In universities that establish physical education teacher training programs, practical classes are integrated into the curriculum. In these practical classes, the primary evaluation criterion is whether or not students can accomplish specific movement tasks. Concurrently, the execution quality of the movement tasks also constitutes a component of the evaluation.

However, to become a physical education teacher, the proficiency in performing practical tasks is insufficient. Competency in teaching those physical exercises is also requisite. To embody the skills necessary for instructing, it is imperative to comprehend the “Kinästhese” essential for executing such movements.

The focus of this study is on the “Handstand Forward Roll” within the mat exercises of apparatus gymnastics. The handstand forward roll is a technique frequently highlighted in school physical education. The objectives of this study are to elucidate the structure of the Kinästhese required for the handstand forward roll and to explore methods for assessing whether learners have accurately acquired this Kinästhese.

As a result of the consideration from the standpoint of phenomenological movement theory, the structure of the Kinästhese specific to the handstand forward roll was able to be elucidated from a new perspective. Furthermore, it was possible to provide practical examples of skill practices for assessing whether the Kinästhese of the handstand forward roll is understood.

In the future, in practical classes designed for those aiming to become physical education instructors, it is vital not only to become able to perform a skill but also to learn through firsthand experience the Kinästhese by which the skill is accomplished. This philosophy is crucial in linking that learning to instructional capabilities.

In this study, we postulated that the implementation of mastery goals (MG) would foster engaging learning environments, even for students with subpar running abilities, and sought to juxtapose the enjoyment and educational outcomes of performance goal (PG) and MG in club activities and physical education classes, to ascertain their efficacy. As a method, 12 track and field students from junior high school were segregated into two groups of six students each (Study 1), and 64 healthy female students were allocated into two groups of 32 students each (Study 2). Study 2 used data from 60 students with no shortage of responses. Within each group, PG and MG relay events were conducted once, counterbalancing their sequential order. Following the relay competition, disparities between the PG and MG settings were compared concerning the SFS (Yagi and Sakairi, 2009) for enjoyment measurement, the Learning Effectiveness Evaluation Sheet, IOS (Aron et al., 1992), and the quantity of dialogues for scholastic attitudes. Findings indicated that MG was more effective in enhancing both enjoyment and scholastic attitudes in extracurricular activities (p<0.01) (Study 1). With regard to physical education (Study 2), no significant difference emerged in the enjoyment of MG classes for the fast running group (n.s.), ut the slow running group, MG classes exhibited elevated enjoyment indices compared to PG classes (p<0.001). In terms of scholastic attitudes, MG classes outperformed PG classes within both high and low running proficiency groups (p<0.05). Furthermore, regarding performance (Relay times), MG classes demonstrated superior speed compared to PG classes in extracurricular activities (p<0.10), while no discernible difference was observed in physical education sessions (n.s.). In conclusion, these results suggest that by prioritizing mastery goals, students with limited running aptitude can derive enjoyment and actively engage in class while maintaining performance standards, and adept runners can engage in class without compromising their enjoyment.

The aim of this study was to reveal the understanding of offensive tactics in invasion games in physical education among junior high school students in Japan. To do this, the content of the tactical knowledge test was decided upon through deliberations among one university faculty member specialized in pedagogy of physical education and, four physical education teachers including the author based on the tactical knowledge test (Akiyama and Okade, 2020), the Courses of Study and TGfU related literature. A preliminary survey was conducted on nine 2nd grade junior high school students (9 boys, aged 14.40±0.29 years) belonging to the school soccer club to determine the content and method of the tactical knowledge test. For the main survey, an identical tactical knowledge test was conducted on 204 2nd grade students (101 boys and 103 girls, aged 14.38±0.36 years) twice six days apart. The reliability of evaluation of the students’ answers was confirmed by the agreement of inter-rater reliability between the evaluation of two teachers (who have experience in invasion games) and intra-rater reliability of one teacher. The results showed that the reliability of the students’ answers about actions at the start of a game was the minimum acceptable except two questions. The reliability of the students’ answers to questions concerning space they make shots was not sufficient. These results suggest that these junior high school students’ understanding of tactics to penetrate the open space is shaky. Furthermore, their understanding of effective space for making shots is shaky. However, since this study did not confirm the reason behind their selection of tactics, investigating the reason would be the task left behind for future research.