In recent years, the nature of swimming classes in elementary school has been changing. Swimming classes in elementary school are taught not only by school teachers, but also by instructors at private pools. It is necessary to clarify how elementary school students feel about swimming classes given by instructors who are not school teachers. However, to begin with, before accumulating data that how elementary school students feel about diversified swimming classes, there are nothing scales for assessing swimming classes itself as far as authors know. Kaji and Ono (2020) developed Enjoyment scale in Physical Education Classes of Elementary School for upper elementary school students as an index to evaluate students' psychological aspects of physical education classes, and confirmed its validity and reliability. However, no study focusing on swimming classes was found that clarified the performance of the scale. Furthermore, whether or not the scale can be applied to the middle grades of elementary school students also needs to be examined. This study examined the scale used to evaluate swimming classes before collecting data on evaluations from children receiving different instructional formats.

  The purpose of this study was to apply Kaji and Ono’s scale to swimming classes and to examine the performance of the scale, including that of the middle grades of elementary school students.

  A questionnaire survey was conducted to 288 students in grades 3 through 6 of elementary school from July 16 to 19, 2024. The subjects of the study were children who participated in swimming classes taught by school teachers. The survey included 27 items: Enjoyment scale in Physical Education Classes of Elementary School (23 items), likes/dislikes of physical education class (1 item) positive attitude toward physical education class (1 item), grade, and gender.

  The results of confirmatory factor analysis confirmed the goodness of fit of some of the goodness-of-fit index. The alpha coefficients of the six subscales were calculated and found to be above .700 for all subscales in the middle and upper grades. Correlation coefficients were calculated between the subscales and likes/dislikes of physical education classes and positive attitude toward physical education classes, showing positive and significant correlations of .300 or higher for all of them in the middle grades. In the upper grades, the trend was similar to previous study.

  Promoting lifelong sport participation and well-being is a key focus of sport policies in Japan. Three orientations toward lifelong sport participation—competitive, fun, and health—have been discussed both in practice and in academic literature. The conceptual frameworks such as Sport Tourism Cube and Legacy Cube that segment sport tourists and legacy types, respectively, have contributed to the development of the literature. Building on this trend, the present study aimed to develop the Lifelong Sport Cube framework based on the three orientations—competitive, fun, and health—to segment lifelong sport participants and examine differences in lifelong sport participation and both hedonic and eudaimonic well-being across segmented groups. This study utilized secondary data from the Japan Sport Agency’s 2024 national survey on sport participation. Among the 28,311 valid responses, most lifelong sport participants in Japan were categorized into three segments within the Lifelong Sport Cube: “competitive, fun, and health orientations” (n = 6,366), “fun and health orientations” (n = 13,110), and “health orientation” (n = 6,065). Using these three segments as the independent variable, Kruskal-Wallis tests and MANCOVAs were conducted to analyze differences in lifelong sport participation and well-being, respectively, followed by multiple comparison tests. The results revealed that the “competitive, fun, and health orientations” group participated in lifelong sports more frequently than the other two groups. Both hedonic and eudaimonic well-being were highest in this group, followed by the “fun and health orientations” group, and lowest in the “health orientation” group. These findings suggest that health-oriented participation alone is not sufficient to enhance lifelong sport participation and well-being. Rather, incorporating fun- and competitive-oriented participation plays a critical role. The Lifelong Sport Cube provides a useful framework for segmenting participants and understanding how different orientations relate to patterns of participation and well-being outcomes..

  This study aimed to examine changes in health awareness and behavior among participants of a community-led health promotion program, "InBody Challenge 2024", conducted in Nayoro City, Hokkaido. A total of 108 adult residents participated in the program, and body composition measurements were taken before and after the intervention using the InBody470 device. Participants also voluntarily engaged in lifestyle improvements such as increased physical activity and dietary modifications according to their individual needs.

  At the conclusion of the program, a structured questionnaire—including both multiple-choice and open-ended items—was administered to evaluate participants’ experiences and perceived changes. Results showed that over 80% of participants reported enhanced health awareness, and nearly all expressed a desire to maintain their health-related efforts beyond the program. Reported behavioral changes included increased awareness of weight and fat management, improved dietary habits, and the establishment of regular exercise routines, suggesting overall lifestyle improvements. A key strength of the program was its use of visualized physical data, which appeared to reinforce intrinsic motivation through enhanced self-efficacy.

  Gender-based analysis revealed greater improvements among male participants, while a relatively higher proportion of female participants reported little or no improvement, indicating the need for more gender-sensitive support strategies. Additionally, open-ended responses highlighted the value of personalized feedback and interest in digital tools such as mobile health applications.

  These findings suggest that community-based programs integrating measurement feedback, peer support, and tailored interventions can effectively promote sustainable health behavior change.

  This study examined the current status of and challenges facing the adoption of “Unified Sports^®,” an initiative by Special Olympics Nippon, a sports organization for people with intellectual disabilities, that brings together participants with and without intellectual disabilities through inclusive sporting activities.

  An online survey was distributed to Special Olympics Nippon district organizations across all 47 Japanese prefectures, yielding responses from 38 districts. The findings showed that, whereas 19 districts had adopted Unified Sports^® programs, another 19 districts had yet to do so, though some were in the planning stages of implementation. A comparative analysis (t-test) of attitudes toward Unified Sports^® between districts that had adopted the initiative versus those that had not showed significantly higher scores among the latter group for three key concerns: uncertainty about which model to adopt, insufficient local understanding, and a lack of implementation capacity. The existence of three distinct models for Unified Sports^® may present a barrier to adoption, highlighting the need for initiatives that will foster accurate understanding and support future expansion.

  Moreover, careful consideration must be given to whether participants, both those with and without intellectual disabilities, truly desire this new and inclusive approach to sports. This consideration is particularly important given that intellectual disabilities may entail inherent constraints on individuals’ ability to recognize and express their sporting demands. There is a need for ongoing activities and research that maintain awareness of these considerations.