The purpose of this study is to examine the relationship between elementary school teachers’ risk management abilities in physical education and their teaching experience. The research procedure involved two steps: first, the reliability and validity of the risk management scale in physical education were verified. Next, the effects of factors such as professional developmental stages, participation in PE lesson study, and experience as a PE head on teachers’ risk management abilities in physical education were examined. We surveyed 125 elementary school teachers: novice teachers (n=25), experienced teachers (n=64), and expert teachers (n=36). In this study, the following points were concluded.

1) Exploratory factor analysis identified four factors of the risk management scale in physical education: “teacher-related considerations,” “student-related considerations,” “movement characteristics-related considerations,” and “teaching material-related considerations.”

2) Significant main effects were found between career stages for “student-related considerations” and “movement characteristics-related considerations.” Novice teachers scored lower in the former, aligning with challenges previously reported in teacher education. These competencies appear to be developed through general teaching experience over time.

3) Teachers specializing in PE lesson study showed higher competency across all factors compared to those specializing in other subject lesson study. Similarly, teachers with experience as a PE head higher scores in three factors. However, no interaction effects were found, suggesting these specialized PE experiences may not directly enhance competency. Rather, individuals with inherently higher abilities may be more likely to take on such roles, indicating the need to examine personal characteristics.

This study explored the learning that non-disabled students gained through Floor Volleyball lessons. To achieve this, the students’ learning processes were examined. The participants were 32 third-year junior high school students, and the lessons took place over 12 sessions. The analysis was conducted qualitatively through participant observation.

It was found that students commonly learned the following three points:

(1) Methods for ball control, off-the-ball movement, and ways to improve individual skills

(2) Team tactics and methods of cooperation between front and back players

(3) Ways to adapt in situations with restricted visual information

Through participating in Floor Volleyball, the six teams learned how to adapt to restricted visual information, while simultaneously improving their individual skills and developing team tactics.

This study aimed to investigate through a case study how two graduate students viewed physical education classes and how their graduate school learning experiences influenced the factors that shaped their views on physical education classes.

As a research method, semi-structured interviews were conducted to collect data, which were analyzed using the KJ method.

As a result of the analysis, Graduate Student A’s view of physical education classes was that it was important to respect students’ autonomy and to have classes where students could cooperate and enjoy themselves. Graduate Student B’s view of classes was to have physical education classes in which all students could enjoy and foster sociality.

These factors that shaped their views of physical education classes are the following three points:

First, they acquired new knowledge and theories in physical education pedagogy through their graduate school learning experiences. Second, they were able to deepen their learning of physical education classes through beneficial experiences in teaching and observing classes both inside and outside of school. Third, Graduate Student B was able to deepen his knowledge of their field of expertise and experience the process of writing their master’s thesis through their research experience in graduate school.