As basic materials for the review and renovation of kindergarten playgrounds, this study surveys the actual artificial mounds in the playgrounds of all municipal kindergartens and authorized centers for early childhood education and care in City S, categorizing their shapes and locations within the playgrounds. In addition, based on interviews with parents/guardians, it clarifies the actual state of children’s play on the artificial mounds. The survey found that the mounds could be categorized into a hill type and a type combined with play equipment. Categories of locations within the playgrounds included a type next to fixed play equipment and a free-standing type. Children’s actual play, as seen from the parents’ perspective, was analyzed according to the five areas of nursery care, with play in all five areas confirmed. The above enables a examination of the multivalent possibilities of artificial mounds, providing insight for the renovation of kindergarten playgrounds.
The Theory of Sport and Physical Education of the health and physical education department is an area for learning to acquire knowledge for the realization of a rich sports life. And how to understand the principles and laws of exercise and sports, as well as their social and cultural significance. However, it is expected that there are many uncertainties regarding the current status of learning experiences in physical education theory.
The purpose of this study is to examine the current situation and issues of The Theory of Sport and Physical Education learning experiences in junior and senior high schools by surveying university students.
As a result, the following points became clear.（1）Recognition of The Theory of Sport and Physical Education was 50% of the whole. Regarding the period of recognition, when focusing on secondary education, 6.3% recognized junior high school and 32.5% recognized high school.（2）The percentage of students who took The Theory of Sport and Physical Education less than 10% in junior high schools and about 20% in high schools was extremely low.（3）The percentage of those who learned any of the physical education theories was 89.8% in junior high school and 80.7% in high school.
This suggests that the student’s perception was not “they took a class as The Theory of Sport and Physical Education” but “they learned the contents The Theory of Sport and Physical Education in other areas related to exercise.”