2016 Volume 2016 Issue 70 Pages 27-35
This study aimed to elucidate what influence short-term affect associated with a physical education class has on long-term affect and self-efficacy related to physical activity. The subjects were 34 young children（18 boys and 16 girls). Tee ball was used as a teaching material, consisting of teaching units of a total of 8 lessons, and was performed two to three times per week in October 2013. Surveyed items were the number of steps taken and three measures of affect（short-term affect soon after lesson, long-term affect, and self-efficacy). The measurements were made using a wristwatch-type pedometer, short-term affect scale, general affect scale for children, and self-efficacy scale of physical activity for elementary school children.
The results of analysis were：
1. In young children, the mean number of steps decreased temporarily in the first half of the teaching units but increased to approximately 3000 steps in the second half.
2. Long-term positive affect was related to mean scores of tranquility and a sense of positive engagement soon after lesson.
3. Self-efficacy of physical activity was positively related to the mean scores of tranquility and a positive engagement soon after lesson but was negatively related to negative affect.
In conclusion, it was elucidated that attainment of a sense of positive engagement and tranquility were important in the lesson.
