,” and “recognizing interest as an object of support by team.”
In the history of Japanese television, the 1970s and 1980s are a time when educational and cultural programs on hobbies thrived. While it has been explained as a shift from social education ...programs to lifelong learning programs, the meaning of "hobbies" as a subject matter itself had not been clarified. Therefore, this study attempted to characterize the content of these programs by using the analytical concept of serious leisure and focusing on the characteristic representation of hobbies. Specifically, the program footage, textbooks, and newspaper advertisements for "Introduction to Fishing" and "Introduction to Camera Techniques," two programs that aired in 1980 on NHK Educational TV’s "Hobbies and Skills Course," were analyzed. As a result, it was found that the programs explained fishing and camera techniques under the learning view of "learning for enjoyment." The self-directed activity of "enjoyment" as the goal made the content structure of the program more restrained in terms of education, and some brokering discourses that leave education to hobby communities were found. So far, lifelong learning programs have been characterized by individuality in terms of viewing format and subject matter. In contrast, the results of this study suggest that individuality also contributes to the structuring of program content and that lifelong learning programs embed opportunities for connecting to group activities.
Media history scholars have looked at ‘media events’, events held by themedia industry （newspaper companies, radio stations and broadcastingstations）, and investigated their roles in mobilizing the ...masses,popularizing unfamiliar Western genres, and evoking nationalism in the pre-war era. However, little research has been undertaken on the relationshipbetween these events and the audience/readers. In this paper, we aim to understand how the media industry promoted theparticipation of audience/readers and made impact on them during theShowaera. In particular, we decided to compare Shogi （Japanese chess） eventsheld by Yomiuri Shimbun during the Showa-era with Shogi events held byYorozuchoho during the Meiji-era. In these events, Shogi players were invited and paid monetary rewardsfor playing games. Game records （moves on the chessboard） were printedin the Shogi columns in both newspapers. Based on these columns, wecompared the audience/readers in each era. In the Meiji-era, participation of the audience/readers was limited due tothe column’s features. Firstly, it was necessary to clip the Shogi columns anduse them with a chessboard, which made it difficult for inexperienced playersto read them. Secondly, little information was added to the game record, soonly skilled players who were highly motivated could understand thecolumns. In contrast, participation increased dramatically in the Showa-era. Firstly,the columns took up more space and contained much more information thanbefore. Secondly, column writers tried to increase readability by applying aprose style inspired by popular fiction. This separated ‘reading’ from otheractivities, such as clipping and using a chessboard, and made it an enjoyableactivity in itself. As a result, such efforts succeeded in attracting not onlynovices but also people unfamiliar with Shogi.
In media studies, the term, “amateur” has attracted attention as a subject who creates media or as an object created by media. Previous studies on the latter aspect tend to fall into a short-sighted ...conclusion that “everyone can become an amateur with the advent of new media.” To tackle this problem analytically, we propose a perspective that sees people become amateurs as a result of learning. Based on this perspective, we arrange three research questions to be explored: (1) what is the function of media that enables learners to become amateurs? (2) what kind of amateurs can people become? and (3) what is the scale of people who can become amateurs? Taking up the related research from various disciplines, we insist on exploring these questions considering the relationships between them.
