Previous researches on physical education have shown that physical education classes positively impact the mental health of university students. However, the effects of different types of exercise on mental health have rarely been examined. In addition, a comprehensive study examining acute and chronic effects is missing. Thus, this study examined the acute and chronic effects of physical education classes of different sports disciplines, such as aerobic dance and gymnastics on mood. The undergraduate students majoring in health and sport sciences participated in this study (n = 40 in aerobic dance, n = 34 in gymnastics). The mood of the participants was measured using the Two-Dimensional Mood Scale (TDMS) and the Profile of Mood State (POMS) before and after every class session and each semester, respectively. Heart rate and the ratings of perceived exertion (RPE) were recorded in some classes with typical course content. The results of the TDMS showed that a single session of class increased vitality, pleasure, and arousal levels in both the sport disciplines, and the increased levels in vitality and pleasure were higher in aerobic dance. Stability levels increased in aerobic dance, whereas it decreased in gymnastics. On the other hand, chronic effects were observed only in aerobic dance; negative mood measured by the POMS decreased after the semester. A significant correlation between increased stability after the single class session and decreased negative mood after the semester suggests that the acute effects on stability were involved in the chronic effects of aerobic dance. These results indicate that the effects of university physical education classes on mental health are different among sports disciplines; aerobic dance has an acute and chronic positive impact. Since the exercise intensity measured by heart rate and the RPE was comparable in both the disciplines, differential effects on mood between the disciplines could be attributed to environmental factors, such as communication with other students and listening to music.

The Chinese Wheel is expected to be a teaching resource that can realize “the enhancement of language learning in physical education” (Saeki and Ikeda, 2011). However, since methods for implementing the Chinese Wheel have not yet been established, there it can be deemed challenging to introduce it in the classroom, although it is a resource that is suspected to have an educational effect. This study aims to verify the effectiveness of the motor task “to hold a rope in both hands, and without shifting, combine jumping and alternating rotation movements,” which would allow learners to “sense the difference between movement synchronization and rhythm.” 18 university students (male: 11, female: 7, average age: 21.3 ± 0.9 years) belonging to the faculty of physical education were divided into the following two groups: one that performed motor tasks devised by the author and one that performed motor tasks devised in previous research. A comparison of the number of successes and skill acquisition pairs was made, an attitude survey questionnaire was conducted after the trial, and the differences were compared. No significant difference was observed in the number of successes and skill acquisition pairs. However, from the results of the questionnaire survey, it was considered that the motor task of combining jumping and rotational motion by holding a rope in both hands was more effective for jumping rhythm practice than when the rhythm practice is performed by touching the assistant’s hand after jumping a single rope. Further, based on findings from open-ended responses, a sense of actual speed in rotational motion and practicing in a position where participants can recognize each other sideways, such as standing next to each other, have been considered as conditions required for more effective motor tasks.

Background To prevent the spread of COVID-19 in the first half of 2020, online classes were held at many universities. The purpose of this study was to investigate the details of physical activity of university students under the declaration of a state of emergency, and to clarify the relationship between changes in the physical activity level and psychosocial factors. Methods The subjects of 200 university students (70 males, 18.4 ± 0.7 years old, 130 females, 18.7 ± 2.9 years old) from 10 universities conducted a physical activity survey (Lifestyle24) online. Results The mean METs before the outbreak of the COVID-19 and under the state of emergency were 1.42 ± 0.27METs and 1.32 ± 0.19METs (p < .01), respectively, with a significant difference of 23.8%. For physical activity (METs · h) of 3 METs or more, there was a significant difference of 39.8% (p < .01), respectively. In the analysis for each behavior, the average sleep time increased by 19.9 minutes (p < .01) and the average traffic activity time decreased by 56.3 minutes (p < .01) during the period of self-restraint from going out. There was no significant difference in the time spent studying and playing sports. The frequency of ball games decreased, and many of the sports could be practiced at home by individuals. Psychosocial factors showed a significant association (p < .01) between the number of new friends and the level of sleep quality and physical activity of 4 METs or more. Discussion Using a web-based physical activity survey system for university students, we were able to show the details of the decrease in physical activity due to the COVID-19 outbreak. Infection prevention and physical activity are not considered to be contradictory, but it is required to promote physical activity while preventing infection in order to maintain physical and mental health.

