In October 1933, the Ministry of Education founded the Exercise Medical Consultation Office (EMCO). In an attempt is to revisit the historical image of sports policy in prewar Japan, this study sought to clarify why and how this national policy was realized and to examine the nature of its activities from the perspective of the Ministry officials directly involved in its implementation.
Previous studies have evaluated the sports policy of the 1930s as a “physical education policy” that regulated sports activities to improve the national physique and cultivate the national spirit, ultimately leading to the decline and suppression of sports in the 1940s. However, the historical image of this policy was derived by positing the sports policy and its officials as a means of advancing nationalistic intentions. Therefore, the present study examined the process of the EMCO’s foundation and activities separately from the “physical education policy” framework by focusing on the thoughts and actions of EMCO officials, with the aim of relativizing the views of previous studies’ in the context of the contemporary development of sports medicine.
The EMCO was founded on the basis of the “Rational Promotion Policy for Physical Education Exercise” (1930), reflecting the aspirations of sports medicine scholars for an institution in which athletes could be examined by doctors with a deep understanding of sports and sports medicine in order to create an environment that would motivate athletes to continue their sporting activities. Thus, the EMCO did not aim to adjust or control the athlete’s mind and body based on the objectives of physical education, but rather to provide a medical consultation that would examine each individual’s sporting history and physical condition in a specific and comprehensive way. The Ministry of Education officials who promoted this policy had a view of sports that resonated with those involved in private sports organizations. Having expertise and connections in sports and medicine, they hoped to apply and develop sports medicine in a context that was different from the national intentions of ideological guidance and improvement of the national physique. Therefore, this policy created no conflict between the Ministry of Education officials and private sports organizations, and even in the late 1930s, the Ministry of Education developed a policy to encourage sports activities based on personal interests and concerns from the perspective of sports medicine.

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This study aimed to examine the Sasaki-Sebata controversy between Kentaro Sasaki and Shiro Sebata, said to have been the first postwar dispute regarding the practice of physical education. Previous studies have examined mainly the practices of Sasaki and Sebata as well as the differences between them, but in terms of actual historical proof, the positioning of the 2 has been quite ambiguous. By contrast, the present study examined the essence of physical education as considered by Sasaki and Sebata from a historical perspective and sought to clarify their fundamental differences. According to Sasaki, the purpose of physical education was labor, whereas Sebata considered that physical education facilitated a physically active lifestyle separate from labor. Despite this difference, when exploring the practices of the 2, it was found that both had similarly placed value in the aim of breaking away from alienated physical education and maintaining ties with society by fostering the development of children who would be able to change it.

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This study sought to redefine the concept of exercise, and to establish its correct Japanese term:jinryoku. In contemporary Japan, exercise is recognized as easy-access bodily movement for maintenance of individual health or improvement of physical skill.
Historically, however, research on the history of philosophy has tended to consider exercise in the context of morality and ethics related to individual well-being.
Therefore, reconsidering the concept of exercise and translating it into a suitable Japanese context might help to advance the philosophy of sport in relation to culture.
Applying the theory of “spiritual exercise”, the 20th century French philosopher Pierre Hadot (1922-2010) redefined the concept of exercise as actions directed toward a better lifestyle, which can be best expressed as the Japanese term jinryoku. Whether and how far the concept of exercise can serve as a fundamental principle of sports and culture philosophy awaits further discussion.

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This study examined the relationship between velocity loss and differences in the intensity of squat exercise. Twenty-two male college students who were exercising actively performed repetitive lifting during squatting exercise within 5 different velocity ranges. It was found that the slope of the velocity decrease was large in the medium-intensity to high-intensity range. At low intensities, the decrease in velocity was moderate. It was also clear that the degree of fatigue varied greatly depending on the number of repetitions and the duration of exercise at the same rate of velocity loss. In addition, higher exerted power was observed at low and medium intensities. The minimum power was approximately 70% of the maximum peak power. This suggests that in velocity-based training, the acceptable range of the velocity reduction rate relative to intensity may differ in order to control excessive fatigue and obtain the desired training effect.

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The purpose of this study was to clarify the causal structure for achieving high walking speed and to obtain useful information that would contribute to race–walking coaching. Ninety–seven male race–walkers with a wide range of performance level were analyzed using motion analysis involving 3–dimensional direct linear transformation with 2 video cameras. Variables such as walking speed, step length, step frequency, joint angle, and segment angular velocity were obtained from the video images in the early phase of 3 20–km race–walking competitions. Several indices were calculated from spatiotemporal variables using the height of each athlete, and we examined the relationships among these indices. Based on these relationships, a causal structure model including the walking motion variable was developed, and the validity of this model was examined using structural equation modeling (SEM). The main results were as follows.
The walking speed index and step length index showed a linear relationship with their component variables, whereas the pitch index showed a curvilinear relationship with the contact time index and flight time index. This indicated that the relationship between the pitch index and its component variables varies depending on performance level. In addition, the walking speed index was moderately to strongly correlated with both the step length index and the pitch index. Furthermore, the step length index was strongly correlated with the flight distance index and the pitch index with the contact time index. These correlations indicate that improving the flight distance index and decreasing the contact time index are important for achieving a high walking speed.
The validity of the model developed in this study was high, indicating that the model represents the actual relationships among the various indices and walking motion.
The model revealed that a large angular velocity of shoulder flexion on the supporting leg side and angular velocity of swing forward the recovery thigh at ground contact, and little anterior tilt of the torso at toe off, would alter the subsequent motions and increase the walking speed. The model developed in this study has revealed the causal structure for achieving high walking speed in race–walking as a series of motions, which may provide useful information for coaching while considering walking motion as a whole.

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In this study, we developed a university student version of the student athlete’s edition of the sports organization commitment questionnaire. In Study I, we first conducted a web questionnaire survey of 754 physical education majors, collected and analyzed items that could measure organizational commitment in sports, and attempted to create the student athlete’s edition of the sports organization commitment questionnaire. First, we conducted exploratory factor analysis to confirm the factor structure of the university student edition of the sports organization commitment scale.
A six–factor structure (18 items) of “attachment commitment”, “membership commitment”, “achievement motive commitment”, “normative commitment”, “internalization commitment”, and “continuance commitment” was extracted.
Cronbach’s α coefficients were at a level that met the criteria. Confirmatory factor analysis was performed on the solution, and the value of the degree of fit that met the criteria was derived. Next, in order to clarify the reliability of the university student version of the sports organization commitment scale, and whether the scale is related to club behavior and awareness, we examined the validity of the criteria using the existing scale. In Study II, we also examined the characteristics of organizational commitment among university athletes. As a result, men scored significantly higher on “attachment commitment ” than women, and in group sports, “achievement motive commitment” and “internalization commitment” were higher than in individual sports.
In addition, those who had a role in the club scored significantly higher on “attachment commitment” and “internalization commitment” than those who did not. Finally, regulars scored significantly higher on “attachment commitment” than non–regulars.
From the above, the student athlete’s edition of the sports organization commitment questionnaire was constructed, and it was confirmed that the organizational commitment of university athletes is affected by gender, sport, club role, and competition level.

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The purpose of this study was to identify the main factors influencing the success to receive and turn with the ball “between the lines” in football and to construct a regression equation to predict turn success probability. The sample consisted of 1,260 plays in which a pass was received “between the lines” at the 2018 FIFA World Cup held in Russia. The play data was collected using game performance analysis. In the statistical processing, the main factors influencing turn success probability in the “between the lines” of football were clarified using logistic regression analysis. The factors influencing the success probability of a turn were the presence or absence of visual exploratory activity, the type of pass, i.e., a grounder, a bound, or a lob, the receiver’s position, the distance from receiver to first defender at the moment of receiving the pass, the distance to the first midfielder, the distance from receiver to first defender at the moment of passer’s passing, the distance to the first midfielder, the pressing speed of the first defender, the pressing speed of the first midfielder, the pass distance, the pass angle, the pass speed, and the number of forward-looking players present between the lines. In addition, a regression equation was constructed to predict turn success probability by combining the odds ratios of the main factors. It was verified that the regression equation can be used to predict turn success probability in the “between the lines” with high accuracy (accuracy rate 77.1%). Future work includes using the regression equation to clarify the usefulness of turn success probability from comparative verification with the performance made after the turn.

