SEG 高１・高２ 多読クラス 春期クラス簡易判定

Due to the rain, our performance in the game was 空欄１ from perfect.

1. apart
2. different
3. far
4. free

To say you will go jogging every day is one thing, but to do it is 空欄２.

1. another
2. one another
3. the other
4. the others

I know you said you weren't going to the sports festival, but it is an important event, so please （　A　） it a （　B　） thought. 空欄３

1. A : give B: first
2. A : give B: second
3. A : take B: first
4. A : take B: second

1. cleaning up the yard is quite valuable work
2. dividing housework among the family is best
3. doing random jobs is a way to make money
4. gardening will surely be profitable in the US

1. elderly people would feel uneasy about our work
2. it's embarrassing to ask our neighbors for work
3. there's little risk in working within our community
4. we can be safe if we work for a company in town

1. consider being totally honest with each other
2. look for part-time jobs that have high wages
3. provide useful services for free to neighbors
4. think of a plan that works for our local area

Jenna Sounds good.

Sports coaches and players are interested in how training programs can be designed to enhance performance. The order of practice potentially facilitates learning outcomes without increasing the amount of practice. A study was conducted to examine how different training schedules influence throwing performance.

In this study, elementary school students threw a tennis ball at a target laid on the floor. They threw the ball from three throwing locations at distances of 3, 4, and 5 meters from the target. The target consisted of the center (20 cm wide) and nine larger outer rings. They served as zones to indicate the accuracy of the throws. If the ball landed in the center of the target, 100 points were given. If the ball landed in one of the outer zones, 90, 80, 70, 60, 50, 40, 30, 20, or 10 points were recorded accordingly. If the ball landed outside of the target, no points were given. If the ball landed on a line separating two zones, the higher score was awarded.

The students were assigned to one of three practice groups: Blocked, Random, or Combined. All students were instructed to use an overarm throwing motion to try to hit the center of the target with the ball. On the first day of this study, they each completed a total of 81 practice throws. Students in the Blocked group threw 27 times from one of the three throwing locations, followed by 27 throws from the next location, and ended practice with 27 throws from the final location. In the Random group, each student threw the ball 81 times in the order of throwing locations that the researchers had specified. No more than two consecutive throws were allowed from the same location for this group. In the Combined group, the students started with a blocked schedule and gradually shifted to a random schedule. On the next day, all students completed a performance test of 12 throws.

Results showed that during the practice of 81 throws, the Blocked group performed worse than the other two groups. Performance test scores were also analyzed. The Combined group showed the best performance among the three groups, followed by the Random group and then by the Blocked group. It is still uncertain if similar results can be obtained for adults in training programs for other throwing actions, such as those seen in bowling, baseball, and basketball. This will be addressed in the following section.

(Esmaeel Saemi 他 (2012) Practicing Along the Contextual Interference Continuum: A Comparison of Three Practice Schedules in an Elementary Physical Education Setting の一部を参考に作成)

1. 200
2. 210
3. 220
4. 230

1. Eighty-one throws were made from the same initial throwing location in the Blocked group.
2. The distance from the target remained unchanged during the entire experiment for the Combined group.
3. The set of throws from the same location involved various ways of throwing for the Combined group.
4. Throwing three or more times in a row from the same location was against the rules for the Random group.

1. The Blocked group had the best score both during practice and on the performance test.
2. The Blocked group showed the worst score among the three groups on the performance test.
3. The Combined group showed lower accuracy than the Random group on the performance test.
4. The Random group had the lowest accuracy both during practice and on the performance test.

1. Mental imagery training of underhand throws
2. Observation of younger students' movements
3. Overarm throws with eyes closed
4. Various kinds of throwing motions

A couple of weeks ago, I was hiking with my dog on a mountain when something unexpected happened and I lost sight of him. I looked and looked but couldn't find him. He had been with me for so long that it was like I was missing part of my soul.

Ever since that day, I had a strange feeling. It was beyond sadness － a feeling that I didn't quite understand, as if something were pulling me to go back to the mountain. So every chance I got, I grabbed my backpack to see if the mountain could offer me some sense of relief.

One sunny morning, I stood at the foot of the mountain. Something felt different this day. "Please forgive me," I said out loud. "I'll find you!" I took a deep breath and began my journey with this mysterious pull growing stronger. After making my way along paths I thought I knew well, I realized I was somehow in an unfamiliar place. I panicked a little, lost my footing, and slipped. From out of nowhere, an elderly man came running towards me and helped me up.

Looking at his gentle, smiling face, I felt a sense of ease. The old man said he was looking for a way to the top of the mountain, so we decided to climb together.

Soon the path began to feel familiar again. We talked about many things, including my dog. I told him that he was a German shepherd. When he was younger, he served briefly as a police dog but had to stop due to an injury. The man let out a laugh saying he had been a police officer for a short time, but he quit. He didn't say why. Later, he spent a long time as a bodyguard. He also had German roots. We laughed at these similarities.

Before we knew it, we reached a large open area and took a break. I told the man what had happened to my dog. "He had a tiny bell on his collar to scare away bears. We came to this very spot and saw a bear. It was looking back at us. I should have held my dog because, sensing danger, he chased after the bear. I couldn't find him after that. I should have been more careful."

As I was telling the story, the man's expression changed. "It wasn't your fault. Your dog just wanted to keep you safe," he said. "I'm sure Tomo would want to tell you this. Also, thank you for not giving up."

Tomo is my dog's name. Did I tell him this? The old man's comment rang in the air.

Before I could ask anything, the man proposed we hurry to get to the top of the mountain. I was planning to do this with my dog a few weeks ago. After two more hours of hiking, we reached the peak. I set down my backpack and we sat taking in the magnificent view. The old man looked at me and said, "Mountains offer truly magical experiences."

I looked around for a place to rest. I guess I was pretty tired, because I fell asleep right away. When I woke up, I noticed that the old man had disappeared. I waited, but he never returned.

Suddenly, in the sunlight, something caught my eye. I walked over and saw a small metal tag beside my backpack. It was the same silver name tag that my parents originally gave to my dog. Tomo it said.

It was then that I heard a familiar noise behind me. It was the ringing of a tiny bell. I turned around. What I saw caused so many emotions to rush over me.

After a while on the mountaintop, I attached the name tag to my old friend and carefully made my way home with the mountain's gift beside me. My soul felt very much complete.

1. she felt an urge she couldn't explain
2. she planned to meet the elderly man
3. she thought she could practice magic
4. she wanted to find out about the bear

1. She arrived at a large open area.
2. She climbed to the mountaintop.
3. She saw a bear running away.
4. She was assisted by an old man.

1. They experienced workplace injuries.
2. They recently lost close family friends.
3. They were acquaintances of the author.
4. They worked to help protect the public.

1. brought happiness
2. left an impression
3. made a loud noise
4. seemed offensive

1. She was depressed and then became sadder.
2. She was determined and then became comforted.
3. She was hopeful but then became homesick.
4. She was miserable but then became entertained.