Education curricula at universities in Japan usually consist of two parts: general education and specialized education. University physical education, the main subject of this study, refers to that included in general education. First, as background to this research, the current state of university physical education was confirmed based on educational goals and learning contents. It was found that university physical education has various forms depending on the educational philosophy of the university and the needs of society. It became clear that this characteristic is one of the causes of a problem inherent in university physical education called "instability", which is of existential significance. Therefore, the purpose of this study was to demonstrate that the pursuit of educational values intrinsic to motor learning, which is common to physical education activities, can justify physical education as a university subject. Next, the educational value of motor learning in physical education was confirmed based on the characteristics of human motor learning. It was determined that, in physical education, students acquire a new way of movement through motor learning, furthermore learners can build relationships with this “new world" through being able to freely manipulate their bodies. There are five phases in the motor learning process; 1) passive intentionality, 2) empathy, 3) fluke, 4) shaping, and 5) virtues, in this process, the observation of one’s own exercise, the observation of others, and the level of one’s ability to empathize with movement based on one’s abilities influence the success or failure of motor learning, and also leaders and learners, it was confirmed that the establishment of human relations through sympathy of movement sense has an important educational significance. Based on the above contents, in university physical education a specific sports event can be studied continuously in each semester or yearly according to the policy of each university. With this class system, learners can study specific sports skills by utilizing already acquired skills. In other words, the learner can experience a process that can be achieved only by conscious motor learning. (The process consists of moving from "schema-apperception" to "schema-refinement" "repartee" and "the phase of virtues" via "disapeerception" progressively.) Finally, through these experiences, the learner can acquire human-specific exercise learning methods, and furthermore, it is possible for learners to acquire the basis of effective communication skills for building human relations.

Purpose: In all Japanese universities, attending physical education classes that encompass both practical skills and lectures was mandatory up until around 1991. However, the current education curriculum does not always require physical education classes. In addition, lectures on physical education in university are now held in less esteem than practical skills, which has led to a lower emphasis on lectures in comparison to practical skills. Lecture attendance in conjunction with practical skill is commonly viewed as useful for the purposes of education but the effect of lecture attendance on educational improvement is not clear. The purpose of this study was to investigate whether differences in education by attending lectures on physical education affected health and lifestyle habits. Methods: The participants of this study were freshman who received lessons on practical skills in physical education. The classes consisted of 15 sessions in the first semester and 15 sessions in the second semester. The investigation was conducted the total of three times which are the first and last classes of the first semester and the last class of second semester using Diagnostic Inventory of Health and Life Habit (DIHAL.2) and International Physical Activity Questionnaire (IPAQ). Participants were divided into two groups according to whether they attended lectures and were compared. Results: Results for DIHAL.2 showed that interaction was observed in the scale of“ Eating”, the group that did not attend lectures declined, but no decline was observed from the second time to the third time in the group that attended lectures. Results of IPAQ did not show any differences between the groups. Conclusion: Lecture attendance for physical education did not lead to increased physical activity. However, attendance of physical education lectures was shown to be effective for improving healthy lifestyle habit, especially for dietary habit. It is thought that attending practical skills classes in conjunction with lectures will enhance the educational effects of physical education.

[Introduction] The purpose of this study was to clarify the effect of gender difference on the relative age effect of physical competence among college students who enrolled in elective classes such as physical education and sports. [Method] The participants included 2805 college students (1327males and 1478 females) who were divided into 16 categories based on their gender (male, female), course classification (applicants for a teacher’s license, other students), and birth month (April–June, July–September, October–December, January–March). By means of a self-administered questionnaire in which a 5-point Likert scale was employed, (1: strongly disagree, 5: strongly agree), the participants were questioned about physical competence. The mean score for physical competence was calculated based on three factors, namely, perceived physical competence, feeling of control, and peer and teacher acceptance. [Results and Discussion] The results of a three-way (gender × course classification × birth month) factorial analysis of a variance test with the score of physical competence indicated that a first order interaction between gender and birth month of perceived physical competence was statistically significant. In females, the mean score for those born in January–March was significantly lower than that of those born in April–June, July–September, and October–December (small effect size). On the contrary, other factors did not show any interaction with the main effect of the birth month. The results of this study revealed that the gender difference has an impact on the relative age effect of positive perception about physical ability and motor skills among college students. Such results are considered beneficial for the future of university physical education and sports. A suggestion for university physical education and sports is that teachers may be required to employ different approaches based on gender and birth month when trying to enhance college students’ perceived physical competence.

