Physical education and sports in Japanese schools have been carried devising areas，rules and formation so as to enjoy sports throughout one's life. But，have university physical education and sports inherited a system from physical education of schools? So，it has been demanded that physical education in schools should be inherited as lifelong education in the university of health and welfare，and relationship to others should be educated as profession of health and welfare. Then，We defined the process of forming identity as profession of health and welfare in connection with a course of study in terms of Identity Status Approach with narrative. The way of research：We classified sports and exercises into two types，strong events and weak events，and examined the change of Narrative from freshman to junior. By the way，our university has classes of soft−volleyball，soft−badminton，trekking and so on，not but competition sports. As a result，in the classes of strong events，students recognized the importance of relationship to others through various pleasure of playing sports. In those of weak events，students became less weak in sports end exercises，and they also recognized the importance of relationship to others. Furthermore，We used model of adaptable behavior together with Identity Status Approach by understanding action toward sports. The result was the same tendency as Identity Status Approach.
