The purpose of this study was to review the research on judo lessons in Japan and verify the changes and trends. In this study, studies whose texts could be viewed using the keywords "judo" and "lesson" were searched and extracted using CiNii Articles. Of the 145 papers articles selected, 49 were appropriate for this study. First, the journals in which the extracted papers were published were organized. As for the academic journals in which they were published, "Bulletin" was the most common with 39 papers. In addition, the reference lists of the target papers were compiled. As a result, it became clear that "Bulletin" and "Research Journal of Budo" were frequently cited. The studies were compiled into seven abstract categories by grouping similar studies based on the purpose and constructs of the target. As a result, "Practical Report" was the most common type, with 22 papers. Then, the transition of the research was organized by the publication period of the papers. In this study, five time periods were established according to the revision of the Courses of Study, and the papers published in each time period were organized. As a result, it was found that the number of researches on judo lessons in Japan increased after the revision of the curriculum guidelines in 2008, and the number of publications increased significantly after 2017. This study shows that research on judo lessons in Japan has been biased toward attempts to improve technique performance, with only a few studies focusing on fighting. In addition, there were only two studies on the creation of indicators and scales for the evaluation of learning outcomes, and the accumulation of research results based on these perspectives is expected in the future.

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　The purpose of this study was to measure the effects of running, which is a self-selected learning activity for students, on “attitudes”, which is used in social psychology, in a junior high school. As a result of analyzing the data obtained before and after the six-times running Learning, the attitudes of the students as a whole and of the students who disliked running generally improved. These results indicate that the running Learning was effective in removing the aversion to running and fostering a positive attitude toward running. This suggests the possibility that students can choose from a variety of ways to enjoy running and learn through self-determination. However, this study was conducted only for the second year of junior high school, and it is necessary to continue the practice from elementary school to high school.

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　The purpose of this study was to examine the teaching content of learnable game performance in invasion games in the middle grades. In particular, it was conducted through analysis of passage rate and appearance rate. We analyzed the movements of children during the game for four classes of third grade and fourth grade. The results showed the following:
1. The instruction content for the middle grades, “turning your body toward the goal when you have the ball,” was content that was likely to have already been learned at the middle grades stage.
2. The instruction content for the middle grades, “handing the ball to an ally, giving a pass, shooting, and bringing the ball to the goal,” was content that was likely to have already been learned at the middle grades stage.
3. The instruction content for the middle grades, “Move to a space where there is no guardian between the ball holder and yourself,” was content that was likely to have already been learned at the middle grades stage.
4. The instruction content for the upper grades, “giving a pass to a nearby free ally,” was content that was likely to have already been learned at the middle grades stage.
　In this study, we did not examine the results of teaching only in the fourth grade, the game of competing for positions in invasion games (mext, 2017c), and the skills related to dribbling and defense. In the future, including these examinations, the content of instruction of the upper grades is “Move so that there is no defender between the ball holder and the self” It is necessary to consider the grade stage in which it is possible to learned.

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