The goal of this study was to analyze the effect of “laughter warm-up exercise” as a mental preparation exercise in university physical education on the educational impacts of university physical education classes in terms of perceived benefits and communication skills in physical education classes. To this end, an intervention study was conducted during university physical education classes from October to December 2021. A class in the intervention group conducted a “laughing warm-up exercise” in addition to the customary preparation activity at the start of class, whereas a class in the control group performed the customary preparation exercise (control group). Both the groups were given the same physical education skills class, and the effects of the “laughter warm-up exercise”were assessed using the profile of mood states test (POMS2 short version), communication skills scale (ENDCOREs), and perceived benefits scale in university first-year PE classes (PBS-FYPE). The results demonstrated that the intervention group who conducted the “laughter warm-up exercise” revealed greater improvement in mood and emotion on the POMS2 after the physical education exercise than the control group, and the ENDCOREs indicated that the intervention group considerably improved on two scales, “Expression” and “Relational Coordination,” compared to the control group, indicating an improvement in communication skills. The PBS-FYPE subscale did not considerably differ between the intervention and control groups. The findings imply that the university physical education “laughing warm-up exercise” promotes the educational benefits of university physical education sessions, such as the development of communication skills. It is anticipated that using “laughing warm-up exercise” as a mental warm-up exercise in university physical education will help students’ moods and communication abilities.

Background: A cross-sectional study reports that eating and sleep statuses are significantly related to the status of academic achievement. However, no data are available regarding a large-scale prospective longitudinal study on daily habits and academic achievement. Purpose: This large-scale prospective longitudinal study thus aimed to examine whether eating behavior and sleepiness statuses of the first-year college students affect academic achievements of junior or senior years. Methods: According to both eating behavior and sleepiness statuses, 2,351 / 2,328 first-year college physical education class students were classified into quartiles, and scores of Total Grade Point Average (T-GPA) and the multivariable-adjusted odds ratios (95% confidence interval) for prevalence of each Case (T-GPA ≥ 3.00 or T-GPA < 2.00) at the end of third-year students were compared. Results: T-GPA were significantly higher in Q4 than in Q1 and Q2 (indicating that Q1 is the worst and Q4 is the best eating behavior or sleepiness status), and these differences remained significant after normalizing for confounding factors. In eating behavior status, compared to Q1, odds ratios for T-GPA < 2.00 prevalence were 0.60 (0.45-0.72) and 0.64 (0.48-0.86) for Q3 and Q4, respectively. In sleepiness status, compared to Q1, odds ratios for T-GPA ≥ 3.00 prevalence were 1.47 (1.01-2.15) and 1.64 (1.13-2.38) for Q2 and Q4, respectively. Conclusions: These results from our large-scale prospective longitudinal study indicate that eating behavior and sleepiness statuses of the first-year college students are closely associated with the statuses of academic achievements at junior or senior years.

In this study, we organized the class scenes and analyzed the teachers’ behavior by using the systematic observation method in physical education pedagogy. In addition, we aimed to obtain suggestions for guaranteeing learning outcomes by examining the characteristics and learning outcomes of the lessons practiced by several teachers with different attributes. The target teachers were four teachers: one skilled teacher and one new teacher who specialize in volleyball, and one skilled teacher and one new teacher who do not specialize in volleyball. In this study, we examined the acquisition of life skills and sport competence as indicators of academic achievement. In addition, the verbal and non-verbal behaviors of the teachers in each class were organized and analyzed to examine the characteristics of teacher behaviors by teachers with different attributes. The results showed that the two volleyball teachers significantly improved their students’ sport competence before and after the class. In the comparison of teachers’ experiences, the skilled teachers’ group showed significantly higher rates in the items of corrective feedback, negative/behavioral feedback, and supplementary activities for learning, and the new teachers’ group showed significantly higher rates in the items of explaining learning methods and patrolling. In the comparison of the teachers’ professional disciplines, the expert teachers’ group showed significantly higher percentages in the items of positive/technical, positive/behavioral feedback, demonstration, and sport participation, while the non-expert teachers’ group showed significantly higher percentages in the items of instruction and patrolling. These results suggest that (1) teacher expertise may influence students’ acquisition of sport competence, (2) teacher experience may be characterized as teacher behavior that promotes students’ behavioral change and consequently influence students’ acquisition of life skills, and (3) the former may be influenced by teacher experience and the latter by teacher involvement in learning and teaching. (3) regarding learning guidance and teaching methods to students, it was shown that learning guidance is characterized by the experience of the teacher, and the teaching method is characterized by the specialty of the teacher, and the new teacher is Pedagogical regarding how to proceed with learning and explanation of teaching contents. It was shown that the need to acquire knowledge is necessary for non-specialized teachers to study and utilize basic skills to the extent that they can accurately demonstrate what they are teaching to students.

This study aimed to examine the relationship between changes in students’ group cohesiveness scores and sense of belonging to their university in physical education classes at university. Two questionnaire surveys on group cohesiveness and sense of belonging to the university as perceived in physical education classes were conducted with 63 students who attended physical education classes at a four-year university. The physical education class that was the subject of this study was a 90-minute softball class held on an outdoor field from the 11th to the 15th session (Five sessions in total) out of a total of 15 sessions.The first questionnaire was conducted in the first of five classes and the second was conducted in the last class. In order to capture the group cohesiveness of the learners, eight teams were formed and a total of five softball games were conducted.The subjects were classified into Increased and Decreased groups, on the basis of the changes seen in group cohesiveness scores. Two-way analysis of variance and analysis of simple main effect were conducted for each scale score. The results were as follows. (1) In the first survey, there was no difference in sense of belonging to the university between the Increased and Decreased groups; however, in the second survey, the sense of belonging to the university was significantly lower in the Decreased group than in the Increased group. (2) In the Increased group, there was no difference in sense of belonging to the university between the first and the second surveys; however, in the Decreased group, the sense of belonging to the university was significantly lower in the second survey than in the first survey. These results suggest that if physical education classes reduce students’ group cohesiveness, they may also reduce students’ sense of belonging to their university.

