Purpose: The aim of this longitudinal study was to examine the effects of description status of comments in college physical education class on acquisition of Life skills after the semester. Methods: Male students (n = 273) took lesson in ten times during the semester and wrote their impressions and comments of these lessons in a workbook. We collected all workbooks after the semester and calculated the number of sentences. Before and after the semester, changes of Life skills were assessed by using a daily Life skills scale for college students. Based on ascending order of average number of sentences, we assigned subjects to three groups (lower, middle, and upper groups), and then analyzed the differences and trends of score of each Life skill. Results: After the semester, the subtotal score of Knowledge information and Leadership and the total score of Personal situations, Interpersonal situations, and Life skills significantly improved (P < 0.01). Analysis of covariance (ANCOVA) revealed that with the level of the description status of comments increasing, Planning, Knowledge information, and Empathy showed statistically significant increasing trends after normalizeing for confounding factors such as age, belonging to club (yes or no), home (family home or living alone), and baseline levels of Life skills (P < 0.05). Although there was no significant difference, a tendency of increasing trend was observed in a skill of Personal situations (P = 0.055).

Conclusion: These findings suggest that sufficient description status of comments, such as a large number of sentences, more increases the skills of Planning and Knowledge information, such as the skill of Personal situations, and Empathy when students write their impressions in college physical education class.

Reflective practice is a skill that experts learn through their own practical experiences. To improve class practice and reflective education, it is necessary to conduct a review of classes, based on teachers’ experiences, and clearly identify problems and solutions. The ongoing cognitive method and teaching diary method are two effective methods for reviewing reflection-oriented practical skills. The ongoing cognitive method records the class recognition perceived during class practice. The teaching diary method reflects on class practice after class to express implicit class recognition through description. This study aimed to improve class practice and reflection-oriented practical skills by applying a combination of the ongoing cognitive and teaching diary methods. The utterance record used in the ongoing cognitive method was divided into “Cognition,”“Task,” “Prospect/Improvement plan,”“Positive perception,” and “Realizations,” and the frequency with which these occurred was quantitatively evaluated. Entries in the teaching diary description were divided into “Fact (F),”“Skill (S),”“Judge (J),”“Reason (R),” and “Prospect (P),” to organize and analyze the cognitive process after class practice. The findings of this study are as follows.

[1] Analysis of the utterance record using the ongoing method and that of the diary description summarized by the teaching diary method revealed the teacher’s class recognition process. [2] Applying the ongoing method clarified that the teacher’s perception of the students’ state and the perception of his own teaching skills were accompanied by metacognition during teaching practice. [3] Implicit recognition during class was explicated through the diary description, and the framework of cognition and judgment in the next lesson was modified. [4] Based on the teacher’s cognition and judgment framework that was modified through the teaching diary method, the teacher’s perception of the students’ state and the perception of his own teaching skills were recognized during teaching practice. [5] Based on the analysis using the two methods, the class interactions generating negative feedback were extracted, because the class did not proceed smoothly according to the cyclical process of reflection involved in [3] and [4]. The pattern in the teacher’s perception of the students’ state was extracted. [6] The teacher’s emotional process was meta-recognized by using the ongoing cognitive method, following which it was reconsidered by the teaching diary method. This resulted in the modification of the framework of teacher’s perceptions of students and his own teaching skills.

The purpose of this study was to investigate the effect of physical education class of golf on the fundamental competencies for working persons in college students. The target classes were semester class which the aim of the class was set to acquire golf swing technique and block class which included off-campus activity such as playing golf on private course with camp in addition to golf swing technique acquisition. The student number of both classes were 18 and 21 in the semester class and block class, respectively. The both classes constructed active learning and problem- or project- based learning for acquisitioning golf swing by group working consisted of three people. Also, the students were used iPadmini and M-Tracer devices to analyze their golf swing which intended to stimulate discussion of group working. The students answered questionnaire of the fundamental competencies for working persons at pre and post period of the class, and 12 elements of ability were evaluated. As a result, an independence, an ability of influence, an ability of activeness, an ability of detecting issues and an ability of delivering opinion showed significantly higher value at the post compared to the pre in the semester class, while the all 12 elements were significantly higher at the post compared to the pre in the block class. It was suggested that the golf class constructed by active learning and problem- or project- based learning for acquisitioning golf swing by group working have a possibility to improve student’s independence, ability of influence, ability of activeness, an ability of detecting issues and an ability of delivering opinion. However, it was also considered that the off-campus activity including playing golf on private course with camp in addition to golf swing technique acquisition in a block class affect the student’s fundamental competencies for working persons very positive.

In the current curriculum guideline of junior high school，all exercise areas including dance are a compulsory subjects. Many students who major in physical education and wish to acquire a health and physical education teaching license are taking classes of dance in accordance with their own education curriculums. In teacher training college classes, to improve "practical leadership skills" is required. In the dance lesson, it is an essential not only to enhance dance performance skills but also to develop the ability evaluating them.

