The purpose of this study was to develop treasure hunt cards as a means of increasing the amount of physical activity in young children, and to compare the amount of physical activity before and during the introduction of the cards.

The main findings were as follows.

(1) There were no significant differences in the number of steps and the duration of moderate-to-vigorous physical activities between before and during the introduction of the cards.

(2) When the subjects were divided into lower and higher groups based on the number of steps before introduction, the number of steps and the duration of moderate-to-vigorous physical activity were significantly higher than before introduction of the cards in the lower group. On the other hand, the number of steps and the duration of moderate-to-vigorous physical activity were significantly lower than before introduction of the cards in the higher group.

(3) There were no significant differences in the number of steps and the duration of moderate-to-vigorous physical activities between boys and girls before and during introduction of the cards.

(4) For boys, there were no significant differences in the number of steps and the duration of moderate-to-vigorous physical activities between lower and higher groups before and during introduction of the cards. For girls, the number of steps and the duration of moderate-to-vigorous physical activities were significantly higher during introduction of the cards in the lower group.

These results suggest that the treasure hunt game may increase the amount of physical activity in girls with low daily steps.

In Japan, social and emotional skills are considered important to school education; however, their actual status lacks sufficient investigation. Thus, this study elucidates gender and grade differences in social and emotional skills among children in the middle and upper grades of elementary school. The study recruited 822 elementary school children in grades 3–6 and conducted a questionnaire survey using the 21 items of the Social and Emotional Skills Evaluation Scale for Elementary School children (Yamada et al., 2023), which was previously verified for reliability and validity. The scale covers seven subscales, namely, self-esteem, compassion, sociability, respect, self-control, passion for goals, and perseverance. After excluding responses with omission or missing information, the study analyzed data from 788 subjects. The total score and the subscale scores for the Social and Emotional Skills Evaluation scale were calculated. Moreover, a two-factor analysis of variance was conducted on the total and the subscale scores to examine gender and grade differences. The total score for social and emotional skills was significantly higher in third and fourth graders compared to sixth graders. In terms of subscales, we observed a significant interaction in perseverance and self-esteem in which sixth-grade boys exhibited significantly higher values than sixth-grade girls for both the subscale scores. Furthermore, the scores for both subscales in girls were lower in sixth grade than in other grades. The girls also displayed significantly higher scores than boys in self-control, respect, and consideration. For sociability, the third, fourth, and fifth graders produced significantly higher values than sixth graders. These results revealed that the social and emotional skills of middle and upper elementary school children tend to decline with the progress in their grades. The findings also revealed that the characteristics of gender and grade differences differ according to the subscale.

The purpose of this study was to implement the use of ICT in physical education classes at high school for special needs students with intellectual disabilities. Specific practices included (1) the tabulation and utilization of the new physical fitness test using ICT, and (2) an examination of how to approach physical exercise using ICT. From the practice, it can be considered that having students actually look at the data and think about it is a useful practice from the viewpoint of cultivating the ability to utilize information. In addition, the use of AI to provide feedback from other people’s evaluations in the examination of how to engage in the exercise motivated the students and deepened their learning. In the future, objective examination of the educational effects of instruction and ICT utilization, as well as the quality and quantity of research on classes and school activities, will be required.

背景：身体活動，座位行動，睡眠（以下，日常生活行動）は相互補完関係にある．日常生活行動（座位行動の中でもスクリーンタイム）と幼児の発育発達や健康状態との間に正の関連を示すエビデンスが蓄積されてきた．欧米を中心とする先行研究により，日常生活行動は家庭の社会経済状況によって格差があることが示唆されている．しかし，日本ではその実態が明らかにされておらず，エビデンスも不十分である．

目的：本研究の目的は，沖縄県における幼児の社会経済状態と身体活動，スクリーンタイム，睡眠との関連を明らかにすることとした．

方法：分析に用いたデータは，幼児の日常生活行動に関する国際比較研究であるSUNRISE studyの一環として収集された横断データである．対象は，沖縄県の都市部の3保育園と非都市部の1保育園に在籍する3，4歳児52名とその保護者（都市部40名，非都市部12名）であった．家庭の社会経済状態の指標は，保護者の学歴とした．身体活動は加速度計（ActiGraph GT3X）を用いて測定した．スクリーンタイムと睡眠時間のデータは，保護者への質問紙調査により収集した．親の学歴と3つの健康行動との関係は，地域，年齢，性別，体格で調整した回帰分析によって分析した．

結果：どの日常生活行動も親の学歴と関連しなかったが，睡眠時間は関連の傾向が認められた．低学歴の親ほど子どもの睡眠時間が短い傾向があった．

結論：本研究は，親の学歴に影響された沖縄県の幼児における睡眠の格差を示唆した．沖縄県は社会経済的に脆弱であり，日本の他の都道府県と比較して経済格差が顕著であることから，これらの知見が日本全国で一貫しているかどうかを判断するためには，さらなる研究が必要である．