Background: The purpose of this study was to develop a Japanese version of the University of Wisconsin Running Injury and Recovery Index (UWRI), a self-reported measure that allows runners to assess their running ability following running-related injuries, and to examine its reliability and construct validity.

Methods & Results: The Japanese version was developed with permission from the original author in accordance with established cross-cultural adaptation guidelines. The study included 74 recreational runners (mean age, 49.5 years; mean running experience, 11.8 years; mean monthly running distance, 181.8 km). of the 74 runners, 64 (86.5%) reported pain during running, and 26 (35.1%) were undergoing rehabilitation; knee problems were the most common in the rehabilitation group. The UWRI consists of nine items covering four domains: running progression, psychological factors, pain, and recovery. Cronbach's α was 0.74. The UWRI score was negatively correlated with pain intensity measured using the Numerical Rating Scale (NRS) (r=-0.74) and positively correlated with perceived improvement in running ability assessed using the Global Rating of Change scale (GROC) (r=0.64). The rehabilitation group had a significantly lower mean UWRI score than the non-rehabilitation group (17.7 vs 28.3, p<0.001).

Conclusion: The Japanese version of the UWRI demonstrated acceptable internal consistency and construct validity and may be useful as a self-reported measure for assessing running condition following running-related injury.

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Fostering positive student attitudes toward long–distance running through physical education remains an important educational objective. In this context, accumulating case studies that explore the effects of indirect competition and pacing variations—particularly among high school students—is essential. This study aimed to investigate how a long–distance running unit incorporating elements of “indirect competition” and pace variation influenced students’ attitudes toward long–distance running, using a case study approach. The study was conducted from October to November 2020 with 13 second–year high school students, across a total of eight class hours. Instructional strategies included encouraging students to select self–appropriate running paces, implementing group–based gamified activities to enhance pacing skills, and integrating classroom–based learning. Students' attitudes toward long-distance running were assessed using a questionnaire. The results indicated that incorporating pace variation and indirect competition significantly contributed to students’ sense of “engagement,” “achievement,” “collaboration,” and the development of both “positive” and “negative” emotional responses toward long–distance running.

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In investigating the psychological characteristics of middle–aged and older runners dealing with severe life challenges, this study revealed a prominent tendency among participants to positively reframe their current life circumstances. Guided by the insights and learning gained through running, these individuals actively reconstruct how they perceive their life challenges, define their own identity, and navigate their relationships with others. They had found out the common points between running and living experientially through taking actions by themselves and cherishing concerned persons extremely.

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