In the present study, we examined learning effects of dance video viewing and evaluation activities using ICT on performance skills and skills evaluation in the dance class of a physical education college. In the dance lesson, after shooting the dance with the iPad, the participants observed the movements of themselves while watching the images shot. Also, after the teacher uploaded the class video to an e-learning system, the participants looked back at the lesson by creating lesson notes. The current results indicated that 1) utilization of ICT in dance lessons was effective for improving performance skills, understanding of skills evaluation, and the reviewing the lesson using ICT contributed confirmation/utilization of guidance contents and fostering consensus-forming thinking. 2) Active-Learning in pairs and groups was effective for enhancing subjective attitude, cooperation and fair attitude．

The aims of the present study were: (a) to investigate the acquisition situation of life skills before and after three styles of university PE classes like group learning of team sports or individual sports and mass teaching of various sports and (b) to examine variations in life skills after the classes. We conducted a survey of 103 university students who took the above styles of PE classes in the form of a questionnaire on skills in daily life (i.e., life skills) and skills in sport situation (referred as sport skills hereinafter) before and after the classes. The total scores of sport skills in all styles of classes were equivalent; in contrast, the total score of life skills in mass teaching of various sports was higher than that of the other styles of classes before and after the classes. Only creative thinking of sport skills in mass teaching of various sports improved among subskills after the classes, while several subskills of sports skills deteriorated. Accordingly, the changes in sport skills caused by the executed classes did not affect the overall tendency of sport skills and life skills among the styles of classes. Moreover, the total score of sport skills was positively correlated with that of life skills and the amount of experience in sports; however, there was no correlation between the total score of life skills and the amount of experience in sports. These results suggest that more sports experience would improve sport skills but not directly develop life skills. Consequently, the approach by a teacher in charge of a PE class to generalize the changes of sport skills induced by sports experience through its class is needed to enhance life skills effectively.

The purpose of this paper is to clarify the purpose, activities and results of the PODIUM of the England by analyzing the PODUM on the occasion of the 2012 London Games. As to the research procedures, this paper first analyzed the activities of the PODIUM, and second referred to the information and discussion on the 2016 JOA special colloquium. In these analysis, this research referred mainly to the magazine of the PODIUM and the information of the JOA special colloquium. Organizationally, it is important for the PODIUM to secure permanent staffs and operation with subsidy from government, establishment of office, and the coalition with LOCOG. Especially, it is suggested that it was effective for the PODIUM to use the Inspire Mark as the 2nd emblem and to acquire reliability by using ‘ac’ as their E-mail account. It seems to be effective as the programs to secure the employment, organization and training of volunteers, transmission and commoditization of information, and to make an incentive consideration to award the good projects. It seems to be important for the transmission of information to use the SNS and website as a tool. As to the dimension of the education and research, it seems to be effective that the introduction of the new courses, experience of student, participation to the research projects, scholarship, university image up by the athletic activities and community service, construction of the research resources, the partnership with public, NPO, and private sectors. It was pointed out as the suggestions for the coalition of the college and university in Japan, the necessity of the early-stage construction of the organization and strategic planning, the promotion activity for the support on campus, and the evaluation of the education and research concerning with the Olympics and Paralympics. Comparing to the PODIUM, it can be said that the coalition of the university and college in Japan is in poor condition as to the organization of the head office including the human power and structural arrangement and budget, the transmission of information from the office using SNS by the permanent staffs, and the arrangement of meeting for events planning and conferences, and the coordination with the 2020 Organizing Committee and many sectors. It is suggested that there are many agendas for the coalition in Japan concerning both with the organization and with the projects including the event and research.

The aim of this study was to reveal indirect effects of self-awareness related to psychosocial growth induced by self-disclosure in university physical education classes on life skills (hereinafter, LS). This study consisted of the preliminary survey (open-ended survey) and the main survey. Both of them targeted the same first year students who enrolled in the national university, department of education, located in Kansai district in Japan, April 2015. The former survey (n=140, ratio of valid responses 81.4%) was conducted at the middle stage of the first semester 2015. 374 descriptions about self-awareness induced by self-disclosure through sport activities and communications with numerous others in physical education classes were obtained. After that, 19 descriptions were selected as the items of the questionnaire to assess the students’ self-awareness in relation to psychosocial growth. The latter survey (n=155, male 57, female 98, average age 18.37 ± 0.56, range of age 18-21, ratio of valid responses 90.1%) was conducted at the final stage of the first semester 2015. The participants completed the questionnaire consisted of the following contents: 1) a number of items selected in the preliminary survey to assess self-awareness related to psychosocial growth, 2) the scale of self-disclosure in university physical education classes, and 3) the scale of LS. The result of exploratory factor analyses using the data of self-awareness, the main factor in this research named “self-awareness related to psychosocial growth” was extracted. The result of Structural Equation Modeling showed that; 1) the positive effect of self-disclosure in physical education classes on self-awareness was indicated, 2) indirect positive and negative effects of self-awareness induced by self-disclosure were revealed on self-esteem negatively, on the interpersonal LS (empathy and interpersonal manner) positively, and 3) the direct positive effects from self-disclosure to LS (self-esteem, intimacy, leadership, and empathy) which were reported in the previous study were confirmed. Finally, a few practicing strategies of university physical education classes which could facilitate effectively students’ self-disclosure were discussed.