The purpose of this study was to clarify the process of the birth of riverbed sports grounds and to elucidate the issues surrounding the utilization of riverbank areas.

In 1964, the existing River Law was amended, and the new River Law began to address new issues. In the same year, the Tokyo Olympics were held, and in January 1965, the House of Representatives established "Special Committee on Sports Promotion" to discuss post-Olympic sports promotion and national physical fitness. At that committee meeting, a project to use riverbed sports grounds was discussed for the first time. In urban areas, where constructing sports facilities was difficult, attention turned to riverbed lands, which offered relatively easy access to large tracts of land. Against the background of the revision of the River Law during the same period, discussions on specific regulations for river use accelerated. In December 1965, “Guidelines for Permission to Occupy Riverbed Lands”, which serve as guidelines for river management, were established, ensuring the use of rivers for various purposes. This paved the way for the current state of riverbed sports grounds. However, the utilization of rivers presented two challenging issues.

Rivers had been managed primarily for flood control, but subsequently, various issues such as water utilization, environmental development, and conservation arose. These issues were closely linked to urban planning and regional development, promoting the multipurpose use of river environments. On the other hand, in specialized advisory councils related to rivers, there were debates suggesting that the focus on utilizing riverbed lands was neglecting the primary purpose of river management, which is flood control. In reality, flood-related damage caused by river inundation during typhoons and torrential rain disasters occurred repeatedly.

The utilization of riverbed lands, which encompassed the conflicting challenges of promoting sports and managing rivers, still lacks a fundamental solution. A place that stores overflowing water in the event of a flood is called a "high water bed," and it must be noted that a riverbed sports ground is a place that has been established in this very area. One key revelation from the birth process of riverbed sports grounds is the need to pay attention to the conflicting dual challenges inherent in the utilization of riverbed lands.

The purpose of this study was to examine instructional models that enhance critical thinking attitude in elementary physical education classes. Three instructional models for enhancing critical thinking attitudes were examined for their effectiveness in enhancing critical thinking attitudes. The first was the peer teaching, and the second was the cooperative learning. The third model was the critical thinking attitudes learning, which was a modified version of the teaching method developed for science classes in physical education. The main results obtained were as follows　（1） In the peer teaching, two students were paired and their roles were assigned so that they alternated playing the role of teacher. Student in the role of teacher repeatedly watched, evaluated, and gave advice to the students. As a result, the model was considered to be effective as an instructional model to enhance critical thinking attitude. （2） In the cooperative learning, roles were assigned within the group, and each student was in charge of explaining or advising on the points of movement. However, it was not considered effective as an instructional model to enhance critical thinking attitude. （3） The critical thinking attitude learning was applied to physical education, such as the teaching method using a learning sheet that describes according to the ‘toulmin model’, which was practiced in science, and modified. As a result, the model was considered to be effective as an instructional model to enhance critical thinking attitudes.

The purpose of this study was to clarify the effects of "Pickleball" on the acquisition of movement skills and internal changes for junior high school students in physical education. We conducted six hours of intervention classes for first-year students and eight hours for second-year junior high school students. And we evaluated their ball-handling and hitting skills based on the results of skill tests administered before and after the intervention classes. Furthermore, in order to clarify the internal changes, a questionnaire was administered after the class. In the intervention class, we focused on the points to keep a rally going for a long time at first, and then, the strategy was changed to break up a rally. In addition, drill games were conducted to improve ball-handling ability as a warm-up exercise in every class. As a results, the first-year students showed a significant improvement in ball-handling skills, and the second-year students showed a significant improvement in ball-control skills. Furthermore, most of the students responded in the post-class questionnaire that they enjoyed the pickleball, that they liked exercise more than before, and that their self-confidence had increased. In conclusion, pickleball has the potential to be a teaching material that can be incorporated into physical education classes at junior high schools.

