The purpose of this paper is to provide resources for future discussions on academic publishing in Japan by examining the editorial policies of an international journal in the field of physical education and sport pedagogy. A qualitative descriptive research design was adopted, drawing on interviews with the editor of Physical Education and Sport Pedagogy (PESP) and materials provided by its publisher, Taylor & Francis. The findings indicate that PESP is characterised by a rigorous screening process, rapid online publication, and a strong emphasis on research originality, accepting only original research articles. Within its editorial structure, associate editors hold substantial authority to select reviewers and make independent decisions on acceptance, while editorial board members contribute to the stability and quality of peer review. The publisher provides comprehensive support, including standardized author guidelines, manuscript templates, a peer review platform, statistical data, reviewer training, and submission services. From the editor’s perspective, important considerations for academic writing include early selection of an appropriate journal, systematic literature review, and clear articulation of the theoretical positioning and originality. It was also emphasised that studies reporting negative findings can hold academic value when carefully discussed. We hope this paper will encourage further discussion on developing academic journals in Japan.

The purpose of this study is to clarify what is required of those around transgender individuals to create safe and secure sports environments for them, using their experiences of passing as a key insight. A life story interview was conducted with a transgender man in his twenties, and the following points were revealed.

In elementary school swimming lessons, he refused to wear a swimsuit that reinforced the perception of him as female, contrary to his gender identity. This was identified as a game-like passing performance. Regarding junior high school uniforms, an option of girls’ slacks was provided as a consideration based on the binary distinction of boys wearing slacks and girls wearing skirts. However, choosing this option presented a dual conflict: while it was an act of standing out as a minority, it did not lead to the liberation of his true self. Consequently, the participant chose to continue wearing the girls’ skirt and passively accept the situation. This was identified as non-game-like passing.

A key characteristic of transgender children and adolescents is that gender identity can be fluid, which makes it particularly difficult for them to articulate their circumstances and needs. From the perspective of the capability approach, it has become clear that those around the individual are expected not only to acknowledge the choices the person has actually made, but also to have the imaginative capacity to consider the availability of unchosen alternatives, as well as willingness to listen openly to individual’s self-expression.

This study aimed to examine the educational effects and practical challenges of a sound table tennis (STT) experience for sighted university beginners and the usefulness of a simplified substitute STT table to provide practical implications for sport pedagogy. The participants were five third-year male students enrolled in a sport-related academic program and engaged in a 60-minute STT session consisting of rally practice and match play. Data were collected using pre- and post-experience questionnaires and open-ended written responses.

The results yielded the following three main findings. First, the practical challenges faced by STT beginners were categorized into (1) psychological anxiety caused by visual occlusion, (2) technical and skill-related challenges, and (3) difficulties in responding to rule violations, such as double hits and holding. Second, the STT experience produced several educational effects, including the realization that sports can be enjoyable even under visual restrictions, increased awareness of new forms of bodily knowledge, and changes in the participants’ perceptions of sports. In addition, the STT experience fostered motivation for continued participation and a willingness to recommend the activity to others. These outcomes were interpreted as educational “benefits of inconvenience” arising from the constraint of being unable to see. Third, the simplified substitute STT table demonstrated high practical utility, requiring approximately 1,100 yen in material costs per unit and approximately five minutes for setup, indicating its feasibility in terms of both cost and preparation time.

"Kōbō" (offense -defense) is a mandated component of Japanese junior high school martial arts (judo) courses, yet it remains an undertheorized and underdeveloped area of instruction. This study aimed to address this gap by designing, implementing, and verifying the effectiveness of a curriculum based on the Game Based Approach. First, a theoretical framework was established by reviewing literature to define "tactics" and structure "kōbō" into a three-phase model. Second, based on this framework, an 8-hour curriculum featuring a progression of modified games was designed for first-year junior high school girls (n=25). A mixed-methods approach was used to verify learning outcomes, employing systematic observation of the teaching process, descriptive game performance analysis of student gameplay, formative assessments via student questionnaires, and qualitative analysis of students’ written reflections. The results demonstrated that: (1) The lessons were implemented with high fidelity, successfully adhering to the core components of the Game Based Approach. (2) Performance analysis revealed that even as novices, students were able to execute essential tactical behaviors with frequency patterns similar to those of skilled competitors. (3) Qualitative analysis of student reflections, while showing that a significant portion of students demonstrated higher-order tactical thinking. Students also consistently provided positive formative evaluations. These findings demonstrate that the Game Based Approach provides a valid and effective framework for teaching "kōbō" in junior high school judo. This study offers a practical, theoretically grounded program that overcomes the limitations of traditional instruction and enables students to learn the essential tactical elements of the sport.

