The purpose of this study was 1) to develop a leadership assessment scale for group activities（LASGA）and a followership assessment scale for group activities（FASGA）and 2) to investigate the effects of Project Adventure（PA）Program as an Outdoor Education Program on promoting the leadership and followership of Japanese university students.

As a preliminary survey to confirm the reliabilities and the validities of LASGA and FASGA，352 Japanese university students（male=162，female=189，no answer＝1) were asked to answer a questionnaire，which was composed of socio−demographical，LASGA and FASGA questions in July 2008. On this study，the subjects were 136 university students who were divided into two groups：PA group（PAG）and Control Group（CG）．The subjects of PAG（male =31，female=26，mean age=20.67，SD=1.23）participated in an outdoor education class using methods of PA Program while those of CG（male=31，female=48，mean age=19.21，SD=1.13）attended a regular lecture−style class. The subjects of both of the groups were asked to answer a questionnaire（socio−demographical，LASGA and FASGA questions）on the first day（pre−test）and last day（post−test）of their class in September 2008.

In order to explore the structure of LASGA and FASGA，exploratory factor analyses，reliability analyses and confirmatory factor analysis were conducted. In order to analyze the effects of the PA program，two−way repeated measures ANOVA（Group × Time）and Bonferroni's post hoc tests were conducted on LASGA and FASGA.

The results of exploratory factor analyses identified a five−factor solution with twenty items on LASGA and a four−factor solution with twelve items of FASGA，both with acceptable reliabilities and validities. Two−way repeated measures ANOVA revealed that the mean scores of all the subscales of LASGA（Decisions，Persistent，Confidence，Norm，and Responsibility）and FASGA（Third Personal Support，Circumstantial Judgment，Second Personal Support，and Group Norm）of PAG were significantly increased between pre−test and post−test，while no such differences in the mean scores of CG were found between pre−test and post−test.

The results of the preliminary survey indicated that LASGA and FASGA can be useful in assessing the leadership and followership of university students. The development of FASGA is of note since followership assessment scales have hardly been addressed in Japanese prior research. The results of this study suggested that the outdoor education sessions using methods of PA Program could contribute to advancement of the leadership and followership of university students by enhancing the opportunities of communication and social support resources.

The purpose of this research was to examine the effect of the university physical education classes where the instructional strategy was based on systematic analysis upon undergraduate student's self−efficacy in terms of the communicative action with a view to providing a new aspect to engineering design education.

Seventy−two university students were divided into three groups randomly and participated in volleyball classes. As a result，it was suggested that the instructional strategy of giving students options of learning−contents to discuss and decide by themselves was most beneficial for one's self−efficacy and satisfaction in terms of the communicative action after the three classes. This study indicated that by applying an appropriate instructional strategy，university physical education classes as part of the liberal art subjects would bear a burden on forming part of engineering design education.

It has been described up to now that the lifestyle relates to academic performance experiencing. However，academic data that proves it enough is hardly submitted in Japan. The purpose of this study was to investigate the relationship between the lifestyle and the acquired number of academic credit in first−year college students. College students（N=1068）from an institute of technology in the Kinki area of Japan participated in the study. Their acquisition numbers of academic credits during the first semester of the first year were as follows：25 or more（52％，N=554：A group），20‐24（30％，N=317：B group），15‐19（12％，N=131：C group），and less than 15（6％，N=66：D group）．Diagnostic Inventory of Health and Life Habit（DIHAL; Tokunaga，2003）at the end of the first semester class period revealed the following. The scores of “Eating”，“Resting”，and “the sum of life habits” were order tendencies to D<C<B<A groups（D<A group, P<.01）．Especially，“Eating regularly” and “Resting regularly” scores，showing the order of clear D < C < B < A，and importance having a regular life rhythm through eating and resting became clear. These results suggest the necessity of health education for healthy lifestyle construction in the frame of the education immediately after college administration.

For human beings，a healthy and active life is the most important. The goal of the physical education is to provide appropriate exercise and knowledge for students. In order to do this，it is important to analyze the physical condition. Therefore，in this study，we clarified the changing physical fitness of male students in our university. Physique tests（3 items）and physical fitness tests（7 items）developed by the Ministry of Education were administered annually in the period of 1985 to 2006. The subjects were 18−years−old male students enrolled at Hokusei Gakuen University.

The 5 results can be summarized as follows：

1）Body height and weight increased. On the other hand，there was no significant change in Rohrer index.

2）Muscular strength decreased. As for muscular strength，the tendency to decrease in the future was forecast.

3）Flexibility decreased rapidly. The tendency to decrease will be suppressed in the future was forecast.

4）Agility and muscle power did not change significantly.

5）Endurance decreased rapidly in the last 13 years. The tendency to decrease in the future was suggested.