Reforming school athletic clubs does not mean reforming the way teachers work; it is a structural reform of sports in our country. Shifting the location of activities to local communities is not an objective, but a means to an end. The issue that needs to be urgently addressed in the reform of school athletic club is to examine what kind of education it is. And it is to set forth the ideals that schools and out-of-school sports organizations should work toward together. The mission of the reform is twofold. The first mission is to shift athletic activities that have completely exceeded the capacity of school clubs out of schools. The second mission is to transform school athletic clubs into places where students can learn about sports activities in their leisure time, in line with the current emphasis on “well-being” and “quality of life”.

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This study aims to examine the structure of the corporal punishment-related factor and to explore predictors of corporal punishment behavior through a nationwide survey. A questionnaire survey was administered to teachers of athletic club activities working at Japanese junior high and high schools (337 valid responses from 39 prefectures) . Items of the corporal punishment-related factor scale, basic attributes, experiences of corporal punishment behavior, and experiences of feeling likely to use corporal punishment comprised the survey’s content. The scale’s items were scored from 1 to 5 points; the higher the scale score, the greater the awareness of the corporal punishment-related factor. An exploratory factor analysis (maximum likelihood method, Promax rotation) was conducted to examine factor structure. Covariance structure analysis was then conducted to examine the relationship between extracted corporal punishment–related factors and the experiences of corporal punishment behavior. (1) Results of factor analysis revealed 26 items associated with five factors: I) “teacher’s policy and beliefs”, Ⅱ) “unachieved goals of students and team”, Ⅲ) “teacher’s view of victory’s importance”, Ⅳ) “pressure to win the game” and V) “negative attitudes of students”. Reliability examination and Cronbach’s alpha coefficients confirmed the scale’s internal consistency. Additionally, subscale items’ factor loadings confirmed the simple structure, and factor validity was generally confirmed based on categories of corporal punishment–related factors from previous studies. (2) Results of analysis of covariance structure indicated that “teacherʼs policy and beliefs” and “teacher’s view of victory’s importance” might predict corporal punishment behavior. Additionally, this study found that pressure to win the game may be the cause of corporal punishment behavior. The results of this analysis could be used to assess corporal punishment–related factors that teachers perceive in athletic club activities.

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