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For appropriate risk management in schools in the context of physical education activities, there is an increasing need for communication between teachers and parents in order to achieve a consensus. The purpose of this study was to clarify the difference in the perception of risk posed by physical education activities between elementary school teachers and parents. To this end, 106 elementary school teachers and 102 parents responded to a risk image scale comprising 9 items and a risk perception scale comprising 4 items related to 9 different physical education activities. The results of three–mode factor analysis using the Tucker 1 model indicated that the risk image scale was aggregated into 3 dimensions–“educational significance”, “dread”, and “controllably known”–while the risk perception scale was aggregated into 2 dimensions–“risk evaluation” and “need for response”. Examination of the differences between teachers and parents for each variable revealed that teachers tended to rate educational significance, dread, risk evaluation, and need for response higher than parents. In addition, teachers tended to show relatively larger differences in risk evaluation for each activity than did parents. Multiple regression analysis revealed that dread influenced risk evaluation, and that both dread and educational significance influenced the need for a response. This indicated that the difference in risk perception between parents and teachers was attributable to a difference in educational significance and dread. These results suggest that, in order to improve risk communication in schools, it is necessary for teachers and parents to match their degree of educational significance and dread, respectively.

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The purpose of this study was to obtain suggestions on how to promote bidding and hosting of World Championships in Japan by analyzing changes in the number of World Championships, and the policy characteristics of the countries where the number of World Championships has increased and decreased. The numbers of World Championships held in the periods 2001–2010 and 2011–2020 were compared across geographical regions, event categories (Olympic and Paralympic (Oly/Para) sport, non–Olympic and Paralympic (non–Oly/Para) sport), and age groups (Senior, non–Senior). The results showed an increase in the total number of all World Championships held in Western Europe and Western Asia, and all World championships and all Oly/Para sport World Championships held in Eastern Europe. There was also an increase in the total number of World Championships, and all and senior Oly/Para sport World Championships held in Central Asia. On the other hand, there was a decrease in the number of senior non-Oly/Para sport World Championships in Western Europe, all non–Oly/Para sport World Championships, and all Oly/Para sport and all non–Oly/Para sport World Championships held in Australia and New Zealand. These findings indicate that some countries have significant influence on the number of World Championships hosted on each continent. The countries where the number of World Championships is increasing utilize the major sporting events as an opportunity to revitalize economic and social activities, science and technology policies, and to establish and improve their international status and image. Among the countries where the number of World Championships has decreased, one contributory factor might be changes to governmental policies regarding the hosting of major sporting events, as bidding for the rights to host such events has become increasingly competitive. Furthermore, strong positive correlations were found between the number of host cities and the number of World Championships and sports held in each country for both the 2001–2010 and 2011–2020 periods. Countries that host many World Championships may be implementing various strategic initiatives by taking into account the characteristics and needs of cities that could potentially host major sporting events. Furthermore, in developing strategies for bidding and hosting major sporting events for countries and cities, the event portfolio theory and the concept of leverage might be useful.

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This study attempted to clarify the occurrence of sendings off and temporary suspensions in men’s rugby sevens, the correlation between numerical imbalances and game performance, and to obtain strategic insights for tactical planning during those periods.
A comprehensive analysis of 11 tournaments within the 2022–23 World Rugby Sevens Series yielded several key findings: 1) The incidence of sendings off and temporary suspensions was approximately 1 in every 3 matches (0.36 occurrences per match), with a notably high frequency in the latter half of the match, specifically after 3 minutes and 30 seconds (35.1%), and predominantly in teams with a lead of 14 points or greater (16.0%). 2) In over 60% of matches featuring a temporary suspension, the team with a numerical advantage succeeded in scoring at least 1 additional try. There was a marked increase in tries resulting from kick–offs, scrums, and tap kicks. The percentage of winning kick–offs and the subsequent try–scoring rate surged by over 40% due to the decreased number of opposing players. A significant increase in the tackle success rate to 60% was also observed. 3) Conversely, in approximately 30% of matches, the team at a numerical disadvantage during a temporary suspension struggled to generate offensive play. A decline in the frequency of line breaks during offensive phases and an escalation in line breaks conceded during defensive phases were also noted, attributable to the reduced number of players on the disadvantaged team.
The findings of this research highlight aspects that are distinctly influenced by numerical imbalances. Given that a team with fewer players during a temporary suspension faces comprehensive disadvantages in both offensive and defensive capacities, it is imperative to select strategies that minimise play time during such suspensions, considering the score margin and time remaining in the match. Moreover, the investigation revealed specific benefits for the team with a numerical advantage during a temporary suspension, offering invaluable insights for formulation of tactical approaches in anticipation of numerical imbalances.

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　Motion capture systems using infrared cameras (Marker-Based MoCap) are frequently used in biomechanics research because they can accurately measure the 3D coordinates of reflective markers. However, if reflective markers cannot be fixed to the body or data cannot be collected from a large number of subjects within a short period, Marker-Based MoCap cannot be used, making it necessary to collect movement data without using markers. The purpose of this study was to develop a markerless motion capture method using a human body model and a neural network for silhouette extraction, based on open source data. We aimed to compare its accuracy with that of previously developed markerless motion capture methods, and to determine whether its performance was superior. Thirteen subjects walked at arbitrary speeds, and their movements were captured by 8 RGB cameras. Based on the obtained images, the 3D coordinates of the joint centers were calculated using the proposed method of matching the silhouettes with the human body model. The mean error of the joint center was less than 30 mm for all joints, except for the hip joint, which had an error of 38.7 mm. Comparison of the proposed method with markerless motion capture using a 3D scanner revealed that the former was less accurate for most joints. Therefore, in experimental environments where a 3D scanner is available, the proposed method should not be used. The accuracy of the proposed method was higher than that of a commercial markerless motion capture system (Theia 3D), except for the hip and hand joints. Therefore, investigators should rationally choose between the 2 methods according to the purpose of the research and the experimental environment. In comparison with markerless motion capture using an open source (e.g. OpenPose), the proposed method was more accurate, except for the hip joint, suggesting it would be better to choose the proposed method in most cases. The accuracy of the proposed method was particularly low at the center of the hip joint. Therefore, it would be necessary to improve accuracy for the hip joint by identifying the superior anterior iliac spine, superior posterior iliac spine, and greater trochanter on the human body model.

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　The purpose of this study was to investigate the relationships between the shoulder kinetics of pole vaulters during pole bending and the isokinetic strength of the shoulder, and to clarify the characteristics of the shoulder kinetics. Three-dimensional coordinates of vaulters' body landmarks were recorded using a motioncapture system. The box reaction force was measured using a force plate placed under the planting box. The joint force and joint torque acting on a hypothetical shoulder joint were estimated using inverse dynamics calculations for a synthetic upper limb segment, assuming both upper limbs to be a single segment. The pole bending phase was divided into 3 sub-phases, “take-off,” “drive,” and “swing,” in order to determine the unique characteristics of shoulder kinetics during vaulting. Isokinetic tests were conducted to measure shoulder strength.
The main findings were as follows:
1) The impulse of the box reaction force of the Y-component (F_Y) in the pole bending phase showed a significant negative correlation with the elastic energy in the pole at maximum pole bending (r=-0.56, p<0.05).
2) The impulse of F_Y increased during the pole-bending phase, approximately 45% of this increase occurring during the drive phase and 48% during the swing phase.
3) The angular impulse of the torque of the hypothetical shoulder joint in the drive phase showed a significant positive correlation with the impulse of F_Y in the same phase (r=0.67; p<0.01). In contrast, the impulse of F_Y showed a significant positive correlation with the impulse of the joint force of the Y component in all subphases (take-off phase r=0.88, p<0.01; drive phase r=0.99, p<0.01; swing phase r=0.96, p<0.01).
4) The maximum extension torque of the hypothetical shoulder joint in the pole-bending phase was not significantly correlated with the maximum isokinetic concentric extension strength, maximum isokinetic eccentric extension strength, or maximum isokinetic internal and external rotation strength of the shoulder joint.
　These results indicate that exertion of the joint force and joint torque of the shoulder during vaulting contributes to pole bending. However, the magnitude of the shoulder joint extension torque during vaulting was not related to the isokinetic strength of the shoulder joint.

