Huge individual differences in terms of ability in competitive exercise situations tend to make it difficult for participants, particularly those who are not good at exercise, to enjoy engaging in competition. Therefore, we examined whether this problem can be resolved by goal setting, which will help realize an enjoyable competitive exercise situation. In this regard, the effect of goal setting and an enjoyable exercise situation must be analyzed in both offline and remote environments considering the shift to remote physical education classes in response to COVID-19. We hypothesized that competition between teams is effective in promoting interaction. We also aimed to obtain basic findings valid for both in-person and remote exercise situations, which can be implemented in physical education classes. To this end, we asked 96 university students belonging to a national university in Kanto, Japan, to perform an exercise task. We divided them into two groups of 48 students; one group participated in the task in a face-to-face environment (Study 1) and the other in a remote environment (Study 2). They performed a body-building exercise (squat) to compete against each other. We compared the results between individual and team competitions. Then, we compared the differences in the effects of performance goals (PG) and mastery goals (MG) on goal setting during competition in terms of enjoyment (Sports Flow Scale ) measured after the exercise, as well as proactive engagement and effective interaction (learning checklist). Our results demonstrated that setting MG is more effective than setting PG during competition exercise situations in promoting enjoyment and proactive effort, regardless of the environment in which the exercise is conducted (face-to-face or remote). In terms of the type of exercise (individual or team), results demonstrated that competition between teams is more effective than competition between individuals. In particular, MG-based competition enhanced enjoyment and proactive engagement (p

This study aimed to examine the physical competence of second graders in elementary school in a ball-throwing task by reapplying teaching strategies that were introduced in the first grade. In the first grade, students learned to play tag, which was applied as a teaching strategy to enhance their physical competence. Physical competence comprises three factors: perceived physical competence, feelings of control, and peer and teacher acceptance. In addition to these factors, this study aimed to investigate the relationship between physical competence and tactical decision-making ability. A total of 82 second-grade students participated in this study. They were taught in which game situation to throw the ball. To evaluate their physical competence, we utilized the physical competence scale. The tactical decision-making ability when the ball was held during the game was analyzed in the following aspects: shooting, passing, and ball keeping (waiting until the area is clear). For each of the three factors of physical competence, the changes in tactical decision-making ability were analyzed by dividing the participants equally into upper and lower groups with high and low physical competence, respectively. The following findings were derived:

The purpose of this study was to examine trends in international English journals on research of physical education classes using mixed methods research. Research articles on PE classes published from 2003 to 2020 in seven journals were identified from SPORTDiscus™ with Full Text. These articles were analyzed regarding the purpose of research, mixed methods design, data collection and analysis methods, and the presentation of results.

The purpose of this study is to understand the current issues and point out the problems of coeducational physical education classes in Japan by clarifying the perceptions of junior high school physical education teachers regarding coed physical education classes.

The purpose of this study was to develop the criterion of observational movement evaluation of no-breath front crawl for the 4th grade children of swimming classes in elementary school physical education and verify for its effectiveness. Participants in this study were 4th grade 68 children (24 boys and 44 girls). Specifically, no-breath front crawl performance test was conducted, and the analysis was performed according to 2 data: reaching distance and movement score.

Purpose: The purpose of this study was to determine the effect of physical play before the start of lesson on the amount of physical activity in the school of children.

The purpose of this study was to conduct a lesson unit for fourth graders focusing on divergent and convergent thinking in flag football strategy planning, and to analyze changes in the students’ strategy planning before and after the lesson unit. The participants were 64 fourth-grade students. We conducted a paper-based strategies planning test before and after a lesson unit consisting of eight flag football physical education (PE) classes. During the first half of the lesson unit, we set goals for students to present their ideas and plan various strategies, and during the second half, we provided specialized instructions in selecting and modifying effective strategies. The strategies planning test was analyzed from the perspectives of divergent thinking i.e., number and concreteness of plans, and convergent thinking i.e., number and appropriateness of plans.

In this study, we aimed to examine physical competence in the lower grades of elementary school by applying three teaching strategies: ingenuity of teaching materials, relationship with rich friends, and the teacher’s approach to enhance physical competence. Physical competence was composed of three factors: “perceived physical competence,” “feelings of control,” and “peer and teacher acceptance.” In addition, we examined the relationship between physical competence and tactical decision-making ability. We hypothesized that improving tactical decision-making ability would enhance students’ “perceived physical competence” and “feelings of control.”

Against a backdrop of reports that the distance throwing of children in elementary school was still on the decline, several research on effectiveness of subject matter aimed at improving the distance throwing ability of children has been undertaken. However, there were still unresolved issues in terms of the development of developmentally appropriate subject matter content for improving throwing distance. In order to resolve this problem, the developmental process of elementary school children’s distance throwing ability needs to be clarified based on their throwing distance and sex.

