The Great East Japan Earthquake caused extensive damage not only to people’s daily lives, but also to the sporting environments. The purpose of this study is to identify the main power which promoted the restoration of the local junior sport club members who experienced the tough time due to the devastating damage of the disaster. We examined two members of a junior baseball club as well as its head coach, based on the data collected by the interviews. Main findings of this study were as follows.

Before the Great East Japan Earthquake, Each member who achieved “socialization into sport （baseball）” was eagerly engaged in the baseball activities of a junior baseball club, which were the positive core daily activities. Their houses were destroyed by the tsunami, and they were shocked and tormented with anxiety. Their club was forced to halt their activities due to the disaster. Moreover, they were evacuated in uncomfortable surroundings for a long time and often got stressed. For the boys, having their houses reconstructed was essential, while their mental recovery in the process was also very important. Even in this situation, they eagerly wanted to play baseball. About two months after the disaster that was the latter half of the “emergency residence period”, their club resumed their baseball activities. They participated in the activities at the club right from this resumption. Their mental scars were healed through these activities until the end of the “emergency residence period”. Moreover, these activities brought back the positive core daily activities to their extraordinary evacuation lives.　In short, the activities of the baseball club provided them with “healing power” toward the restoration. The head coach of the club played a main role for this resumption of the activities. The coach’s commitment to their club and members, as well as their love for their community, led to the rebuilding of the club. The coach’s commitment and contributions can be interpreted as the resource of “healing power” for the members.

The purpose of this study was to examine how differences in disciplines in general physical education offered at universities cause changes in empathy and social skills of university students.

Around 28 students attended the health and sports education course “Sports Education Practice （Sports Chanbara）” offered at Nihon University, College of Humanities and Sciences while another 28 attended “Sports Education Practice（Total Fitness）.” Of these, 20 students without deficiencies were selected as the study participants. They were administered the “Multidimensional Empathy Scale （MES）” and the “Social Skills Scale （hereafter, KiSS-18）” for the first time （pre）, 7th （mid）, and 15th（ post） classes. For the statistical analysis, two-way analysis of variance was used, with the class group （spochan group/fitness group） as the between-subjects factor and the time （pre/mid/post） as the within-subjects factor. Consequently, “imagination,” a factor that indicates a cognitive tendency to project oneself onto a fictional character was identified in the MES, and the improvement in the students was considerably higher after class in the spochan group. In addition, a main effect of the time factor was observed on the factor of “influence,” which indicates the tendency to be easily influenced by the feelings and opinions of others, and it showed higher values after the class than before it. In KiSS-18, effects were observed for all factors （basic skills, advanced skills, dealing-with-feeling skills, alternative-to-aggression skills, dealing-with-stress skills, and planning skills） in the time factor, and there was substantial improvement in these skills after the class.

The findings revealed that social skills and empathy are improved by attending university physical education.

The purpose of this study was to clarify the achievements and challenges of Olympic and Paralympic Education（OPE） for the Tokyo 2020 from interviews with schools that have been continuously involved in OPE, and to consider the factors to continuing the program after the Games.

Semi-structured interviews were conducted with the principals and teachers in charge of four schools that have been designated as schools promoting the nationwide project for three consecutive years. Questions were asked about the reasons for engaging in the project, the results of the educational activities（pupils, schools and teachers, community, and parents） and challenges.

As the achievements of the OPE, the children’s knowledge and understanding of the Olympic and Paralympics was increased, and their interest and concern was enhanced. In addition, by directly meeting to the athletes, the children were able to acquire moral values such as having dreams and goals, working hard, and never giving up. It was also revealed that teachers saw that the OPE helped them develop an attitude toward learning and improved the results of academic tests. Furthermore, school events such as sport day and OPE initiatives were effective as a means of deepening ties with the local community. OPE had an impact not only on the children, but also on their parents and the local community. The school’s ongoing efforts were positively received by parents and residents, and developed into an initiative involving the local community, taking advantage of local characteristics.