The purpose of this paper is to consider the possibility of P.E. teaching to improve student’s motor abilities by researching whether there are any differences in factors which decide one’s motor abilities between male and female students. Movement and time processing in each student’s daily lives are focused on, and discussed how they affect one’s motor abilities. The object of this research is students of 342, age 6-12. Results of research about motor abilities and movement are as follows. 1) Motor abilities and movement in daily life are correlative. And students, both of male and female, make more variety of movement has higher motor abilities. 2) The factors which affect one’s motor abilities are different between male and female at age of 9-12. Results of research about motor abilities and time processing are as follows. 1) Students who spend for “playing inside” and “reading comics” have lower motor abilities in both male and female. 2) Male students who spend more “girlish time”, such as “house work”, have lower motor abilities. On the other hand, female students who spend more “boyish time”, such as “playing outside” have higher motor abilities. There is a difference between male and female in this point. Those results lead one direction of P.E. teaching. Students live and learn in today’s gender life and their motor abilities are affected by gender rules such as “boys play outside and girls play inside”, therefore, the necessity of gender free teaching has been insisted. However, more specific instruction is needed now, such as reacting and guiding their students by paying attention to their actual life styles to improve student’s motor abilities.

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The purpose of this study is to examine the relationships among items of sexual harassment (SH) experienced by female Japanese college students inside of sport settings. Respondents were asked to answer whether or not they had experienced as SH 19 specific male behaviors toward female college students inside of sport settings. Data was collected by questionnaire. The survey was addressed to 4,208 students at 23 colleges, from June to November, 2003, and in October, 2006, and 3,989 students responded. Nine hundred ninety eight female students belonging to intercollegiate athletic clubs, and 477 female students belonging to intramural sport clubs were available for statistical analysis in this study. The experiences of SH inside of sport settings were first compared with respect to two types of sport clubs. Female students reported that they had been physically touched or massaged, or had been told jokes of a sexual nature. Among members of intercollegiate clubs, the percentage of persons who perceived “physical touching” behavior as SH was lower than that among members of intramural clubs. Intercollegiate club members reported their harassers to be instructors employed from outside their universities, while intramural club members reported them to be faculty members and upperclassmen in their clubs. Many female students reported that, when they experienced SH behavior inside sport settings, they shrugged of the behavior, did nothing, or were unable to do anything. Logistic regression analyses were conducted to examine the structure of behavior experienced as SH. Among intercollegiate athletic club members, “persistent sexual advances” as a dependent variable was significantly explained by three variables: “ask female students out to dinner or on a date,” “send e-mail with sexual content,” and “give female students a back/shoulder massage while giving instructions,” while among intramural club members, only “make female students serve tea or perform personal tasks” significantly explained “persistent sexual advances.” Finally, the importance of considering the structure of experienced SH items is discussed.

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