Long-distance running lessons are often perceived negatively by secondary school students, despite running being a representative lifelong sport. This study aimed to clarify the conceptions of long-distance running lessons held by pre-service physical education teacher education (PETE) students and to examine the impact of a teacher education program designed to transform those conceptions. Participants were 30 second-year PETE students at a Japanese university. A two-session program (90 minutes × 2), grounded in adult learning theory, combined critical reflection on prior learning experiences, analysis of current school practices, instructional material design, a model running lesson using an even-pace and indirect competition approach, and a post-lesson conference. Pre- and post-program questionnaires and open-ended responses were analyzed using categorical qualitative analysis. Before the program, students’ conceptions were characterized mainly by “diverse enjoyment in running” and “connections to lifelong sport.” After the program, 93.3% reported that their conceptions had been influenced. The relative emphasis on “diverse enjoyment in running” and “peer interaction in running lessons” increased, whereas references to “connection to lifelong sport” decreased, reflecting a more realistic understanding of the challenges of fostering lifelong participation through school lessons alone. The findings suggest that experience-based, reflective teacher education can reshape PETE students’ instructional conceptions toward more learner-centered and socially interactive approaches to long-distance running lessons.

The purpose of this study is to Development of a video to enhance understanding of teachers’ interactive for improving the effective physical education classes.

The produced video was discussed by three experts who specialize in the pedagogy of physical education. As a result, it was confirmed that the video was able to help in understanding teachers’ interactive that improve the Effective physical education classes.

Subsequently, after viewing the video, a survey was conducted with undergraduates to assess their understanding of teachers’ interactive. In their reflective journals, many responses highlighted the significance of the “quality of interaction”. The findings suggest that the undergraduates recognized the importance of specific elements, such as praise, advice, and encouragement, and how these can influence children’s approach to learning.

This study aimed to clarify role accepting process of university student in physical education in hybrid model of sport education and cooperative learning. 46 (male：36, female：10) 1st grader university students have participated in physical education . One male student was purposefully selected as the subject to this research. Data included the field note, student’s report, transcript of half structured interviews. Qualitative data were analyzed in using modified grounded theory approach(M-GTA). In addition, triangulation was implemented among a field note, student’s report, half structured interviews. 14 concepts and 7 categories were emerged. At the beginning of the unit, the subject accepted his role formally, However, as the unit progressed, the subject became more aware of his role and began to take responsibility for implementing his role actively. In particular, the process of realizing the effect of his own actions on results such as the behavior change of teammates or the results of a game is effective for his active role acceptance. Moreover, setting opportunity intentionally to learn social skills based on this hybrid model is incredible for his change. Furthermore, support from teacher promotes this learning process possible. The results indicate importance for the subject to gain experience that provides a tangible sense of their own efforts leading to outcomes. Furthermore, learning the social skills and intentionally designed unit plan and teacher support are indispensable.

The purpose of this study was to clarify the defensive learning opportunities in striking and fielding game classes in senior high school Physical Educaiton based on TGfU and Sport Education model.

The subjects were 32 first-year senior high school students who elected striking and fielding game classes in 13-hour classes. Differences and changes in learning opportunities between experienced and inexperienced students across three stages in the unit were examined. The results were as follows.

1) At the start of the main game in the fourth lesson, experienced students showed significantly higher average values for all learning opportunities.

2) Gaps between experienced and inexperienced students in skill execution trials, decision-making trials, and successes decreased as the units progressed. This was considered to result from students understanding the intent of Sport Education model and translating it into action.

3) Game involvement and coverage remained at a higher level for experienced students compared to inexperienced students throughout the units, but inexperienced students also significantly improved their learning opportunities compared to the start of the main game. This was considered to be the result of the cognitive approach based on TGfU, which improved the understanding of coverage among inexperienced students.

4) The number of successful skill execution could not bridge the gap caused by prior experience. Furthermore there was no significant improvement among inexperienced students. This highlights the difficulty of ensuring the number of skill execution successes during games for inexperienced students and the need for innovative practice methods to improve this.