The purpose of this study was to develop the Japanese version of the Situations-in-School Physical Education questionnaire (SIS-PE) using a circumplex approach to need-supportive and need-thwarting teaching styles based on self-determination theory and to examine its internal validity, construct validity, and internal consistency. The SIS-PE comprises four broad teaching styles (autonomy support, structure, control, and chaos), each divided into two subdomains. This results in a circular structure based on the degree of need support and the level of teacher directiveness, with eight factors (participative, attuning, guiding, clarifying, demanding, domineering, abandoning, and awaiting). The translation process involved obtaining translation approval from the original authors and research group, followed by translation by co-authors of this study, and verification through back-translation, with the final confirmation from the original authors and research group. In this study, 295 physical education teachers (225 males and 70 females) working in Japanese public junior high schools participated in a survey conducted through a web-based questionnaire. We administrated the Japanese version of SIS-PE and the General Causality Orientations Scale within the survey. The latter was used to verify the convergent validity of the Japanese version of SIS-PE. Results suggested that an eight-factor model, with 12 items removed from the original version, provided a scale with internal and convergent validity. However, issues remained regarding the factorial validity and reliability of the Japanese version of SIS-PE. In the future, to utilize this scale in Japan, it will be necessary to revise or add items to include expressions and nuances used in the field of school physical education in Japan within the scope of the meanings indicated by the original version, and then examine the validity and reliability of the scale.

The purpose of this study was to verify changes in the knowledge of physical activity and health in programs linking physical education and health education classes.

In this program, we taught 63 6th grade elementary school children (32 boys and 31 girls) about “physical fitness” in PE classes and about “disease prevention” in health education classes. We taught “the knowledge of physical activity and health” encompassing “type, duration, intensity, frequency, and effect of exercise” in both classes. We gave them a questionnaire survey was conducted three times: before the classes, in the middle of the classes, and after the classes. They were asked to write free descriptions. We analyzed these descriptions using text mining.

The main result was as follows. There was an increase in descriptions related to “type of exercise” and “intensity of exercise”. Therefore, “the knowledge of physical activity and health” had changed before, during, and after the classes. It was suggested that there was an effect of programs linking physical education and health education classes.