This paper aims to deepen our understanding of motivation for sports activities and to clarify its management measures. For that purpose, I have reviewed the literature and previous studies that focus on motivation and proceeded with consideration. The results can be summarized from three perspectives.

1. Motivation toward sports activities influences the direction, aggressiveness, and persistence of behavior toward sports activities. Motivation is important in the sense that it involves processes such as effort, task performance, reward acquisition, and activity satisfaction.
2. Motivation research can be divided into two types: the one that focuses on the content and selection of motivation, and the other that focuses on the mechanism by which motivation arises. Many research results have been accumulated in both psychology and business administration, but supplementary examinations and verifications targeting sports activities are still insufficient.
3. In order to draw out motivation, it is necessary to consider environmental factor maintenance for the target. The focus is on the content of the activity and the control of the people and organizations surrounding the subject. At present, abstract methodologies have been presented, but systematic and concrete arrangements are required.

Looking forward to future research based on these results, issues from two perspectives are presented. The first is that interdisciplinary efforts will progress in this area in the future and that opinions will be unified. The other is to try to use a method that differs from statistical analysis based on questionnaire surveys in motivation research. On the other hand, in order to ensure the results of research, it is important to have predecessors’ follow-up tests and re-verifications.

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This research uses a case study to show how and why Japan’s Basic Act on Sports was enacted. The Basic Act on Sports is a pillar of Japan’s sports policy and was enacted by a member of the National Diet, Japan’s bicameral legislature, in June 2011. In this study, we analyzed the policy formation supporting the enactment of the Basic Act on Sport based on the “new policy window” model. As a result of the analysis, the following seven findings of interest, supported by both theory and empirical evidence, were found.
（1）In the enactment of the Basic Act on Sports, both continuous and temporary participants coexisted.（2）The policy activists supporting the Basic Act on Sports connected multiple “ba” of policy measures in multiple layers.（3）All the problems relevant to enacting the Basic Act on Sports were interrelated.（4）Enactment of the Basic Act on Sports progressed by 1）softening up specific policy proposals and 2） adding and refining new policy proposals.（5）1）The change in government officials and 2） jurisdictional conflicts within the government both influenced the enactment of the Basic Act on Sports.（6）Enactment of the Basic Act on Sports progressed as problem windows and political windows were both opened.（7）Enactment of the Basic Act on Sports was achieved by having the agenda, list of policy proposals, and list of politics form a complete package.

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This study aimed to verify the effect of tag rugby with kicking rules on university students. The study employed quantitative text analysis using text mining and diagnostic/comprehensive lesson evaluations to verify the impact of the new rules.
It was found that the introduction of the kicking rule improved both the difficulty level and feeling of enjoyment. It was also identified that the lessons that introduced kicking rules had a more substantial impact on skills and ability to think, to judge, to express themselves than other lessons. This may be because the introduction of kicking increased offense options, strategic and tactic thinking, and defensive engagement.
The results suggest that tag rugby with kicking rules was effective. This could help develop teaching material for tag rugby lessons in junior high schools that are intended to be systematic for 12 years, from elementary to high school.

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