This case study examines the effects of even-paced long distance running classes incorporating “indirect competition” on junior high school students with an aversion to long distance running. The study was conducted from January to February 2020. The participants were 80 first–year junior high school students, and the total class time observed was seven hours. Instructional innovations included setting a self–suitable easy–running–pace, group gamification of the even pacing skill, and classroom learning. The analysis population consisted of students who indicated in a preliminary questionnaire that they disliked long–distance running, and were grouped according to endurance. The survey included: 1) errors between the set pace and the running pace, 2) students ’ attitudes toward long–distance running, and 3) 1500m running records. The results of this study revealed the following points: 1) students acquired the skill of running at an even pace through even–paced long–distance running incorporating “indirect competition”; 2) even–paced long–distance running incorporating “indirect competition” was a significant factor in the “achievement” and “favorabe” of both the dislike–and–fast group and dislike–andslow group. 3) Even–paced long–distance running with “indirect competition” had a positive effect on the record improvement of the slow group in the 1500m run, while the effect on the record improvement of the fast group was not significant.

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This study aimed to verify the effectiveness of using paper balloons as a teaching tool to help players learn the overhand pass in volleyball. Eleven university students participated in this study. They practiced straight–up passes by one person and pass rallies by two people using paper balloons with a diameter of approximately 30 cm for 7 minutes each. To analyze the effect of the overhand passing practice using paper balloons, the participants were tested before and after the experimental practice, and then were asked to straight up pass and pass rally using a normal volleyball. Next, analyses were conducted of the passes record, passing technique, and the questionnaire. The study results showed that the use of paper balloons as a teaching tool promotes the recognition of the overhand passing technique and forcefulness, improves the motion of passing the ball with fingertips, and contributes to the acquisition of the rational overhand passing technique. Another interesting finding was that paper balloons can feed back the result of the exercise by changing the shape of the balloons and through auditory information. These results suggest that the use of paper balloons as a teaching tool in the teaching material in the preliminary stage of overhand passing learning using a volleyball causes a transfer of learning about passing technique and supports the acquisition of the rational overhand passing technique.

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