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Walking to school is an important opportunity for children to engage in physical activity. In rural areas, however, an increase in commuting by bus has reduced the extent of walking to school. A recent initiative, known as remote drop-offs (or “park and walk”), has advocated placing bus stops slightly further away from school to create a walking section of the route taken by students. In Japan, the Kakeya Elementary School in Unnan City, Shimane Prefecture, has been implementing this initiative since 2009. The aim of the present study was to clarify the process of implementing such remote drop-offs at the school, as well as the factors facilitating or hindering it. Semi-structured interviews were conducted with the school principal, vice-principal, parents, educational support coordinators (city government employees), and a former researcher from the Unnan City research center, who were all involved in the introduction of remote drop-offs. Documents were collected before and after the introduction of the scheme. On the basis of the survey findings, the process of transition was clarified. Furthermore, factors promoting or hindering the scheme were assessed using the Consolidated Framework for Implementation Research. The survey findings indicated that the factors effective for helping to set up the walking segments included parental requests for their establishment before the school merger, active communication between the school and parents after the merger, and the importance of proposals from experts (researchers). The study identified additional promotion factors such as the physical location of bus stops, which could pose operational challenges, cooperation of the community in ensuring safety by installation of crosswalks and signs without extra costs, and police monitoring. Furthermore, the placement of an educational support coordinator at the school streamlined the administrative tasks. Factors that proved inhibitory were the securing of appropriate locations for bus stops, and provision for disasters. In conclusion, the study findings provide valuable information for promoting remote drop-offs as a measure for preventing physical inactivity among children.

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Self-regulated learning entails active participation in the development of academic and sports expertise. Nonetheless, clarifying its significance is essential. This study attempted to clarify the feasibility of self-regulated learning by examining the independent and interactive influences of both individual and environmental factors: specifically, sports ability beliefs and coaching style perceptions. We subjected 303 university student athletes to multiple regression analysis using the self-regulation of learning in sports scale score as the dependent variable, sport ability beliefs (incremental or entity) and coaching style perceptions (athlete-led or coach-led) as explanatory variables, and skill level (Japan national level or lower), sport type (team or individual), and sex (male or female) as control variables. The results revealed significant main effects on planning and effort, indicating that promoting self-regulated learning benefits from encouraging athletes to adopt incremental beliefs and an athlete-led coaching style. Additionally, significant second-order interactions for evaluation/reflection emerged, demonstrating a positive effect of incremental beliefs on evaluation/reflection among men, irrespective of coaching style perceptions, and a negative effect among women, who perceived a coach-led practice environment. These findings suggest that strategies to promote self-regulated learning should be tailored to account for specific treatment interactions.

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This study attempted to clarify how the process of “unlearning” occurs in parasports, particularly in sitting volleyball. It also explored the possibility of inclusion in sports and what it means for able-bodied people to experience and play parasports. The term “unlearn”—as proposed by G.C. Spivak—is an essential concept in inclusive societies.
First, we present an overview of the literature related to anthropology, Kyosei studies, and unlearning as a facet of diversity education, examine the concept of unlearning, and cover the concrete and practical difficulties that arise in parasports. We then examine the possibility that learning and abandonment could resolve these difficulties. We specifically refer to the literature on the philosophy of sports and adapted sports as well as interviews with university students and athletes with parasports experience. As exemplified in the present example of sitting volleyball, we find that unlearning is a process by which able-bodied participants become members of the team. The first step entails learning about players with disabilities, and then “forgetting” about their disabilities as part of the unlearning process. This finally enables both the able-bodied player and player with disability to transcend superior/subordinate relationships, such as “seeing”/“being seen” or “understanding”/“being understood.”
If such unlearning can be achieved across sports, we can claim that parasports truly contribute to greater diversity and inclusion in society. In practice, however, absolute inclusion is not easily achievable because sports are characterized by emphasis on ability, and thus, exclusion. In particular, given that some individuals hesitate, give up, or leave without the knowledge of the participants, the possibility of exclusion borne out of defeat and hopelessness must not be overlooked.

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The purpose of this study was to compare the grasping characteristics of judo and non-judo athletes by measuring their handgrip, strength exerted by active isometric contraction (grasp), and strength exerted by eccentric contraction against a passive load (breaking grasp) strength using a unique measuring device. A total of 41 female athletes (22 judo athletes and 19 non-judo athletes) participated. The handgrip, grasp and breaking grasp strength of the dominant hand were measured. For this, the participants grasped the grasping part while in a seated posture with the elbow joint flexed at 90° and the upper arm held close to the body and applied an exerting force. During the test, the participant’s upper arm and trunk were bound and immobilized. The grasp strength was defined as the maximum value at approximately 3–4 s from the time the participant started exerting force by grasping the tool until the wire began winding. The breaking grasp strength was defined as the maximum value from the time the motor started to wind the wire to the time when the participant removed her hand from the grip. The results of the analysis revealed the following: (1) The handgrip and grasp strengths were comparable between the judo and non-judo athletes, and relative handgrip strength per body weight was lower in judo athletes than in non-judo athletes. (2) Breaking grasp strength was superior in judo athletes relative to non-judo athletes. (3) The judo athletes had a higher relative value of breaking grasp strength to grasp strength than non-judo athletes. These results suggest that judo athletes are characterized by a superior breaking grasp strength of passive exertion as a result of judo practice.

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Aerobic exercise has been reported to improve cognitive function in children. Among such functions, the extent to which aerobic exercise affects executive functions, such as working memory and inhibitory control, which are deeply related to academic performance, is an important topic in childcare and education. However, most of the existing research has focused on typical aerobic exercises like jogging. As it is difficult to encourage children to participate in monotonous exercises like jogging for a prolonged period, this poses a barrier to application of research findings in childcare and educational settings. Here, we focused on trampoline exercise, which is more enjoyable for children than typical aerobic exercise, and examined its impact on executive functions. The experiment was conducted using a crossover design with 25 healthy kindergarten children aged 3 to 6 years. Cognitive (1-Back, Go/No-Go, Flanker and Simple reaction time task) and saliva collection were conducted before and after the intervention. In the trampoline condition, participants engaged in 10 minutes of trampoline exercise in the playground, while in the waiting condition, they played freely in the playroom. The results showed significant increases in both cortisol and immunoglobulin A levels only in the trampoline condition. In terms of cognitive parameters, significant changes were observed only under the trampoline condition. These included a significant reduction in the inverse efficiency score of the 1-Back task (p = 0.044), which reflects reaction time adjusted for accuracy, an improvement in the accuracy of the Go/No-Go task (p = 0.023), and a reduced reaction time in the simple reaction time task (p = 0.019). In contrast, no such improvements were observed in the waiting condition (p > 0.05). These findings suggest that short-duration trampoline exercise, which is enjoyable for children, can improve executive function. On the other hand, when comparing changes in these cognitive measures from pre- to post-intervention between conditions, no parameter showed significant differences between the 2 conditions. Therefore, it should be noted that the effects of trampoline exercise on cognitive function cannot be interpreted as being significantly greater than those under the waiting condition. Further validation from a wide range of perspectives is required to develop methods for long-term intervention using trampoline exercise that are beneficial to childcare and early childhood education.

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A study was conducted to examine the importance of making national competitions a milestone in the development of athletes, thus contributing to improvement of international competitiveness. The study focus was the National Sports Festival, which is included in the sport basic plan, as it helps to improve competitiveness by discovering and developing promising athletes. The research attempted to clarify to how national sports federations with excellent results in international competitions position national competitions in the athlete development pathway. Data were collected through semistructured interviews with staff involved in the management of national sports federation competitions and those responsible for athlete development. Steps for Coding and Theorization (SCAT) were used to analyze the collected data. Although interpretations of raw data can only be superficial, SCAT analysis allows the data to be decontextualized and recontextualized by constructing codes extracted from the context into a storyline, enabling in-depth meanings to be interpreted. The results suggested that for national competitions to function as a factor promoting athlete development, the following points should be considered: 1) they should identify promising athletes; 2) they should be linked to international competitions; and 3) they should overcome the differences in perspective between national sports federations and local stakeholders.