急増する待機児度への多様な受け皿として，「小規模保育」が市町村の認可事業として位置づけられた．小規模保育施設は，保護者の満足度が高い一方で，設備面などの保育環境に課題が指摘されている．気になる環境として，「戸外遊びの施設（園庭）」が最も多く指摘されている．本研究では，小規模保育施設に在園する1・2歳児を対象として実践されたコオーディネーション運動中心の運動遊びが，乳児の運動に親しむ資質や，日頃の保育活動に及ぼす影響の検討を目的とした．運動遊びへの参加者は東京都内にある小規模施設1歳児クラス8名，2歳児クラス8名の保育園児合計16名である．運動遊びは週1回で9か月間，半計35回実施された．介入の効果は，指導者BとCが運動実施後に毎回行った振り返り報告を検討することで評価された．運動に親しむ資質の向上や，戸外での活動の中では，段差や友達との距離感を把握に転倒や衝突が減少したなど空間認知能力を含む能力が向上したと思われた．運動遊びの充実を保証する環境にはないと思われてきた小規模保育施設が抱える問題に対し，コオーディネーション運動を実施することで，その問題を解決できるものと考えられた．

東京2020オリンピック・パラリンピック競技大会を契機として，大会組織委員会と全国の大学が大学連携協定を締結し，オリンピック・パラリンピック教育を展開した．本研究では，この協定に基づき実践されたオリンピック・パラリンピック教育の実態や課題を明らかにすることを目的とした．大学生に対する意識調査を数年間実施した．研究結果から，東京2020大会に対する考えについて，2020年とそれ以前の年で有意差が明らかになった．また2020年度の大会に向けた大学生の取組事業の内容の上位項目は，授業（オリンピック・パラリンピック関連）91.4％，語学学習24.1％，ボランティア参加2.4％である。また東京2020大会への関わり方は，競技会場での観戦・応援73.1％，外国人との交流36.9%，オリンピック大会ボランティア24.3%，大学に対する開催希望事業は，授業59.0％，スポーツ体験プログラム34.3%，語学プログラム31.0％と実態が明らかになった．一方で，今後の課題は，大学生のボランティア参加を促進する仕組みの検討があげられる．加えて，大学連携のキーワードは，各年度6割以上，東京2020大会VISIONは，各年度約6割が認識していないという課題も明らかになった．

In this study, we examined teaching materials that enable learners, including those who experience difficulty with endurance exercise, to both enjoy and enhance their ability to sustain a movement. An endurance exercise was devised, which pairs jump rope with music. The effectiveness of this exercise on physical and psychological effects was compared with that of endurance running in pairs and endurance running in pairs while music was played. As a result, it was confirmed that endurance exercise, in which participants jump rope in pairs to music, created the same amount of momentum and perceived exertion as endurance running. Furthermore, it was found that the participants' mood after the exercise changed more pleasantly than in other endurance exercise conditions and that this exercise can be engaged in while feeling enjoyment and fun. In conclusion, the endurance exercise designed in this study was suggested to be more enjoyable, motivating, and comfortable than other endurance exercise conditions, indicating its effectiveness as a teaching material for improving enjoyment and length of endurance exercise.

This study aimed to examine the effectiveness of pair dancing involving indirect physical contact through the use of tools from the perspective of psychological effects, and the research was conducted with university students. Specifically, we developed an aerobics-based dance routine performed by opposite-sex pairs and compared the effectiveness of this dance in two groups: ^1） with indirect physical contact and ^2） no physical contact. Our analysis revealed that, regardless of the physical contact condition, the pair dances performed based on the routine developed in this study brought about a positive change in students' awareness of interpersonal relationships, similar to outcomes in a regular dance class. In particular, participants confirmed that pair dancing with indirect physical contact was enjoyable from the first dance, and that they were able to engage in the dances with a greater sense of unity and intimacy with their partner. However, an evident problem was that movement was restricted in the indirect physical contact condition. Therefore, it may be valuable to take advantage of the characteristics of each condition and consider the order in which the dance is to be performed, such as transitioning from indirect physical contact to no physical contact. The current findings could inform future initiatives seeking to effectively facilitate dance with indirect physical contact in physical education dance classes.