Practical sports courses in the physical education teacher training curriculum are the only opportunities that students training to become physical education teachers have to learn sports and dance as culture and as raw materials of learning contents of physical education classes in junior and senior high school. The aim of this study was to reveal the problems that hinder the progress of research on practical sports courses in the physical education teacher training curriculum, and to identify the necessary aims for further research. In this study, the role of practical sports courses for developing practical teaching abilities was discussed first by identifying the outcomes and unresolved problems in trials for developing practical teaching abilities in the physical education teacher training curriculum. Then, theoretical and practical studies on the practical sports courses were critically reviewed, and the development of these studies was summarized. The results gained were as follows: 1) mastery of broad learning contents of physical education classes is a problem that remains unsolved in trials for developing practical teaching abilities in the physical education teacher training curriculum, and its solution is the role of the practical sports courses, 2) the way of teaching and assessing practical teaching abilities of movement skills has not been developed, though the systematic structure of the abilities has been theoretically described from the viewpoint of phenomenological theory of human movement in sport, 3) there were few reports that measured learning outcomes of practical sports courses, though there were a wide range of teaching practices, various range and levels of sports skills, and sometimes other abilities besides sports skills were taught. Thus, further research should clarify the learning content of the curriculum for developing practical teaching abilities for physical education classes, and should try to measure the learning outcomes when teaching such abilities, after also clarifying the range and level of sports skills necessary for physical education teachers.

In this study, we focused on the area of physical fitness in primary school physical education, and grasped the teaching actual condition of teachers in primary school and the actual condition of consciousness. In addition, we examined the difference between the research department and the teaching history. The survey was conducted for 1,203 teachers who worked in public primary schools in Tokyo.

The purpose of this study was to compare the throwing motion with and without run-up of children in the lower grades of elementary school, who were in the introductory stage of learning the throwing motion, and to clarify the effect of the presence or absence of run-up the throwing motion and throwing distance.

The purpose of this study was to develop Attitude Scale focusing on inclusion of physical education for fifth and sixth grade elementary school students. First, it was verified the reliability and validity of Attitude Scale of inclusive physical education (Study I). Next, it was examined the effects of factors such as gender differences, grade differences, and exclusion atmosphere in the class on individual exclusion behavior in physical education focusing on inclusion (Study II). Based on these results, it was considered the practical knowledge of inclusive physical education. In this study, it was concluded that the following points were considered.

The purpose of this paper was to consider the concept of “Physical Literacy” used in the fields of physical education and sports in recent years, focusing on the discussions of Margaret Whitehead, who proposed this concept in 1993, in the context of the trends of discussions in Japan.

The purpose of this study was to examine the effects of rhythmic running on the running movement in elementary school students. The subjects in this study were 3rd grade elementary students and they practiced with pair of rings instead of hurdles in physical education classes. The running movement in 10 students who are the top 10 of 21students in order of improving the record in the 50 m dash after 8 times classes (pre 10.4±0.3 s post 10.0±0.2 s; p

The purpose of this paper was to clarify future research subjects of “Paralympic Education” through examining research trends on “Paralympic Education” in journal articles published in English literature. As a result of analyzing 5 papers extracted through prescribed procedures from the analysis viewpoint of purpose, method and result (discussion), the following conclusions were drawn.

The purpose of this study was to clarify the factor structure of “enjoyment of elementary school P.E. classes” and to verify the reliability and validity. Additionally, the developed scale was used to discover how enjoyment of P.E. classes differs according to grade level, gender, and other characteristics. First, to collect and select statements on elementary school pupils’ enjoyment of P.E. classes, an open-ended preliminary survey of 309 higher-grade pupils at public elementary schools was conducted. In the main survey, a measuring tool was developed to measure enjoyment of P.E. classes based on the items selected in the preliminary survey. The main survey was administered to 871 higher-grade pupils at public elementary schools.

This research looked at physical education classes in junior high school with the aim of determining potential for gaining tactical knowledge. To achieve this, the research was divided into the following three subordinate questions. Firstly, the research involved examining whether the degree of tactical understanding improves throughout a course of physical education classes. Secondly, the research looked at whether the degree of tactical understanding is impacted by a student’s experience of invasion games. Finally, consideration was given to whether there are any situations that create variations in the degree of tactical understanding. The subject of the research comprised 2nd grader 42 male junior high school students, and classes were held with a focus on off-the-ball movement and tactical awareness. Tactical knowledge tests were created to check tactical understanding on the basis of appropriate situational judgements. The research was conducted over a course of 10 classes, and it incorporated both tactical knowledge tests and interviews before and after the course. The research revealed the following.

The purpose of this study was to clear the effective method of promoting Olympic and Paralympic Education (OPE) from the teacher’s view with focusing on the relationship with contents. Then, this study applied questionnaire survey composed 3 questions as follows: difficulties in caring out OPE, effect of OPE and problems in continuing OPE. Moreover, to classify the contents, it sat two categories, “Olympic athlete” or “Paralympic athlete” and “lecture” or “lecture & practical instruction.”

The purpose of this study was to examine the reliability and validity of the Hip Flexion Test (HFT). HFT is a test to kick away a weight hung on ankle to forward, and it was devised for evaluating hip flexion power easily. The participants were 24 upper grade children in elementary school (Age: 11.60 ± 0.53 years, Height:1.47 ± 0.08 m, Body mass: 38.82 ± 7.72 kg). Time, step frequency, step length, and hip flexion torque during 50m sprint were measured. Furthermore, flying distance of HTF, and jump height of CMJ were also tested. Result for t-test, there was no significant difference between 1st and 2nd measured values of HTF. Furthermore, intraclass correlation coefficient between 1st and 2nd value of HFT was a significant (ICC=0.767). From these results, the reliability of HTF was confirmed. Secondly, to show the validity of HTF, we calculated a correlation coefficient between measured values of HFT and a hip flexion torque during 50 m sprint. There was a significant correlation between them (r=0.573, p