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In artistic gymnastics, the ability to perform skills consistently and adaptively even under high-pressure competitive environments is a crucial challenge. However, how do elite gymnasts achieve such a high level of performance stability? What are the characteristics of Kinästhese intentionality for this stability? These questions have not been fully clarified in research to date.
This study focused on one former female gymnast who consistently performed the “Handspring forward on - stretched salto forward with 1 1⁄2 twist (540°) off” (Chusovitina) in national and international competitions. A horizon theoretical structure analysis was conducted on this gymnast’s Kinästhese from the perspective of phenomenological movement theory.
The analysis revealed knacks and their interrelated senses in each phase, including two “sense nuclei.” Furthermore, the following characteristics of Kinästhese intentionality leading to consistency were identified: multiple knacks were hierarchically organized and supported the sense nuclei; knacks were modified without significantly altering the overall way of moving; when knacks could not work well, an intentional “affection” was applied to them; and there was a latent Kinästhese intentionality for failing safely.
The characteristics of Kinästhese intentionality leading to high-level consistency identified in this study may contribute to the training of artistic gymnastics.

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This study involved a comparative analysis of e-sport video games and regular sports to clarify the differences between the two. First, we examined the characteristics of the “game” concept, which is superordinate and includes both video games and regular sports, based on studies of video games by K. Salen, E. Zimmerman, and J. Juul, and presented the perspective of “rules as a form of game (game rules)” that would lead to subsequent discussion. We were able to show that, in terms of meaning and function, game rules play an essential role in both regular sports and video games, and identified a key difference between the two, i.e. the influence of physical laws in relation to game rules. Finally, we used a framework based on the four causes of Greek philosophy to examine how the position of the body in video games differs from that in regular sports. On the basis of this discussion, we concluded that in regular sports, not only rules but also physical laws influence the formation of games, and that in e-sports, the player’s body position is a efficient cause for the game, whereas in regular sports, it is not only a efficient cause but also a material cause.

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The aim of this study was to clarify the differences between world elite and Japanese discus throwers through comparison of their throwing motions. The performances of 12 male world elite discus throwers (World group: WG) and 14 male Japanese elite discus throwers (National group: NG) were analyzed. The main results were as follows:
1）In the first single support phase, the WG had significantly greater hip rotation than the NG, and the twist angle significantly increased. On the other hand, as the left foot left the ground, the right arm was positioned significantly more forward relative to the hip in the NG than in the WG, and the velocity of the center of gravity of the right arm was significantly higher in the former.
2）In the non-support phase, the NG had significantly greater shoulder and hip rotation, right arm-shoulder separation angle displacement, and angle of twist than the WG, and the hips were significantly rotated at the point of right foot contact with the ground.
3）In the second single support phase, the WG showed significantly greater shoulder and hip rotation than the NG, and the right arm was positioned significantly more backward relative to the shoulder and hip at the moment of left foot contact with the ground.
4）In the delivery phase, the WG showed significantly greater displacement of the right arm- shoulder separation angle and left arm-shoulder separation angle than the NG, and the right arm was positioned significantly more forward relative to the shoulder and hip at release. Furthermore, the NG had a significantly higher velocity of the center of gravity of the right upper limb and the athlete + discus system than the WG, and the right arm was positioned in front of the hips but behind the shoulders at release.
These results suggest that world elite discus throwers emphasize trunk rotation in the first and last halves of the throwing motion and are able to utilize appropriate left arm “blocking” and “whip-like” movements. In addition, the Japanese elite throwers had a twisted back torso in the first half of the throwing motion, a high discus velocity for the arm holding the discus, and acquired the twist angle in the non-support phase, but did not fully utilize the “blocking” and “whip-like” motion.

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School extracurricular activities (hereafter referred to as athletic club activities) are often viewed negatively as activities that place an excessive burden on teachers. However, such activities are important for teachers’ development. For education to be successful, in addition to the transmission of knowledge to students, students must be brought up to practice and verify what they have learned at school. To this end, athletic club activities can provide an opportunity for teachers to reflect on their overall educational activities, including classroom activities. However, few studies have addressed the significance of athletic club activities for teachers. In this context, the present study sought to clarify the significance of athletic club activities as a component of teachers’ education. As a case example, we focused on a mathematics teacher who was the main advisor of a dance club at a public high school, despite lack of dance experience. Our findings were as follows. (1) Teachers’ supportive involvement in athletic club activities as advisors may provide them with an opportunity for critical reflection on measures they can take to nurture autonomous students. (2) These measures may overlap with other educational activities and stimulate teachers’ reflection on their practice; teachers may identify aspects of extracurricular activities that are similar to classroom management or different from subject teaching. (3) The factors that promote teachers’ growth via athletic club activities include: ① Personal characteristics such as their personality and beliefs, ② opportunities for informal dialogue with other teachers, and acceptance from them, and ③ athletic club activities run by the students．

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The purpose of this study was to compare a complex motor skill combining batting and running (Batting and Running Condition: BRC) with a simple motor skill involving batting only (Batting Condition: BC), and to examine how the addition of running alters batting performance across 3 pitch locations (Inside, Middle, Outside). Thirteen right‐handed collegiate baseball players (height 170.9 ± 4.1 cm; weight 74.3 ± 4.4 kg) were analyzed from swing onset to ball impact. Three‐dimensional kinematic data and ground reaction force (GRF) data were collected using a motion‐capture system and force plates. The primary parameters analyzed were peak swing velocity, GRF, shoulder and hip angles and angular velocities, and center‐of‐mass position and velocity. Paired ttests revealed that for Inside pitches, peak swing velocity was significantly lower in BRC (32.2 ± 1.8 m/s) than in BC (33.2 ± 2.0 m/s; p <0.05). Composite GRF analysis showed that pivot‐side values in BRC were significantly lower than in BC during specific intervals for Inside pitches. Furthermore, shoulder and hip angular velocities as well as center‐of‐mass velocity exhibited intervals in which BRC values exceeded those of BC across all 3 pitch locations (Inside, Middle, Outside). These findings suggest that the complex motor skill involving combined batting and running can alter batting performance and has movement characteristics distinct from those of simple batting.

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In recent years, there has been a tendency for gymnasts to aim for high scores on the uneven bars by performing a series of moves between the bars and attempting release techniques of D difficulty or higher. One important technique for incorporating a series of release techniques into the performance is the Pak Salto. This is because the Pak Salto can be directly combined with other high-difficulty separation moves and inter-bar transfers, thus garnering points for the combinations. For this reason, many athletes and their instructors are now trying to master the Pak Salto.
However, athletes often face many challenges in the process of learning the Pak Salto technique and find difficulty in mastering it. Consequently, the technique is not yet fully understood, and its mastery is left to trial and error in the field.
Against this background, the purpose of the present study was to clarify the skills required by adept performers of the Pak Salto from the standpoint of developmental kinematics and obtain basic data on the necessary procedures. For this purpose, a phenomenological questionnaire and interviews regarding the kinematic orientation of skilled performers were conducted and the results were analyzed to clarify the necessary skills. This allowed the authors to identify skills for optimizing the height, travel distance, and amount of rotation of the somersault, which are important for this technique, as well as tips for improving stability.
The results obtained are believed to provide valuable information for athletes and their instructors who wish to learn the Pak Salto, and will also serve as a basis for the development of a teaching methodology for this technique.

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The report of the Grand Design for Higher Education toward 2040 by the Central Council for Education (2018) triggered reforms in higher education in Japan. The main features of the report are “the connection between elementary and secondary education and higher education,” a shift from “what teachers taught” to “what they have learned and acquired,” and “education that allows students to feel the results of their learning.” This study focused on these 3 points in anticipation of a paradigm shift in liberal arts education, and considered the need for literacy education to realize their aims. Physical literacy was identified as an ability that can be cultivated through education, and embodied learning was recognized as a method for achieving this.
University physical education classes as part of liberal arts education are implemented by setting class objectives and selecting teaching methods in accordance with the above 3 policies at each university. Furthermore, these practices have educational significance, as their purpose is to cultivate human education and the liberal arts. In these classes, health and sport literacy are practiced as education and research aimed at fostering literacy. In addition, liberal arts education focusing on embodiment has been developed.
In this study, we focused on physical literacy fostered through embodiment-centered education. Physical literacy was briefly described by Whitehead (2019) as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engaging in physical activities for life.” According to Takahashi and Kubota (2025), the ‘embodiment of learning’ in school physical education leads to embodied learning in university physical education classes. This approach is “a method of learning that relies on bodily knowledge” and is positioned as ‘liberal arts as cultivation’’ similar to ‘Kunst’ proposed by Lenk (2017).
In university physical education classes as liberal arts, it is thought that developing the “learning of embodiment” from elementary school to high school and incorporating embodied learning as a means of adult education will facilitate the connection and enable students to evaluate the results of their studies in upper secondary education. In university physical education classes, it is important to develop “embodied learning” by presenting specific methods that allow students to learn how to handle the body and to understand these methods as knowledge for practicing them as their own.