In order to understand the position and quality assurance status of physical education in undergraduate education, I surveyed the contents of each university’s “Self-assessment Report” submitted at the time of accreditation. The survey covered three criteria related to physical education: “faculty organization,” “curricula,” and “facilities and equipment.” The survey was administered to universities that underwent the second phase of accreditation evaluation from AY2013 to AY2017. Altogether, 631 universities’”self-assessment reports” were available for inspection, and they were examined by one of the three accreditation organizations: the Japan University Accreditation Association (JUAA), the National Institution for Academic Degrees and Quality Enhancement of Higher Education (NIAD), and the Japan Institution for Higher Education Evaluation (JIHEE). Results show that 32.5% of the universities included descriptions regarding the organization in charge of physical education as the “faculty organization”and that 52.9% included descriptions regarding physical education as “curricula.” These descriptions were only outlines, with few detailed descriptions. Additionally, 90.3% of the universities described their sports fields and gymnasiums as “facilities and equipment.” From the above results, the “Self-assessment Report” was insufficient in terms of the inspection and evaluation of physical education, and it was not possible to obtain detailed information on the positioning and quality assurance status of physical education. Thus, it can be judged that the accreditation evaluation is not yet useful for such quality assurance. Utilizing the Faculty Development Promoting School Award System, conducted by the Japanese Association of University Physical Education and Sports (JAUPES), to externally evaluate physical education could provide a more thorough evaluation. Results also suggest that it is necessary to understand how the faculty members in charge of physical education are involved in the accreditation evaluation and how they are making use of this process for improvement.

In the COVID-19 pandemic situation, universities had to provide the students with online classes. Therefore, we examined how the difference between the face-to-face classes and the online classes affected female students’ number of steps per day. Using the smartphone apps for counting the number of steps, 115 female students participated in the survey. The survey was conducted for eight consecutive weeks, including the former half of four weeks of face-to-face classes and the latter half of four weeks of online classes. The data of all days throughout the survey period were analyzed, while the data of weekdays were distinguished from those of weekends (including Saturdays, Sundays and national weekends). Also, the students’ group conscious of exercise was compared with the group not conscious of exercise. In terms of all days, the number of steps was significantly lower in the online class period than in the face-to-face class period. The number of steps became significantly lower in this order: weekdays in the face-to-face class period, weekends in the face-to-face class period, weekends in the online class period, and weekdays in the online class period. In terms of all days, the two groups conscious and unconscious of exercise both showed significantly lower number of steps in the online class period than in the face-to-face class period. When discussed in terms of weekdays and weekends, both groups showed the lowest number of steps in the weekdays of the online class period. The number of steps in the weekends was significantly higher among the group conscious of exercise than the group not conscious, although a significant difference was not found in the weekdays. The survey results showed that even the female students highly conscious of exercise may have difficulty in ensuring a sufficient amount of physical activity during the online class period.

This study aimed to examine the status of the conventional policy on the perspectives and practices of assessment in physical education at Japanese universities, and to analyze their responses to the shift to remote classes during the COVID-19 pandemic. An online survey was administered, which included the following items: the status of physical education classes for liberal arts; the forms of teaching and the reasons for offering them in the fall semester of 2020 and the spring semester of 2021; and the existing policy regarding assessment methods and the response to the shift to remote classes. Valid responses provided by 131 universities (19.2%) were included in the analysis. The assessment criteria could be classified into four categories: techniques and skills, knowledge and understanding, attitude and motivation, and attendance. The most common assessment methods corresponding to each were practical skill tests, reports and written tests, teacher observation, and attendance counts. However, many respondents stated that the distribution and methods were left up to individual faculty members in charge, which was considered a challenge for the Assessment Policy initiative for authentic assessment. The number of universities that conducted only in-person physical education classes during the pandemic was 51 (38.9%) in the fall semester and 61 (46.6%) in the spring semester, and more than half of them shifted to remote classes. New measures regarding assessment methods were taken in 54 universities to adapt to the situation during the pandemic. These included ‘restructuring the assessment criteria’, ‘distribution, and methods; providing supplemental methods using conventional criteria’; and ‘increasing the ratio of assignments and reports’ compared to the past. This study sheds light on the actual assessment practices in university physical education and provides information on new measures for assessment methods due to the adoption of remote classes, which can lead to promoting higher education reform.