This study examines the relationship between floating toes and plantar arch among 416 preschool children (boys: 208; girls: 208; age range: 4–6 years). Contact surface area of the feet in each participant was pictured 5 times while they were standing barefoot on a pedoscope. Untouched toes are the toes that did not show up in more than 4 of the 5 recorded pictures. Plantar arch ratio was used to evaluate the size of the plantar arch. No significant differences were observed in the plantar arch ratio between the children with floating toe and those without floating toe. Furthermore, no difference was observed in the number of floating toes (0 floating toe, 1 floating toe, >2 floating toes). The correlation coefficient between the number of floating toes and plantar arch ratio was not found to be significant. Therefore, this study clarifies the lack of relationship between the floating toes and plantar arch among preschool children.

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This study aimed to clarify the exercise intensity of the motor learning scenes in elementary school physical education class. The subjects were 28 children (16 boys and 12 girls) in the 5th grade. We examined all five exercises of long jump, physical expression, tag rugby, hurdle run and tee ball. Lifecorder GS (SUZUKEN Co.，Ltd.) was used to measure exercise intensity. The results of the analysis showed a significant difference in exercise intensity among individuals. The analysis revealed difference in exercise intensity between tag rugby and tee ball, between tag rugby and long jump, and between physical expression and long jump (p<0.05). About differences among the average of exercise intensity in exercise, hurdle run was significantly higher than tag rugby, physical expression, and tee ball, and the long jump was significantly higher than the tee ball(p<0.05). In each exercise, the proportion of motor learning scenes was 75.4%, 70.7%, 62.8%, 58.0%, and 43.9%, for tee ball, physical expression, long jump, hurdle run, and tag rugby, respectively. These findings suggest that exercise intensity did not increase when motor learning scenes were secured. The incorporation of high-intensity activities in exercises with low exercise intensity may be necessary.

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The purpose of the survey is to obtain suggestions to validate the factor that it is difficult for nursing students with experience in society to have difficulty in continuing their student life and to make use of it for learning support. A questionnaire survey was conducted with 61 currently enrolled nursing students who had experience in society. The survey content consisted of 45 questions with scoring for each of the answers. The survey content consisted of 45 questions with scoring for each of the answers. The results were analyzed using exploratory factory analysis. In addition, correlation between factors, subject attributes, and individual factors were compared. The six factors identified were as follows: “feelings on the process and results of class learning,” “satisfaction with school life,” “consciousness of health,” “feelings on the knowledge and skills required of nurses,” “adaptability to time management,” and “adverse effects of work experience.” The factor with the highest average score was “adaptability to time management,” and scores were significantly higher among students with five or more years of working experience compared with students with five years or less. The findings suggest the need for instructors to provide guidance and support tailored to the year level of students to minimize the feeling of having a burdensome schedule filled with studying, classes, technical practice, and other requirements demanded of students with working experience.

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