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The current high school curriculum guidelines in Japan are designed to encourage development of the qualities and abilities necessary for involvement in lifelong sports, and for the first time such abilities are now considered an important element of “physical literacy” in the Third Basic Plan for Sports in Japan. Physical literacy is a concept embodied in physical education, and has been developed mainly in Europe and the United States. It is suggested to be related to lifelong sports involvement, and has been attracting increasing attention in Japan in recent years. However, there have been no studies of practical interventions for improving physical literacy in schools in Japan, or any attempts to verify outcomes. The purpose of this study was to develop and verify the effects of a high school physical education program designed to develop physical literacy in order to promote lifelong sports involvement. A 5-hour class program was developed and implemented using a fitness education model based on a unit in the physical education theory related to lifelong sports involvement. Two physical literacy assessment scales (PPLI and APLQ in Japanese) were used to evaluate the effects of the program, based on pre- and post-program questionnaires. A total of 97 students from 3 high schools responded to 2 rounds of surveys. The results showed significant improvements in multiple items and total factor scores on the physical literacy assessment scale, confirming the effects of the class program intervention. Comparison between males and females suggested that physical literacy in high school students is acquired mainly by sports participation. Furthermore, the results of structural equation modeling revealed that the physical literacy assessment scales were related to student motivation for future involvement in exercise and sports (participation, watching, and volunteering). These relationships were presented as a “model of the relationship between physical literacy and the desire for involvement in exercise and sports”. The results suggest that physical education classes that improve the scores for PPLI and APLQ items are effective for encouraging lifelong sports involvement in Japan.

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Tabata training is a common training method that simultaneously improves aerobic and anaerobic energy supply capacity. Tabata training with nagekomi, a movement unique to judo, engages more muscles in the body to throw the uke than mochiage-uchikomi. As a result, the intensity of each technique is higher in nagekomi than in mochiage-uchikomi, although the number of repetitions is lower because it takes longer for the uke to get up after being thrown. To increase the exercise intensity during tabata training using nagekomi, it is necessary to shorten the time between throwing the uke and the uke getting up (i.e., to reduce the interval between techniques). The present study sought to clarify the physiological load during tabata training using mochiage-uchikomi and nagekomi in the seoi-nage technique. The study subjects were 10 adult male lightweight judo athletes (age: 20.2 ± 1.0 years, height: 164.7 ± 4.7 cm, weight: 66.8 ± 4.8 kg). Tabata training using seoi-nage was performed 8 times, with a 10-second rest between each 20-second full-strength exercise. Three conditions were performed in random order. The number of techniques executed, oxygen uptake, heart rate, and blood lactate concentration were measured during tabata training. The number of techniques performed in the two-uke condition (80 ± 5 times) and the mochiage-uchikomi condition (97 ± 9 times) was significantly higher than in the one-uke condition (61 ± 5 times). The maximum heart rate and maximum blood lactate concentration after training were significantly higher in the two-uke condition and the mochiage-uchikomi condition than in the one-uke condition. When tabata training was conducted using judo-specific movements, the number of executed techniques increased, and training intensity also increased as the number of uke in the nagekomi condition increased.

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This paper aims to clarify the structure of social space within traditional martial arts training venues, focusing on the process of forming the Chinese martial arts “Menhu”, with a particular focus on Meihua Quan. The foundation of this social space is the construction of a “fictive kinship”, based on the concept of a blood Gemeinschaft. The relationship between master and disciple, akin to a father-son bond, is not established through a single ritual but through a prolonged “blood exchange” process, involving the lifelong commitment of the disciple. As disciples progress, their power and responsibilities increase, and clear social hierarchies emerge based on years of practice. Furthermore, in Meihua Quan “Wenchang”, the highest form of community, the spiritual Gemeinschaft, is developed by venerating both ancestors and deities. Through incense rituals, disciples establish a connection with the spiritual realm, praying for protection and transcending personal limitations. This spiritual connection allows disciples to merge with the gate community and share a sacred consciousness. In conclusion, the formation of the social space within traditional martial arts gates is grounded in fictive kinship and the construction of a spiritual Gemeinschaft, both of which are essential to the unity and identity of the community.

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This study aimed to clarify the mechanism for generating tactical advantages in first-phase attacks from scrums in rugby sevens by examining quantitative indicators related to successful attacks and the characteristics of attack patterns based on combinations of formations and offensive systems.
From all 224 matches of the 2024 World Rugby Sevens Series (WRSS), 704 scrum plays that met predefined conditions were extracted. Game performance analysis was conducted based on multiple tactical variables, including scrum location (vertical and horizontal), defensive and offensive scrum-half (SH) actions, formation, and attack types. Decision tree analysis was employed to identify key factors contributing to attack success, defined as either line-break or gain-line advancement of more than 5 meters.
The results indicated that 3 variables—scrum location (vertical), attacking SH action, and formation—were significantly associated with attack success. In particular, SH carry from the scrum near the goal line was shown to delay defensive restructuring and increase the probability of a line-break. Furthermore, certain combinations of formation and attack types were found to induce numerical superiority, defensive gaps, and nomination errors, suggesting the existence of structurally advantageous attack patterns.
Analysis of these patterns revealed that formations such as one-side with behind (OSB) and split-behind (SpB), combined with positional changes such as loops and crosses, contributed to effective spatial exploitation. SH play near the scrum emerged as a central element in initiating such patterns and influencing overall attack success.
These findings suggest that the scrum is not merely a restart phase, but rather a strategic opportunity to gain a tactical advantage through the creation and utilization of tactical space. Furthermore, the proposed analytical framework, which does not rely on individual skills, contributes to the advancement of coaching and performance analysis in rugby sevens.

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The 110-m hurdles (110mH) race is conducted under a standard hurdle height of 1.067 m (H1.067) for the general category and 0.990 m (H0.990) for the under-20 (U20) category. This study aimed to clarify the changes of interval time in 110mH races at different hurdle heights, and to identify factors contributing to improved race times when the hurdle height was lowered. We examined 48 athletes in the U20 category competing in the standard H1.067 or H0.990 110mH races (average race times: 14.50 ± 0.35 s and 14.01 ± 0.36 s, respectively) during the same season. The athletes were recorded using high-speed cameras (239.76 fps), capturing footage from start to finish. Interval time, interval-run time, and hurdling time were calculated by counting the frames from the touchdown of the lead leg to the takeoff of the trail leg. Two-way analysis of variance was used for statistical processing.
On average, the race times were 0.49 s shorter in H0.990 than in H1.067. Furthermore, compared to H1.067, interval times were on average 0.05 s shorter in H0.990 due to reduced hurdling times across all intervals. However, the interval-run times for H0.990 were longer than those for H1.067 in the first and second intervals. H0.990 races showed a trend for decreasing interval times up to the third interval and maintained shorter interval times from the fourth interval onward—similar to the characteristics of faster hurdlers. This was primarily due to a decrease in both hurdling time and interval-run time from the first to the second interval, and a further decrease in interval-run time from the second to the third interval.

