The purpose of this study was to develop Attitude Scale focusing on inclusion of physical education for fifth and sixth grade elementary school students. First, it was verified the reliability and validity of Attitude Scale of inclusive physical education (Study I). Next, it was examined the effects of factors such as gender differences, grade differences, and exclusion atmosphere in the class on individual exclusion behavior in physical education focusing on inclusion (Study II). Based on these results, it was considered the practical knowledge of inclusive physical education. In this study, it was concluded that the following points were considered.

1) In Study I, a questionnaire was conducted for fifth and sixth grade elementary school students (2001 valid responses). Exploratory factor analysis indicated a total of 5 factors: 3 factors for inclusion, “Leadership”, “Acceptance of diversity” and “Inclusion of disabilities”, and 2 factors for exclusion, “Exclusion to failure” and “Excessive victory orientation”. Structural validity was confirmed by results of confirmatory factor analysis.

2) In Study II, it first was examined the characteristics of gender and grade differences in inclusive physical education. In comparison by grade, the fifth grade was significantly higher in “Inclusion of disabilities” that contributed to inclusion, and the sixth grade was higher in the two factors of “Exclusion to failure” and “Exclusion atmosphere” regarding exclusion. Therefore, it was suggested that the inclusive physical education attitude may decrease as the grade progresses. In comparison by gender, girls were significantly higher in “Inclusion of disabilities” than boys, and boys were significantly higher in “Leadership”, “Exclusion to failure” and “Excessive victory orientation”. In addition, it was considered that “Excessive victory orientation” was significantly higher in sixth grade than in fifth grade in boys. The comparison by gender revealed that girls were significantly higher in “inclusion of disabilities” than boys, and boys were significantly higher in “Leadership”, “Exclusion to failure” and “Excessive victory orientation”. As a result of two-way ANOVA, it was suggested children who have a high exclusive atmosphere within the class and who have an excessive victory orientation are more likely to behave in an exclusive manner. Furthermore, it was also suggested that leaders who can accept diversity are less likely to exclude to failure, while leaders who do not accept diversity may behave in an exclusive manner to failure.

3) By Attitude Scale of inclusive physical education, it becomes possible to objectively measure the learning aspect of inclusive and exclusive children. Considering individual characteristics, it is also thought that it will contribute to class improvement with an emphasis on an inclusive perspective.

The purpose of this study was to compare the throwing motion with and without run-up of children in the lower grades of elementary school, who were in the introductory stage of learning the throwing motion, and to clarify the effect of the presence or absence of run-up the throwing motion and throwing distance.

Softball throwing test was conducted for 42 children (24 boys and 18 girls) in the lower grades. A trial with a run-up within 2 m and a trial without a run-up were performed, and the throwing motion was evaluated by comparing the throwing distance with and without the run-up and using an observational evaluation method. The results obtained in this study can be summarized as follows.

1) For both males and females, the throwing distance and initial velocity did not increase with the use of run-up. It was also clear that the use of run-up increased the variability of the throwing angle.

2) There was no significant difference in the total scores of both males and females depending on whether or not they used a run-up. However, when the throwing motion was analyzed in detail, there was a difference between the motion scores of “throwing arm”, “opposite arm（Only boys）” and “stepping foot” with the run- up and those without the run-up.

As described above, in the throwing motion of the lower grades of elementary school, the use of a run-up did not necessarily lead to an increase in throwing distance. The reason for this was that the movements of the “throwing arm” and “opposite arm” in “with run-up” could not be performed better than in “without run-up”. In addition, “stepping foot” was improved as a motion scores by using aided run-up. And, it was suggested that an unnecessarily large “stepping foot” is an action that does not lead to an increase in the throwing distance.

The purpose of this paper was to consider the concept of “Physical Literacy” used in the fields of physical education and sports in recent years, focusing on the discussions of Margaret Whitehead, who proposed this concept in 1993, in the context of the trends of discussions in Japan.

Whitehead presented the concept of physical literacy motivated by four principle influences: (1) the philosophical writings of existentialists and phenomenologists, (2) the perception that the importance of motor skill development in early childhood was being forgotten, (3) concerns regarding the growing number of people drifting away from physical activity, and (4) concerns that the general direction that physical education in school was taking was very much biased towards high-level performance and elitism. Based on such background elements, physical literacy was proposed as a concept for identifying the intrinsic value of physical activity and asserting the importance of physical activity for all.

In contrast, in Japan, the concept of physical literacy has been introduced mainly in the context of athlete development, and although researchers argued that Whitehead's definition of physical literacy as “the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life” was the most common, physical literacy was regarded as synonymous with “athletic skills” and understood as a concept that applies only to young people.

However, Whitehead's concept of physical literacy was presented as a capability that every individual can develop throughout their lifetime, based on the philosophical foundations of monism, existentialism, and phenomenology. Although its definition and contents have been revised several times, the criticism of dualism and the attitude of advocating the value of physical activity for all remained consistent. This attitude was reflected in Whitehead's claims that physical literacy needs to be perceived in the context of Paulo Freire's critical literacy and the capability approach of Amartya Sen and Martha Nussbaum.

Whitehead's concept of physical literacy provides an opportunity to question why people who are prevented from participating in physical activity for some reason are in such a situation. Physical literacy is not simply the discussion of athletic skills and competitive sports, but a concept for considering the ideal method of physical education in schools that emphasizes the value of physical activity for all.

In this study, we focused on the area of physical fitness in primary school physical education, and grasped the teaching actual condition of teachers in primary school and the actual condition of consciousness. In addition, we examined the difference between the research department and the teaching history. The survey was conducted for 1,203 teachers who worked in public primary schools in Tokyo.

The main results are as follows. 1) 40.1% of the teachers physical fitness classes in one unit time. The percentage of teachers in the physical education department (57.2%) was higher than that of teachers other than the physical education department (34.5%). 2) “Reference book of Physical Education” was most utilized as a reference material for planning the lesson. However, teachers in the physical education department tend to make use of administrative materials, and faculty members other than the physical education department often utilized auxiliary reading books, reference books and magazines. 3) The ease of lesson was half that of “easy to teach” and “difficult to teach”. As a result of being part of the physical education department and having a long history of teaching jobs, the proportion of respondents saying “easy to teach” increased. 4) Regarding “Effective field creation”, it was a common problem regardless of belonging research department or teaching history. What the teachers in the physical education department is in trouble is “Learning Evaluation” and “Creating a Unit Plan”, and in other items, it was more difficult for faculty members other than Physical Education Department. Teachers in the 1st to 3rd years had a higher percentage of “how to shed lessons” than teachers with other teaching professions. 5) The request to resolve the current problem is the highest regardless of the difference depending on the belonging research department and the teaching history of “effective introduction of practical examples”. There were differences between the physical education department and teachers other than the physical education department in terms of requests such as “establishment of learning evaluation”, “information and introduction of instruction books and reference books”, and “opportunity for consultation with teachers who have a wealth of knowledge about physical education”. There were differences in requests due to differences in teaching profession, such as “replenishment of teaching tools”, “information and introduction of practical study groups”, and “opportunities for consultation with teachers who have a wealth of knowledge about physical education”.

In this study, we got some important knowledge about teaching actual condition and consciousness of physical fitness of primary school teachers. From now on, it is important to examine the measures that will lead to enhancement of Physical Education lesson and to examine the measures.