The purpose of this study is to develop Team-Building learning (TB learning) as a teaching strategy of physical education to nurture social behavior and examine its effectiveness. The study specifically examined how TB learning would facilitate the transfer and maintenance of the student’s consciousness about social behavior that students learned in physical education classes. The study targeted physical education classes taught by three physical education teachers in three public junior high schools. Teacher X taught a unit with the intervention of TB learning targeting one class. Teacher Y taught a unit with the intervention of TB learning and a unit without the intervention of TB learning targeting two classes. Teacher Z taught a unit with the intervention of TB learning followed by a unit without the intervention of TB learning, as well as a unit without the intervention of TB learning followed by a unit with the intervention of TB learning targeting two classes. The teachers made students take a knowledge test, a formative evaluation for building friendship and a questionnaire using social skill scales before and after each unit.
As a result, the study found that TB learning 1) improved the student’s consciousness about collective and cooperative activities of students in physical education classes; 2) improved the student’s consciousness about social skills that they could use outside of physical education classes; and 3) maintained the student’s consciousness about the social skills that increased once.