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“Base running” (BR) in baseball is a factor related to offense as well as hitting. A superior BR performance increases the on-base percentage and provides score run opportunity. Running routes are an important factor in BR. However, the relationship between a running route and time in BR is unclear. The aim of the present study was to clarify the relationship between running routes and time in BR from the home plate to second base. Fifteen male collegiate baseball players performed BR to second base from the home plate and 54.86 m of straight sprinting. The BR time, speed and route between the home plate and first base (HF) and between the first base and second base (FS) during base running were calculated using the three-dimensional panning DLT method, respectively. Indicators of the calculated running route in each section were 1) the vertical distance (VD) from the line between bases when the body position was projected on the ground, and 2) the position that recorded the maximum VD (VDp). The maximum speed in the HF section was 8.0±0.3 m/s, but in the FS section, the speed decreased to 6.9±0.4 m/s at minimum. On the other hand, there was no significant difference in the maximum speeds between HF and FS (7.9±0.4 m/s). The BR time to the second base showed a significant correlation with the maximum VD in HF (r = -0.631, p = 0.012), VDp in HF (r = 0.633, p = 0.011), the rate of deceleration from HF to FS (r = 0.612, p = 0.015) and the maximum speed in FS (r = -0.794, p <0.001). Besides, straight sprinting time was significantly correlated with maximum speed in HF and FS, but no correlations were found with running route variables. These results suggest that reducing the rate of deceleration and increasing the maximum speed in the FS section will shorten the BR time to the second base, which should be achieved by changing the route in the HF section.

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This study attempted to develop a goal-type ball game as a teaching material for first-grade junior high school students and to verify its effectiveness. The game was designed to help students acquire tactical knowledge by considering the connection between ball sports and ball games. Goal-type games in the courses of study include basketball, handball, and soccer, the latter being chosen for material development in this study. To reduce the difficulty of ball manipulation specific to soccer, we reduced the number of participants in the game, devised rules such as the size of the court, and replaced the ball with a disc-shaped object. Additionally, 4 types of task games – 2 passing games and 2 out-number games – were used in the unit designed to help learners recognize tactical issues and develop solutions to them. To verify the effectiveness of the teaching materials, 3 surveys were conducted: one evaluated the validity of the unit content based on diagnostic and summative class evaluations, another tested the level of tactical understanding, and the third measured motor skills through video analysis using the Game Performance Assessment Instrument. The results revealed the following: (1) Tactical tasks can be clarified, and the effectiveness of task games can be enhanced by adapting teaching tools and rules, allowing for efficient acquisition of tactical knowledge in a limited number of hours. (2) At junior high school level, teaching that supports the parallel acquisition of motor skills and tactical knowledge, leading to situational judgment, may enhance the development of the specific motor skills required to address tactical problems through action. (3) To improve cognitive skills, such as tactical knowledge acquisition and situational judgment, along with motor skills – both of which contribute to competitive actions during a game – teaching materials for goal-type ball games should focus on content related to both tactics and motor skills. These findings will be valuable for the development of teaching tools and rules for soccer lessons aimed at first-year junior high school students.

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The aim of the present study was to qualitatively analyze the implementation of rubric-based performance assessment within university practical physical education, highlighting its advantages and challenges. In higher education, the need for visible learning outcomes has drawn attention to rubrics as a tool for ensuring transparency and consistency in performance assessment. In particular, the grading of practical physical education has often been subject to individual teacher discretion, raising concerns over the lack of clarity in assessment criteria. On the other hand, rubrics are considered effective for ensuring the quality of learning outcomes by offering a multifaceted assessment of student performance and achievements. This study employed the CIPP model (Context, Input, Process, Product) as a theoretical framework to analyze the responses of both students and teachers to the introduction of rubrics in practical physical education classes. Semi-structured interviews with the authors and focus group interviews with students were conducted at one university, focusing on 3 different forms of practical physical education, and the data were analyzed using reflexive thematic analysis. The findings indicated that rubrics had a key advantage of clarifying grading criteria, enabling students to understand the course objectives better and offering them more opportunities to improve their learning outcomes through selfassessment. Additionally, rubrics served as an effective tool for teachers, allowing them to adjust their teaching in line with the evaluation criteria and provide structured feedback to students. On the other hand, challenges were identified, such as the abstract nature of some of the rubric criteria, which made them difficult for certain students to understand. In particular, assessment of skills such as followership and collaboration was considered complex. Furthermore, instructors reported that they had limited time to offer sufficient feedback during the course, leading to a lack of mutual understanding of the assessment criteria between teachers and students. The present study findings are significant in demonstrating that rubric-based performance assessment can promote active learning and enhance fairness and transparency in the grading process of practical physical education. Future challenges include the need to establish a more robust feedback system to ensure that both instructors and students fully understand and effectively utilize the rubric criteria. Additionally, it is important to create a flexible rubric framework that accommodates diverse learning styles and encourages creativity in student performance.

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　This study aimed to examine the submaximal aerobic capacity of elite sitting para-athletes with and without spinal cord injury. The participants were Japanese elite para-athletes, including 6 badminton players, 7 wheelchair tennis players, and 11 alpine ski players (age: 30 (16–46) yrs, body height or arm span: 169.1 (141.9–185.1) cm, weight: 56.2 (37.3–83.3) kg). The participants were divided into two groups: those with spinal cord injuries (SCI, n = 12) and those without (OPA, n = 12). Body mass, lean body mass, and body fat percentage were measured using an air displacement plethysmograph (BODPOD). The participants performed an incremental arm cranking test until their blood lactate concentration exceeded 4 mmol/L. The test protocol for blood lactate concentration was determined based on the participants' events and sex. We evaluated the workload and heart rate at the Lactate Threshold (LT) and the Onset of Blood Lactate Accumulation (OBLA) during the incremental arm cranking test. There were no significant differences between SCI vs. OPA in the workload 52.2 (17.0–70.0) W vs. 54.0 (16.0–82.0) W at LT, and 82.5 (39.6–108.0) W vs. 78.4 (36.0–124.6) W at OBLA and heart rate 119.5 (104.0–138.0) bpm vs. 120.4 (91.0–139.5) bpm at LT, and 149.2 (131.0–165.4) bpm vs. 150.5 (127.0–170.0) bpm at OBLA. The present findings indicate that, in terms of workload and heart rate at LT and OBLA, elite sitting para-athletes with spinal cord injuries have aerobic capacities similar to those of athletes without spinal cord injuries.

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The present study was conducted to investigate the factors that led a physical education teacher (Mr. A) to adopt an interactive and collaborative approach, which was not common at a time when special education was the mainstream for children with disabilities. Adopting an autobiographical approach focusing on his life history during the period of teacher training at university and when he was assigned to a public elementary school, the KJ method and SCAT were used to analyze interviews and records of articles and other documents written by Mr. A. The results revealed the following.
Mr. A’s cross-cultural experience of studying abroad under the guidance and recommendation of his undergraduate thesis advisor was a factor in shaping his identity as a teacher involved in the education of children with disabilities at an elementary school upon graduation.
After being assigned to an elementary school, he initially conducted research on interactive physical education as a special class teacher. However, after being transferred to a school in a remote area, he began to conduct research on interactive physical education as a strategy for utilizing his expertise as a regular classroom teacher. His consistent practice of interactive and collaborative learning in physical education and the presentation of his research stemmed directly from his identity as a teacher involved in the education of elementary children with disabilities, which had formed at the time of his graduation.
Mr. A’s self-belief in the type of teacher he would be during the teacher training stage was an important factor influencing his practice and research into an interactive and collaborative approach to physical education after beginning his teaching career.
As a future issue, it will be necessary to clarify how Mr. A’s self-belief in his identity as a physical education teacher influenced his approach to interactive and collaborative learning in the second and third phases of his career.

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The purpose of this study was to identify the learning possibility of first-year high school students to learn striking and fielding tactics in game classes, based on a case study of students’ prior experiences.
The study subjects were 46 students who elected to participate in striking and fielding game classes based on Teaching Games for Understanding. The comprehension of the tactics taught in the unit and the students’ learning possibility were evaluated using an assessed tactical knowledge test conducted 3 times (at the first, tenth and thirteenth hours of the unit). The results were as follows.
1) Experienced students generally understood the tactics set in this study from the beginning of the unit. In addition, their understanding was maintained throughout the unit.
2) Inexperienced students showed limited understanding of “decisions regarding defensive role actions” and “decisions regarding base running” at the beginning of the unit.
3) More than 70% of the inexperienced students were able to understand tactics related to “backing up the catcher” and “base covering” among defensive role actions by the end of the 9-hour stage. On the other hand, “relaying” and “backing up the base cover” remained challenging for inexperienced students even at the end of the 13-hour stage. This was considered to be due to difficulty in guaranteeing learning opportunities during the game, so that learning throughout the game did not progress effectively.
4) More than 70% of the inexperienced students were able to understand tactics related to base running by the end of the 13-hour stage, suggesting the effectiveness of ensuring opportunities for participation in the game and time for reflection.
These results suggest that some tactics were difficult for inexperienced students to understand at the beginning of the unit. However, it was possible to learn those tactics by implementing modified game rules and teaching materials according to their level of understanding based on Teaching Games for Understanding, using questions related to tactical issues, and by guaranteeing intentional learning opportunities and time for reflection.

