Decreasing levels of physical fitness and activity in children are becoming increasingly common problems in Japan and South Korea. Therefore, the aim of the present study was to investigate the causal relationships between preferences on physical education (PPE), enjoyment of physical activity (EPA), environments and experiments (EE) relating to physical activity, and mastering movement skills (MMS) among Japanese and South Korean children. The study participants were 1,520 fifth- and sixth-graders in primary school in both countries. All students were asked to complete a questionnaire composed of 57 items relating to PPE, EPA, EE and MMS. Factor analysis extracted 10 factors: four for PPE (jumping and gymnastics, swimming, ball games, running), two for EPA (enjoyment of doing or watching), two for EE (negative experiments, environment relating to physical activity), and two for MMS (axis or limb skills). EPA and PPE tended to be higher in Japanese compared with Koreans students and in boys compared with girls. The common points on PPE between both nationalities were that boys enjoyed ball games and girls preferred swimming. The SEM indicated compatibilities in hypothetical models: EE and MMS affected PPE and PPE affected EPA (GFI > 0.9, CFI > 0.9, RMSEA < 0.1). PPE significantly affects EPA in both nationalities (p < 0.001). The Japanese model showed that PPE was affected by MMS (p < 0.05) ; however, no significant relation was observed with EE. On the other hand, the Korean model indicated that PPE was significantly affected by EE (p < 0.01) ; however, no significant relation was observed with MMS. These findings suggest that Japan and South Korea differ in terms of education and the mentality of children regarding physical fitness and activities.

Although National surveys conducted by Ministry of Education, Culture, Sports, Science and Technology indicated severe decrease of physical fitness and motor abilities on children and youth, the declined phenomena were not identified on four categorized groups in the number of days of daily exercise and sports activities. Severe decrease is due to replacement of number of each group. The most remarkable replacement of cross sectional analysis on 10 years old female was recognized between “almost every day” and “sometime”. Whereas category “almost every day” moved down from first in 1989 to second place in 1990, category “sometime” moved up second in 1989 to first place in 1990. The purpose of this investigation was to identify specificity of each polygonal line of 4 group ratio by cross-sectional and semi-longitudinal cohort analyses from 1977 to 2015 of National surveys. (1) Whereas the critical point of inversion revealed on female by cross-sectional data has remarkable ripple effect, this phenomenon was not identified on male polygonal lines. (2) After three polygonal lines on low rankdesigned convergence of each sex in 1999, bipolarization of the number of days of daily exercise and sports activities extends. (3) Two trends of mid-1990's identified on cross-sectional and semi-longitudinal cohort analyses must be elaborated.

This study aimed to clarify the unit characteristics of physical exercise intensity in elementary school physical education classes. The subjects were 28 elementary school children (16 boys and 12 girls) in 5th grade. We carried out measurements of all six units of long jump, expression, tag rugby, hurdle run, tee ball, and athletic practice exercise held in physical education classes. For the measurement of exercise intensity, Lifecorder GS manufactured by SUZUKEN Co., Ltd. was used. To clarify individual differences in each unit, the coefficient of variation was calculated. To clarify the differences between units, we adopted a one-factor analysis of responses, and when a significant main effect was observed, multiple comparison tests were applied. When significant difference was observed, residual analysis was conducted to examine the influence of the proportion of the scene of which unit is large.

As a result, the magnitude of individual differences in exercise intensity in each unit was different. In addition, exercise intensity in the hurdle run was significantly higher (p < 0.05) than in the other five units, due to the difference in unit exercise intensity. Exercise intensity in athletic practice exercise was significantly lower than that of other units (p < 0.05). Also, the difference in proportion of the four scenes by unit was recognized. Because the content of learning differs depending on the unit, and although the difference in physical activity intensity itself is not a problem, for classes in which physical activity intensity is extremely low, efforts to intentionally promote the physical activity of the children are suggested.