The purpose of this study was to investigate the effects of river lessons on the perceptions and emotions of junior high school students regarding water accidents.
　The subjects of analysis were 52 junior high school students.The survey items were “fear”, “perceived susceptibility to the threat”, “perceived severity of the threat”, and “perceived response efficiency”.
　The results of the analysis were as follows
1) The effects of the lessons were observed in “perceived susceptibility to the threat” and “perceived severity of the threat”, and these effects persisted until the delayed condition However, the lesson did not affect “fear” and “perceived response efficacy”.
2) An analysis of the effects of gender factors on the effectiveness of lessons revealed no effect on any of the items.
3) An analysis of the effects of conversational factors related to water accidents with family members on the effectiveness of the lessons revealed no effect on any of the items.
4) The experience of playing in the river influenced the emotions of the students It was suggested that the feeling of fear in students who had never played in the river changed and persisted after class.
　As a result of the research, it was shown that the lessons in the river may have an educational effect on the factors that influence the intention of preventive behavior.

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　The purpose of this study was to clarify the effect of continuous implementation of a learning program that can be done quickly and easily as a preparatory exercise in ordinary physical education classes on elementary school students' 50m running time.
　The subjects were 125 children in the 1st to 6th grades of elementary school, and their 50m running time before and after the learning program were compared. In addition, we investigated the effectiveness of the learning program and the status of efforts using a questionnaire. As a result, the average 50m running time improved significantly. By grade, significant improvement was found in 2nd, 3rd, 4th, and 6th grades. However, no improvement was seen in the 1st and 5th graders. In the questionnaire survey, 94.4% of children in 3rd to 6th grades answered that the learning program was “effective”. In the question “What was the most effective exercise?”, “the Lunges” was selected the most.
　It was suggested that the continuous implementation of the learning program that can be quickly and easily proposed in this study was likely to improve 50m running time without burdening the school.
　The future tasks are to change the exercise content and exercise intensity for each grade, to lengthen the intervention period, and to create a questionnaire that can be answered even in the lower grades.

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　This study categorized the types of inclusive physical education classes depending on the teachers' self-evaluation and examines possible interrelated factors.
　In the categorization process, 121 elementary teachers in public school who are in charge of integrated classes were queried through questionnaires regarding their daily lessons of inclusive physical education at schools, where handicapped and regular students attend physical education lessons together. Latent rank theory was initially used for the categorization process. Later, Fisher's exact test was employed to analyze the relationships between the categorized classes and teachers' experience.
　Results revealed that inclusive physical education classes had four categories, namely, (1) classes that are confusing for teachers in terms of inclusive physical education, (2) classes that reduce confusion and promote mutual understanding by resolving conflicts between children in regular classes and those with physical or some developmental disabilities, (3) classes that satisfy handicapped students and children that have learning difficulties in regular classes by carefully considering their needs and devising teaching tools to assist them, and (4) classes where regular students encourage handicapped students through various learning activities. Moreover, the results show that teachers' proficiency in integrated inclusive physical education classes related to on their experience as homeroom teachers of integrated classes.

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