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As Japan promotes a community transition policy for extracurricular athletic clubs (Bukatsudo) to address declining birth rates and teacher work-style reform, empirically understanding its impact has become an urgent issue. This study aimed to clarify how junior high school students in leadership roles perceive changes in athletic activities under this transition policy. Semi-structured interviews were conducted with 14 second-year students (serving in leadership roles such as captain or vice-captain) who had experienced the transition from school-based to community-based clubs. Data were analyzed using the Modified Grounded Theory Approach (M-GTA).
The results revealed that students’ perceptions of athletic activities evolved through 3 stages: “formation of recognition of environmental changes”, “transformation of recognition during the adaptation process” and “development of recognition in the new environment”. In the first stage, students expressed expectations for new coaching environments while simultaneously harboring anxiety about inconsistent instruction. The second stage comprised 3 cyclically interacting subcategories: understanding the value of diversity, recognizing the importance of proactive behavior, and awareness of the significance of self-determination. The third stage revealed relationship reconstruction through interest in practices at other schools and awareness of diverse training methods, alongside recognition of technical improvement, psychological growth, and deepened understanding of competitive activities.
Notably, not all clubs followed a uniform process; variations in coaching systems, competitive culture, and interpersonal relationships among students resulted in different rates of perceptual change progression. Some clubs remained at the “transformation of recognition” stage, while others advanced to the “development of recognition” stage. These findings suggest important policy implications for the community transition of extracurricular athletic clubs, providing students in leadership roles with opportunities to develop diverse abilities – such as understanding diversity, self-determination skills, and social competence – while their changing perceptions may facilitate adaptation of the entire club. The present findings indicate the need for staged support based on changes in student perception and diverse approaches tailored to the characteristics of individual clubs, thereby contributing to effective policy implementation and community support for student growth.

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This study explored how the sharing of portfolio assessment in physical education with teachers, parents, and local residents as stakeholders (i.e., those involved in assessment) influenced their perceptions and relationships, particularly how schools, families, and communities were able to collaboratively support children’s learning through assessment practices, considering the role of ICT-based portfolios in creating a “learning community”.
The study focused on an ICT-based portfolio assessment in PE, shared among children, teachers, parents, and local residents. We conducted semi-structured interviews with 9 children, 2 teachers, 9 parents, and 5 local residents who had engaged in meaningful interactions through the portfolio. The data were analyzed using the Trajectory Equifinality Model (TEM).
The results showed that although the stakeholders’ roles were initially ambiguous and their relationships weak, making learning outcomes visible and accessible through the portfolio fostered collaboration and promoted mutual understanding through diverse forms of feedback. As a result, stakeholders not only gained a clear sense of the value of sharing students’ PE learning outcomes but also demonstrated behavioral changes aimed at sustaining and strengthening connections among schools, families, and communities. This multilayered engagement process led to closer ties among schools, families, and communities and reinforced the cohesion of the multi-stakeholder. This engagement process enabled the learning community to progress from the “potential” to the “coalescing” and the initial “maturing/active” stage. These findings indicate that the sharing of portfolio assessment in physical education catalyzes a process in which stakeholders align their roles, build trust, and enhance their collective identity. Consequently, leveraging portfolios and promoting greater involvement of parents and local residents in children’s learning may further enrich the learning environment and help construct a system by which the entire learning community can support the development of local children.

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This case study aimed to analyze the effectiveness of cycling training conducted over one year as a form of cross-training for an elite sprint swimmer and to provide practical insights into this approach. The subject was a male swimmer who currently holds the Japanese national record in the 100 m butterfly, with a time of 50.81 seconds as of October 1, 2025. To maintain and improve aerobic capacity while minimizing the risk of injury, a total of 47 cycling training sessions (approximately once a week; 11% of total training sessions) were conducted over a year. The main protocol of the cycling training was high-intensity interval training designed to elicit central adaptations, such as increased cardiac output. As a result, both the mean power during a 3-minute aerobic cycling test and the measured V4 O2peak improved. In addition, mean power during high-intensity interval training sessions also increased progressively. The athlete’s performance in the 100 m butterfly improved from 51.93 seconds at the 2023 World Championships (pre-training, preliminary elimination) to 51.11 seconds at the 2024 Paris Olympics (post-training, 8th place in the final). Although a direct causal relationship between cycling training and swim performance improvement cannot be confirmed, it is likely that improved aerobic capacity contributed either directly or indirectly–for example by enhancing the quality of swim training. The key practical insights derived from this case were: (1) cycling training targeting central adaptations may serve as an effective approach to crosstraining for swimmers; (2) multiple training protocols for cross-training should be prepared in advance to allow flexible adjustment based on the athlete’s condition, training environment, and competition schedule; and (3) training indicators such as mean power and Time≥90%HRpeak during high-intensity interval training sessions may be useful for monitoring training adaptation. While the findings in this case may not be generalizable to all athletes, understanding the background and implementation process may offer useful guidance for practitioners and coaches in other elite sport contexts. Further research is required to investigate long-term cross-training practices across other sports and various exercise modalities, along with the associated monitoring indicators.

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This study aimed to investigate the factors related to reduction of short-track speed-skating lap time by examining the relationships between lap time, skating trajectory, skating speed, average section speed, and excess distance in a curved section during maximum effort. The study included 8 male skaters (age, 21 ± 5 yr, height, 1.67 ± 0.05 m, weight, 63.9 ± 4.7 kg), who skated for 3 laps with maximum effort. The curve section was defined as C1 for the first half up to the midpoint of the curve and C2 for the second half after the midpoint. The time taken in the first half of the second lap, skating trajectory, skating speed, change of speed, section average speed, and excess distance covered in the curved section were calculated. The skating speed was expressed as 100% for the entire curved section. The following results were obtained:
1) All subjects moved from the outside to the inside of the course in C1 and from the inside to the outside in C2.
2) Significantly negative relationships were observed between the half lap time and section average speed as well as skating speed at the starts and ends of the sections in C1 and C2 (p<0.05). Furthermore, significantly positive relationships were observed between the section average speed and the starts of the sections in C1 and C2 (p<0.05).
3) No significant relationships were found between the section average speed and excess distance in C1 and C2.
4) The skating speeds at 50% and 100% were significantly lower than that at 0% (p<0.05). The section average speed in C2 was lower than that in C1 (p<0.05).M
5) In C1, some skaters achieved a higher section average speed with a shorter excess distance, while others had a lower section average speed with a greater excess distance.
These results suggest that, in order to shorten the half lap time, it is important to enter C1 with a higher skating speed and maintain this higher speed at the end of the C2, rather than reduce the excess distance in C1.

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The aim of the present study was to examine the availability of IPmax (maximal intermittent power) determined using a new IPmax test as an intensity index for intermittent sprint training. Eight male track and field athletes performed the IPmax test, a submaximal intensity incremental test, a VO₂max test, and 2 intermittent sprint training protocols (IST1 and IST2). The IPmax test involved repeated 30-s sprints with 2-min rest intervals, continuing until exhaustion with gradually increasing intensity at each stage. The IPmax derived from the IPmax test was used as the intensity index for the IST1 and the IST2. In the IST1, athletes performed 30-s sprints at 105 %IPmax with 2-min rest intervals until exhaustion. The IST2 consisted of 40-s sprints at 95 %IPmax with 4-min rest intervals until exhaustion. The number of repetitions completed in each IST was recorded. The coefficients of variation for the number of repetitions in each IST were 15.3% and 9.1%, respectively, the 9.1% value being significantly smaller in comparison to previous studies (F = 5.3, p < 0.05). The relative intensity of IPmax in the IPmax test was 179 ± 11 %VO₂max, indicating a high intensity level, and was significantly correlated with aerobic capacity (vs. VO₂max, r = 0.77, p < 0.01). Based on these results, we conclude that the IPmax obtained in this study represents a high intensity and has a significant relationship with aerobic capacity, suggesting that it is an intensity index that accounts for both anaerobic and aerobic capacities. Furthermore, the use of %IPmax allows for approximate regulation of the exhaustion point during intermittent sprint training, suggesting its availability as an intensity index for such exercises.

