This study investigated the effects of basketball classes with role assignment as a form of internal simplification on decision-making skills. The focus was on learning motivation and positive learning behaviors, aiming to clarify their contribution to enhancing decision-making. A total of 42 university students participated, completing the Achievement Motivation in Physical Education Test (AMPET), Tactical Decision-making Competency (TDC) surveys, and providing learning records, including game plans and self-assessments. Data were analyzed using cluster analysis and two-way ANOVA, while qualitative analysis focused on cases with significant changes in positive learning scores.

Key findings include:

1. Students were categorized into three groups based on AMPET results: high motivation and high anxiety (n = 17), high motivation and low anxiety (n = 12), and anxiety about lack of ability (n = 13).

2. TDC scores significantly improved across all groups, regardless of prior extracurricular experience.

3. Both the high motivation and high anxiety groups and the high motivation and low anxiety groups achieved higher TDC scores compared to the anxiety about lack of ability group, with all groups showing significant pre- to post-class improvements.

4. Qualitative analysis revealed that successful role acquisition positively influenced TDC scores, whereas failure in role acquisition led to score decreases.

　These findings highlight the value of role assignment and structured learning environments in fostering positive learning, improving TDC, and mitigating disparities in outcomes. The study suggested the importance of role-based instruction as an effective internal simplification strategy for equitable and proactive educational practices.

　This study aims to identify the concept of embodied knowledge in ball games of team sports. For this aim, the author focused on the concept of embodied knowledge which is generated by interaction between self and other.

　First, based on Merleau-Ponty’s description of embodiment of tools, the author considered the concept of synergic embodied knowledge. As a result, it was a body schema that had been rearranged and renewed so that self and other were enveloped each other in habitual embodied knowledge. By rearranging and renewing of the body schema in self and other, objects are transformed into motor and perceptual significance for the body which self and other are interpenetrated. The body schema transform motor and perceptual significance because habit is related to motor and perceptual habit.

　The author proposed the concept of embodied knowledge which is generated by interaction between self and other as the concept of synergic embodied knowledge. It was possible to call synergic embodied knowledge inter-embodied knowledge, based on Merleau-Ponty’s concept of “intercorporéité”.

　In other words, the concept of synergic embodied knowledge presents a viewpoint of clarification the phenomenon of coordinated play in sports doubles and ball games of team sports. Furthermore, the author thinks that the concept of synergic embodied knowledge makes it possible to clarify tacit knowledge in coordinated play.

　The future topic is to clarify the process of rearranging and renewing body schema in synergic embodied knowledge.

The purpose of this study is to clarify the secular changes in the elementary school rubber baseball population by prefecture, where the number of playing players is decreasing significantly, and the regional differences. In this study, we analyzed the number of elementary school students playing rubber baseball by prefecture, changes in the number of elementary school rubber baseball clubs, and the ratio of the population to the number of elementary school students. As a result, it was found that there were regional differences in the decline in the number of elementary school students playing rubber baseball, with some prefectures not seeing a decline. Furthermore, the decline in the population could not be explained solely by urbanization factors. Additionally, the number of clubs is decreasing in the proportion to the decrease in the population, and it has become clear that the decrease in the number of clubs is related to the decrease in the population. Furthermore, as a result of measures taken to popularize baseball at the individual prefectural level, it was surmised that there may be a significant disparity in the decline in the baseball population. These results suggest that a future challenge would be to analyze regional factors in prefectures where the number of competitive athletes is decreasing significantly.

　There have been studies in which significance for university students by providing instructions on sports and physical exercises to community-dwelling persons in a community class were reported. In those studies, university students provided instructions for either elderly persons or children. Significance of management of classes for several generations have yet to be revealed. The purpose of the present study was to determine what kind of learning would be obtained for university students who provide instruction in two community exercise classes outside the university: one class is for persons 50 years of age or older and the other class is for elementary school children. The university students not only provided instructions on sports and physical exercises but also created exercise menus. The students reflected on their performance after the completion of classes. Seven university students who participated in both classes over a period of 18 months were interviewed individually. Categorical analysis of the interview content showed three categories of learning including communication skills, responsibility and ways to address an issue. The analysis also showed four categories of factors that affect learning including process in continuous class management, a real job, influence from people involved in the exercise classes, and different generations. With regard to the category “different generations”, the students mentioned several details about generation and generational differences. The findings of the present study suggest that university students could obtain beneficial learning through continuation of management in community exercise classes for elementary school students and elderly people.

　In Japan, sexuality education in health classes has been improving in recent years including the revision of the Courses of Study. However, it has been pointed out that children’s knowledge of sexuality is still insufficient. Therefore, it is necessary to further improve classroom practices in the future to better achieve the target learning outcomes about sexuality for students. One of the measures to achieve this is to increase the motivation of health and physical education teachers to teach about sexuality. The purposes of this study were to qualitatively clarify the status of motivation in sexuality education among health and physical education teachers. During the period from February to March 2022, semi-structured interviews were conducted with 12 health and physical education teachers who were working at junior high schools or high schools. The obtained data （utterances） were transcribed and analyzed by a qualitative descriptive method. Regarding the status of motivation in sexuality education among health and physical education teachers, we found four categories, namely,［ recognition of importance of sexuality education］,［ trial and error in tackling challenges presented by sexuality education］,［ efforts to improve the outcomes of sexuality education］, and ［devised approaches in sexuality education］, and 12 subcategories. Overall, health and physical education teachers were seriously considering sexuality education and were making sincere efforts to provide classroom practices. To improve the motivation in sexuality education among health and physical education teachers in the future, it was considered that they are required to have a better understanding of the concept of sexuality education and the content of the Course of Study. In addition, it is important that they also have more opportunities to attend classes conducted by other teachers and to hold lesson studies. In teacher training and in-service training, it is desirable to guarantee time to learn how to develop lessons on sexuality education and to create specific teaching materials.