It has been reported that the decisional balance for exercise (pros minus cons for exercise) plays an important role in the adoption and maintenance of physical activity and exercise. The purpose of this study was to investigate the effects of self−monitoring at the end of a physical education class (sports activity) on the decisional balance for exercise and the level of physical activity in daily life. The participants of this study comprised 869 male college freshmen from an institute of technology in the Kinki area of Japan. The intervention group (N = 398) performed self−monitoring after sports activities once a week, while the nonintervention group (N = 471) did not. The self−monitoring sheet was composed of self−evaluation items with regard to psychological, sociological, and physiological aspects during sports activities. The common program applicable to all classes was as follows (the numbers correspond to the sequence of activities in the program)−1: guidance, 2: lecture, 3−5: sports activity, 6: lecture, 7−9: sports activity, 10: lecture, 11−13: sports activity, and 14: summary of the class. Three lectures were about health and lifestyle. The intervention program induced nonsignificant improvement of the decisional balance for exercise, and a statistically significant increase of the pros for exercise. No effects were observed in the cons for exercise and the level of physical activity in daily life. The intervention effects in the present study concretely suggest the role of physical education classes (sports activities) as a health education program.

The aim of this study was to reveal the relationship between the individual subjective appraisals of those who experienced university physical education classes and their change of mood. The subjects were 94 university students in PE classes：48 man and 46 women. The POMS test was conducted before and after the exercise，and subjective appraisals about the PE exercise were also done after the exercise. ”Exercise intensity”，”Fitness level”，”Satisfaction”，”Enjoyment”，”Exercise preference” and ”Exercise importance” were evaluated by three categories as the subjective appraisals. As a whole，the results showed a significant decrease in negative moods of tension，depression，hostility and confusion between pre− and post−exercise. In addition，a detailed analysis was conducted about the influence of each subjective factor. In regard to the exercise intensity factor，the group which rated the exercise as too weak didn't experience any change in moods，while the group which rated the exercise as moderate decreased in negative mood and increased in positive mood. In regard to the fitness level factor，the group which rated their fitness as high had no change，while the groups which rated their fitness as normal or low decreased in negative mood and increased in positive mood. Moreover，in regard to the enjoyment factor，the group which rated the exercise as unpleasant decreased in positive mood，whereas the group which rated the exercise as pleasant decreased in negative mood and increased in positive mood. These results suggest that subjective appraisals about exercise greatly relate to change in mood as well as to moderate exercise intensity for the individuals.

The purpose of this study was to examine the influences of the physical education program intend to support interpersonal communication skill on subjective adjustment to school in first year university students. A group of twenty−six students participated in this program for three month. This program consisted of six sessions，and，as for them，KIN−BALL，Unihoc and Traditional play were adopted as a main activity. In addition，a shuttle−card “DAIFUKU” was utilized in this program，and the exchange of opinions was performed between students with teacher. As the results of analysis，enhancement in partial of subjective adjustment was observed after the program. And merit about the use a shuttle−card “DAIFUKU” became clear from qualitative data：．“chance of interpersonal communication，” “joy and the pleasure of the reply，” and “chance of reflection.” These results suggest that the physical education program can contribute to enhance of subjective adjustment. Finally，it was discussed about limits and the future strategy to enhance the utility of this program.

The purpose of this research is to report on the attempt to correspond the P.E. classes to JABEE's requirements. The numbers of institutes of technology and engineering departments in universities aiming to obtain the JABEE's recognition are expected to increase. There is，therefore，concern about the P.E. classes becoming redundant unless P.E. corresponds to JABEE's requirements. This research reports on the attempts to place the P.E. subjects corresponding to JABEE's requirements and to identify the educational objective. The following efforts may be judged to be corresponding to JABEE's requirements.

１：To place P.E. as part of the general education.

２：To set up the learning objective as follows;

In the practice sessions，students should set up their own assignments and should widen their points of views through various discussions.

In the lectures，students should obtain new ideas for their research from the lecturers' specialities.

It will be necessary to continue the discussion about P.E. and sport in this area.