2017 Volume 14 Pages 24-34
At one private university in metropolitan sphere of Kanto (S-univ.), the curriculum reform was implemented and semester system was adopted in 2014. With the curriculum reform, PE in liberal arts in S-univ., which had been opened in a whole year, was restructured and was divided into two course; one was on the core curriculum course (and first year education) named as “sport literacy class” in the first semester and another was on the educational curriculum course named as “sport wellness class” in the second semester. The former was aimed to acquire social skills through sport activities, and the later was aimed to encourage the awareness of their own mental and physical state through sports activities. The purpose of this study was to investigate whether “sport literacy class” and “sport wellness class” affected the exercise habits and life skills of students by questionnaire survey. The results suggested that both of “sport literacy class” and “sport wellness class” under the new curriculum couldn’t achieve to alter the preference of students for sport, but would contribute to promote the sport activities, the exercise habits and the stage of exercise-related behavioral change. Furthermore, it was suggested that “sport literacy class” improved their skills used generally in interpersonal situation, especially for leadership and interpersonal manner, and “sport wellness class” improved their skills used mainly in personal situation, especially for knowledge summarization and self-esteem. These indicated that both “sport literacy class” and “sport wellness class” could pursue the objective of each class. To make more positive impact on the preference of students for sport, the sport activities and the exercise habits, it is necessary to devise the management methods of “sport literacy class” and “sport wellness class”.