Purpose: The purpose of this study was to understand that the current state of judo course within university physical education, and to analyze problematic aspects of lesson practices.

Methods: This study made use of (1) syllabus analysis and (2) questionnaire administration. First, syllabus analysis was conducted by gathering online syllabuses from 750 universities in Japan, 91 of which had judo courses in their curriculum. Of those, 49 judo courses were offered as a teacher education subject for students aiming to become health and physical education teachers, while 46 judo courses served as a cultural subject for general students (four universities offered both). The syllabus of judo courses was analyzed instruction design methods such as objectives, content, and assessment. The second method of data collection consisted of a web-based questionnaire, which was administrated to 56 universities where lecturers of Judo course were identified. The data obtained from 14 universities were all related to judo courses as a teacher education subject, with ‘characteristics of teachers and students’ and ‘instruction design method’ being the factors selected for analysis.

Result: The results of syllabus analysis at the 91 universities offering judo courses indicated that 52.6% of the courses listed ‘learning and improving the motor skills’ as an objective. The content of all judo courses was presented based on the course of study for secondary school in Japan. With the regard to assessment, 42.8% of judo courses emphasized ‘attitude in lectures’. The questionnaire result revealed that all of the teachers were judo experts with a black belt and teacher’s license of health and physical education. ‘Understanding judo sprit’ was most often regarded as the objective of Judo course in universities. The content of judo courses was presented based on the course of study as well as on the majority of syllabuses. Assessment of ‘practical skill test’ was adopted in the all judo courses. However. ‘Attendance to lectures' was adopted in two courses, which did not correspond with the objective.

Conclusion: The major finding of this study was that judo courses at universities in Japan do not show consistency of objectives, contents, and assessment. In other words, it was found that quality assurance of classes in judo courses at Japanese universities is currently insufficient.

Although the deterioration in the thermal environment during the summer season has been highlighted, many universities as well as junior colleges, continue classes until the beginning of August, the hottest time of the year. While research on heatstroke has been conducted previously with university student, surveys on heatstroke countermeasures with physical education/sports teachers from the perspective of protecting the health/safety of university students are limited. Accordingly, this research aimed to conduct a questionnaire survey to evaluate university physical education/sports teachers’ knowledge of heatstroke and the heatstroke countermeasures implemented. Surveys were collected from 38 teachers with an average age of 48.7 years. About 11 participants (28.9%) responded that there is a fully air-conditioned sports facility, and 22 participants((57.9%) responded that no such facility has been set up. Eleven participants(28.9%) responded that sun protection equipment was set up in outdoor sports facilities (grounds, tennis courts etc.), and 21(55.3%) responded that no equipment was set up. In response to the question, “Can you explain the symptoms of heatstroke?”, 8 people (21.1%) responded. “I can explain,” 24 people (63.2%) responded, “I can explain by and large,” and 6 people (15.8%) responded “I cannot really explain.” Six participants (15.8%) responded that they were well aware about Wet-Bulb Globe Temperature (WBGT) , 14 people (36.8%) responded that they know about it by and large, 10 people (26.3%) responded that they do not really know about it, and 8 people (21.1%) responded that they do not know about it. Regarding Japan Sports Association’s “Exercise Guidelines for Heatstroke Prevention”, 8 (21.1%), 14 (36.8%),11 (28.9%), and 5 participants (13.2%) responded that they know about it well, by and large, do not really know about it, and do not know about it, respectively. The results suggest that certain heatstroke countermeasures, such as the practice of water intake, are being carried out. However, there is an increased need for teachers to promote the gathering of scientific information on heatstroke, such as information on “Exercise Guidelines for Heatstroke Prevention” and “WBGT”. Furthermore, university-wide comprehensive engagement on heatstroke countermeasures, including the improvement of facilities/equipment should be promoted.