The purpose of this study was to identify tendencies of research regarding the definitions of “offense” and “defense” in invasion games through reviewing of previous discussions on the teaching of invasion games in school physical education in Japan. To this end, 173 national papers on the teaching of invasion games in school physical education were selected and reviewed. The results are summarized as follows. 1) It was found that few papers had examined what constitutes “offense” and “defense” in invasion games. Thus, it was revealed that little attention has actually been paid to the definitions of “offense” and “defense” although “offense” and “defense” are mainly focused when discussing the teaching of invasion games. 2) It was found that “offense” and “defense” in invasion games had been explained by the following five types of definitions in previous discussions: [scoring and its prevention], [possession the ball or not], [active and passive], [speed of ball movement], and [value and significance in relation to the other]. 3) As a result of organizing the changes in the definitions of “offense” and “defense”, It was found that most papers had explained “offense” and “defense” in invasion games by [scoring and its prevention] and [possession the ball or not]. Thus, a general tendency of research revealed, in which previous discussions had taken for granted that “offense” and “defense” in invasion games are explained by both of these definitions without examining what “offense” and “defense” are. Consequently, it was suggested that in discussing the teaching of invasion games in the future, the important question of what constitutes “offense” and “defense” in invasion games should be re-examined.

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The Japan Sport Council monitors school-related injuries through its Disaster Mutual Aid Benefit System. Over the 17-year period from 2005 to 2022, 49 cases of disasters resulting in disability compensation for visual impairment or oculomotor disorders occurred during elementary school physical education classes. This study aims to analyze the circumstances of these 49 cases and provide valuable resources for injury prevention.
Among these cases, nine incidents (18.4% of the total) occurred when a soccer ball or a similar object, kicked by another player, struck a student’s eye. Since all grade levels may participate in activities involving foot-based ball handling during physical education classes, the findings highlight the need to consider factors, such as ball selection, court size, and goal height. Additionally, in mat exercises and vaulting activities, seven cases occurred when students' knees struck their eyes during landings or rotations. Furthermore, five incidents occurred when an elastic rope, pulled from both sides, was suddenly released on one side, causing the handle to snap back and strike a student’s eye. Teachers must recognize the potential hazards of stretched elastic ropes.
Understanding the conditions under which incidents involving visual impairment and oculomotor disorders are likely to occur can help teachers implement effective preventive measures to minimize injury-related disabilities.

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The aim of this study was to organize the instructional process for children with fear and anxiety about water and to clarify the instructional methods used for swimming activities in physical education classes. The participants were six instructors (four males, two females) from one swimming school in Tokyo, who completed semi-structured interviews. The interviews included questions regarding the following three points: “Factors contributing to a child’s fear of water”, “Strategies for teaching children who are afraid of water”, and “Skills that indicate a child is overcoming a fear of water” Interviews were audio recorded and transcribed verbatim, and the data were analyzed using the KJ method. Based on the results of the interviews, the following instructional methods for swimming activities in physical education classes were identified:
1. Approach the parents and children before the start of the class. Survey the parents to determine the child’s skills and assess the child’s fear and anxiety about water. Before the start of the lesson, it is necessary to create an environment that helps children understand that the class is a safe space.
2. Since wetness can trigger a child’s fear and anxiety about water, it is advisable to avoid having children wait by the poolside if they are already wet.
3. As skills related to breathing significantly contribute to overcoming fear and anxiety about water, they need to be continuously taught throughout the unit. Additionally, activities involving splashing water should be approached cautiously, as they may intensify fear and anxiety.

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