Abstract
Physical education business in schools consists of two pillars: health and physical education within the
curriculum, including special activities, and extracurricular school sports club activities. The recent policy
of transitioning and expanding school club activities to the local community may lead to the reduction or loss of one of these pillars; therefore, this could significantly impact other physical education business in schools. This paper aimed to provide insights into such changes, particularly based on our research findings concerning the construction of interorganizational relationships.
Differences were observed in the “services” provided and the “partner selection” depending on the “central actor” (schools, comprehensive community sports clubs, or boards of education acting alone or in combination with other organizations) in collaborative alliances between schools and local sports organizations. Applying these interactions between schools and local sports organizations to the school physical education business revealed that, particularly during the former policy on transferring extracurricular activities from school to local community, the activities were supported not only by individual school teachers but also by multiple schools, comprehensive community sports clubs within school districts, resident organizations, and others. This was underpinned by a history of sharing challenges in school sports club activities and building relationships. Even if school sports club activities shrink or disappear as they transition to community club activities outside school management, schools routinely collecting information generated through sports participation opportunities can serve as a link connecting the physical education business expanded from school to community with those within the school curriculum. Furthermore, this approach not only safeguards the value of physical education business in schools when one of its two pillars is lost but also holds the potential for expansion.
