Starting from March 2, 2020, schools of every kind were temporarily closed to prevent COVID-19 infections. Despite dispersed school attendance being enforced during the closure, temporary school closures continued until the end of May. Elementary and junior high school students’ exercise habits changed because they could not step out of their homes unless necessary or during an emergency. Accordingly, the purpose of this study was to evaluate the changes in exercise time before and during temporary closures among 5,619 elementary (boys and girls) and junior high school (male and female) students in three stages by school grade and gender, namely, increased, unchanged, and decreased. Participants were classified into six groups, which were compared based on the frequencies of the following variables: i) affiliation with an athletic organization (Yes and No); and ii) frequency of exercise with parents during school closure (more than thrice a week, once or twice a week, and less than thrice a month). Decrease in exercise time tended to be significantly higher among boys and girls who were in athletic clubs and exercised less than twice per week, together with male and female students who were in athletic clubs and exercised less than thrice per month. However, increase in exercise time tended to be significantly higher among girls and female students who were not in athletic clubs and exercised more than thrice per week as well as boys who exercised more than thrice per week, regardless of their affiliations with an athletic organization. The impact of each factor, athletic organization affiliation, and parental involvement varied based on grade and gender; however, at least the majority of children and students whose exercise time decreased, parental involvement was less than twice per week.

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Starting from March 2, 2020, schools of every kind were temporarily closed to prevent COVID-19 infections. Despite dispersed school attendance being enforced during the closure, temporary school closures continued until the end of May. Elementary and junior high school students’ exercise habits changed because they could not step out of their homes unless necessary or during an emergency. Accordingly, the purpose of this study was to evaluate the changes in exercise time before and during temporary closures among 5,619 elementary (boys and girls) and junior high school (male and female) students in three stages by school grade and gender, namely, increased, unchanged, and decreased. Participants were classified into six groups, which were compared based on the frequencies of the following variables: i) affiliation with an athletic organization (Yes and No); and ii) frequency of exercise with parents during school closure (more than thrice a week, once or twice a week, and less than thrice a month). Decrease in exercise time tended to be significantly higher among boys and girls who were in athletic clubs and exercised less than twice per week, together with male and female students who were in athletic clubs and exercised less than thrice per month. However, increase in exercise time tended to be significantly higher among girls and female students who were not in athletic clubs and exercised more than thrice per week as well as boys who exercised more than thrice per week, regardless of their affiliations with an athletic organization. The impact of each factor, athletic organization affiliation, and parental involvement varied based on grade and gender; however, at least the majority of children and students whose exercise time decreased, parental involvement was less than twice per week.

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　This study aimed to examine the degree of agreement of shape and floating toe and arch judgement values of the sole shape measured by the Pedoscope device, which measures a person’s soles while they are standing. The subjects were 90 university students. After measuring five foot images (i.e. the initial sole shape) first, the following were examined: the reliability and objectivity of the measured shape values and the judgement values of the initial sole shape, the relationships between the values of the five sole shapes and the relationships between the values of the initial foot shape and the randomly selected single sole shape. 　In the results of the analysis, the reliability and objectivity of the shape values and judgement values of the initial sole shape were very high. A significant difference was found in one part of the shape values of the five sole shapes, and the judgement values were not in perfect agreement. Significant differences existed between the initial sole shape and the randomly selected single sole shape despite the small effect size. Also, the judgements of the floating toes and the arch were not in perfect agreement. A significant difference was found in one part of the left and right shape values of the initial sole shape and the randomly selected single sole shape. There was no significant difference in the judgement values, but they were not in perfect agreement. In conclusion, the sole shape values and the judgement values of the floating toes and arch of the sole shapes, which are continuously measured by the Pedoscope device, are seldom same. It will be necessary to unify the time of measurement or the selection of the representative sole.

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　This study aimed to clarify the suppression model of burnout by investigating the relationships between work motivations, teachers’ identity for extracurricular sports activities and burnout. The participants were 310 junior high school teachers (male: 193, female: 117, age: M=38.33, SD=12.04) and they completed questionnaires (Measure of Multi-faceted Work Motivations in Japan, teachers’ identity scale for extracurricular sports activities, Japanese-translated Maslach Burnout Inventory). In the results of path analysis, the hypothesized model demonstrated goodness of fit and validity of the original suppression model of burnout. In addition, this study showed that cooperation motivation and teachers’ identity are related. Also, it revealed that accomplishment motivation, coach identity, and teachers’ identity were associated. In other words, this study suggests the need to continue to work to build good relationships with colleagues and to stay alert until they complete their duties.

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　The purpose of this study was to obtain basic physiological indicators of early childhood through continuous 24-hour measurements in 183 kindergarten children. Their autonomic activity and sleep information were measured using CarPod. The results showed a significant positive correlation between sympathetic activity during wakefulness and parasympathetic activity during sleep. Children with higher sympathetic activity during waking were found to have lower sympathetic activity and higher parasympathetic activity during sleep.

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　The purpose of this study was to examine the characteristics of aversion to physical education (PE) classes during junior high school years through retrospection of the participants of the study who were 276 university students (143 boys and 133 girls). A questionnaire consisting of 77 items was developed and surveyed based on a review of previous studies and preliminary research. In addition, responses were obtained regarding their like and dislike for PE classes during junior high school. To understand the characteristics of aversion, factor analysis was conducted. In addition, we examined the differences in aversion to PE classes based on likes and dislikes for each factor. 　As a result of the analysis, the following findings were obtained: 1. Six factors were extracted as the characteristics of aversion to junior high school PE classes: “inferiority complex,” “teacher’s teaching strategy,” “skill acquisition ability,” “exercise environment,” “evaluation by others,” and “blamed experience.” 2. Gender differences in characteristics of aversion were found to be significant only in the “evaluation by others” factor, suggesting that girls were more likely to dislike PE classes than boys. 3. The results indicated that the more the students disliked PE classes in their junior high school years, the more they had aversion for it later in life, in terms of the five factors of “inferiority complex,” “teacher’s teaching strategies,” “skill acquisition ability,” “exercise environment,” and “evaluation by others.” Whereas, those who liked PE classes had significantly higher dislike for the “blamed experience” factor. The results suggested that the factors of aversion differ depending on whether the students liked or disliked PE classes in junior high school.

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