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　The purpose of this study was to examine the relationship between behavioral tendencies among female college athletes (n=639) in senior-junior relationships within athletic clubs and assumed competence arising from undervaluing others. The survey inquired about basic attributes (age, sport, years of experience, highest achievements), and implemented the senior-junior relationship scale in university athletic clubs, the assumedcompetence scale, and the self-esteem scale. Participants also reported the number of friends they currently had and their satisfaction with those friendships. The results of the analysis revealed no differences in ‘dominance and subordination’ among behavioral tendencies related to senior-junior relationships based on differences in sport type or performance level. However, tendencies for ‘fellowship,’ ‘leadership and followership,’ and ‘partnership’ were stronger among those involved in team sports, with no differences based on performance level. Athletes with high assumed competence, characterized by undervaluing others, had fewer significant friends and lower satisfaction with their friendships. Furthermore, these athletes showed weaker tendencies in the 3 behavioral aspects, except for ‘dominance and subordination’, indicating some deficiency in building and maintaining friendly and cooperative relationships between seniors and juniors. In summary, the present results indicate that behavioral tendencies related to senior-junior relationships among female college athletes vary according to the nature of the sport and the level of their assumed competence.

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　The purpose of the study was to determine the factors influencing the performance of college athletes by investigating when they began their athletic careers, when they felt their own performance improved the most, and their other experiences in sport.
　The subjects were 690 college athletes (364 males and 326 females) who had played sports from childhood until their college years. The survey was conducted from May to July 2023 in the form of a web questionnaire using Google Forms. The results show that many of the college athletes had begun competing by elementary school and realized their own peak performance during high school. Many of them considered their start timing as “appropriate” and recognized the importance of starting earlier in their athletic development. Three factors were shown to have an important influence on their competitive performance: “coaches”, “teammates/rivals”, and “training time/amount”. These factors were shown to have a significant impact on both positive and negative aspects. These results provide valuable knowledge about the factors that influence the competitive performance of collegiate athletes.

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The present study attempted to clarify the translation of language tasks into movement in improvisational expression. A survey of previous research suggested that there might be differences in the ease of translation between language tasks, and that it might be possible to identify factors that facilitate easier translation. We adopted an experimental approach in which language tasks were translated into movement in order to clarify whether or not the participants were actually able to translate, the time required for the participants to begin movement after presentation of the language task (thinking time), and the time taken by the participants to complete movement (moving time) after initiating it. The study participants were 33 university students nonspecializing in dance. The language tasks were limited to 28 related to “natural phenomena”, and a total of 924 trials were conducted. The participants were able to translate 853 of the trials, indicating that a high proportion of them (92%) were able to quickly grasp the characteristics of the language tasks and translate them into movement. Next, it was suggested that the participants recalled memories related to the language task and imagined them upon presentation of the task, and that during the translation, the characteristics of the imagined tasks were perceived by the body as physical sensations. Finally, 3 patterns of translation into movement were identified. These patterns suggested that individuals who spent less time thinking found translation easier, whereas those who spent more time thinking found this harder. It was clearly evident that when thinking time was short, moving time also tended to be short, whereas a longer thinking time was associated with a longer moving time. In order from the shortest time, these trends may be attributed to 1) to perceive the movement characteristics of language tasks as the simplest, most dynamic lines, 2) to transform ideas into the human situation in response to language tasks, and 3) to metaphorically interpret the characteristics of language tasks through embodied experiences.

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The striking action in kendo must be performed in such a way that the opponent does not detect the strike, and requires a ballistic muscular exertion without any recoil motion. Recently, the difference between a countermovement jump (CMJ) and a squat jump (SJ) (CMJSJDiff) has been attracting attention as a measure of jumping ability; a smaller CMJSJDiff indicates a greater ability to quickly take up muscle-tendon relaxation, thus facilitating a more rapid jump, which may be related to kendo competition level. The purpose of this study was to examine the difference between CMJ and SJ in kendo players, and its relationship to competitive level. Twentyfive male kendo players from universities participating in national tournaments participated, and were separated into regular and non-regular groups. All tests were performed on the same day, with players performing 2 CMJ and SJ on a mat-switch. Performance index was also calculated as the CMJ to SJ difference. The major study finding was that no difference was evident in the CMJ, whereas significant differences were seen in the SJ and in the CMJSJDiff between the regular and non-regular groups. These results suggest that jumping ability in kendo players is associated with competition level, especially ballistic jumping ability such as the SJ, in comparison to plyometric jumping ability with recoil movements such as the CMJ.

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The purpose of this study was to conduct a questionnaire survey on stuttering among college athletes and to clarify the actual situation of athletes with stuttering in the sports field and the difficulties that such athletes face.
The analysis included 748 university athletes, representing a questionnaire response rate of 32.4%. Athletes with stuttering represented 2.5% of all athletes, and no statistically significant correlations were found between stuttering and gender or stuttering and type of sport. It was found that players who stutter are most likely to exhibit stuttering symptoms when speaking in front of a large number of people. It was also suggested that athletes who stutter are more likely to speak when their listeners have an understanding of their stuttering.
These findings suggest that in order to provide more effective instruction to athletes who stutter, it is necessary to match their needs with the needs of their coaches.

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The purpose of this study was to focus on drives, which are an effective and important scoring method in basketball, and to identify the motion patterns associated with high success rates during actual games by analyzing the sequential motions of both offense and defense. The aim was to provide fundamental insights that could contribute to future coaching strategies. A total of 1,338 drive attempts initiated from ball reception in 156 games of the Kanto University Men’s Division 1 League were studied using decision tree analysis (CART). The results were revealed the following: (1) In baseline drives，when the defender raised their hand and adopted a stance with their middle-line-side foot forward (success rate: 65.3%), the offensive player achieved a high success rate (78.6%) by quickly pulling their non-pivot foot backward. Additionally，performing a small sweeping motion before dribbling was found to have the second-highest success rate (72.2%). (2) In middle-line drives, when the defender raised their hand and maintained a one-arm-length defensive distance (success rate: 73.3%), the offensive player achieved a high success rate (90.3%) by using a ball swing feint. Furthermore, a shot fake (success rate: 85.7%) and a jab step (success rate: 76.9%) were also found to be highly effective motions. These findings suggest that, for baseline drives, increasing the drive speed to avoid help defense is crucial, while for middle-line drives, eliciting defensive reactions is the key to successful execution.

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In this study, fifth-grade elementary school students were asked to throw a size 1 softball (Soft), a size 0 handball (Hand), and a size 0 handball of similar weight to a softball (Red), and the effects of these 3 different ball size and weight combinations on throwing distance and release conditions were examined. The participants were 63 fifth-grade elementary school students (29 boys and 34 girls), who each threw the 3 different ball types twice. The throwing motion was recorded at 120 fps using 2 digital cameras, and the ball’s landing point was measured. Variables such as initial velocity, release angle, and release height were calculated for each throw, and the theoretical throwing distance without the effect of air was calculated, as were the imparted velocity, stroke distance and time, ball momentum, and force applied to the ball from grounding of the foot on the throwing side to ball release. The analysis results showed that the effect of air after release was small for all 3 types of ball, and that the initial velocity largely reflected the throwing distance. The effect of ball type on release height was negligible, although the release angle appeared to be affected by the ball weight, which affects the vertical component of the initial velocity vector. Furthermore, the imparted velocity increased in the order of Soft, Red, and Hand, but the momentum and force applied to the ball were greater for Soft than for Red, and greater for Hand than for Soft and Red. The smaller imparted velocity for Red than for Soft may be due to the smaller force applied to the ball, while the considerably larger momentum and force applied to Hand than to Soft and Red may be due to the greater weight of Hand relative to the other balls. Comparing the long throws of Soft to those of Hand and Red for each subject, the throwing distance was lower for both Hand and Red compared to Soft. However, when the large and heavy Hand was used, the main factor was the lower initial velocity, and when the large-sized Red was used, not only the lower initial velocity but also the release angle was considered to affect the throwing distance. In the long throw by these students, the degree of each variable’s influence at release, which contributes to the throwing distance, appeared to differ depending on the size and weight of the ball used.

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