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This study aims to comparatively analyse the importance and performance of the health of Korean and Japanese adolescents during the prolonged coronavirus disease 2019 (COVID-19) pandemic. Data were collected from 1,341 sampled Korean and Japanese adolescents in September 2021 through online and offline surveys. The collected data were analysed with frequency analysis, reliability testing, t-test, and importance-performance analysis (IPA). The following results were obtained. First, adolescents in the two countries perceive various factors about health as important during the COVID-19 pandemic, but their performance is weak compared to their perceived importance. Second, Korean adolescents had greater perceived importance for all factors of health perception compared to their Japanese counterparts. Third, the difference in performance between Korean and Japanese adolescents was especially evident for ‘hygiene management’, and there were significant differences in performance in ‘disease management’ and ‘physical activity’. Fourth, in quadrant 4 of the IPA matrix, there were similarities and differences in a particular factor of health perception between Korean and Japanese adolescents. Based on these results, we proposed measures to emphasise the importance of health and enhance performance among Korean and Japanese adolescents.

In this study, the possibility to change naive conception on a volleyball overhand pass skill and its impact on improving performance were examined. To achieve this aim, a peer teaching model was introduced in the unit. Peer teaching involves students teaching each other based on the class content set by the teacher. The participants were 43 seventh grade students who took part in a 10-hour PE volleyball unit. Each participant completed the Naive Conception Questionnaire to rate the degree of importance of various movements (DIM) in the overhand pass and to identify technical problems in skill performance (TPI). The questionnaire was administered pre- and post-unit, and the students’ own performance was also filmed at those times. Furthermore, the control group for this study was the baseline class (n=38), which included data collected previously. The performance of the students allowed for a comparison of the DIM and TPI between the control group and the intervention class. The results showed that; 1) DIM scores increased significantly in the post-unit with the intervention classes. DIM No.4 [Bringing the ball down to the forehead] scores increased significantly in the post-unit as students were not able to execute this skill prior. TPI scores also increased significantly in the post-unit on the intervention classes. Students’ performance increased significantly in the post-unit, but P [Interaction - elbows & knees] and P [Bringing the ball down] yielded no change with a success rate of about 50%. 2) The DIM scores increased in the baseline and intervention classes. Additionally, it was noted that the TPI and performance scores increased significantly with the intervention class when compared with the baseline class. These results suggest that peer teaching is an effective strategy for improving both cognition and performance of a volleyball overhand pass skill. In this study, the possibility to change naive conception on a volleyball overhand pass skill and its impact on improving performance were examined. To achieve this aim, a peer teaching model (Meztler, 2000) was introduced in the unit. Peer teaching involves students teaching each other based on the class content set by the teacher.

Objectives The primary objective of this study was to compare youth athletes from two culturally distinct nations (Germany and Japan) on key aspects of their psychological make-up (goal orientation, fear of evaluation) and perceived coach support. Design Data were obtained with questionnaires distributed during a training session and analyzed with regression as well as multivariate and univariate analyses of variance. Method There were 56 German (30 female, 26 male) and 117 Japanese (60 female, 57 male) swimmers with a mean age of 13.2 ( SD = 2.0) and 14.1 ( SD = 1.8) years, respectively. All of the athletes participated regularly in high-level competitions. Results As hypothesized, the German athletes were more task than ego oriented and more task focused than the Japanese, whereas the latter group had higher ego orientation scores than the German swimmers and put similar emphasis on both task and ego concerns. Contrary to expectations, however, there were no differences between the national cohorts in evaluative fear. The Japanese swimmers perceived their training climates to be more competition oriented than did the German participants. In terms of coach–athlete interactions, the German athletes reported significantly more instruction, positive feedback, and social support than the Japanese. Coach variables contributed significantly to the Japanese participants' feelings of satisfaction, with no such correlations in the German sample. Conclusions Results are interpreted through cultural traditions and may be partly explained by differences in individualism. Practical recommendations for coaches and consultants are offered in light of the research findings.

This study examined the prospect of changing PE students' naive conception (the knowledge that students possess prior to learning) of a volleyball overhand pass skill and their performance of the skill. The participants were 38 seventh grade students who took part in a 10-hour PE volleyball unit, and each completed the Naive Conception Questionnaire to rate the degree of importance of various movements (DIM) in the overhand pass and to identify technical problems in skill performance (TPI). The questionnaire was administered pre- and post-unit, and the students' own performance was also filmed at those times. The results showed that DIM scores increased significantly in the post-unit on three elements of the overhand pass. However, the overall difference in TPI was not significant, despite a marked improvement in one section. This indicates that it was difficult to change the students' overall misconception of the skill's technical requirements. Nevertheless, when scores for DIM evaluations and TPI increased, the students' own performance also improved, but when they possessed incorrect images of the form of the hands, they performed the overhand pass more poorly than those with correct images. Future research should look at the specific ways in which naive conception affects learning and performance among PE students, and how teaching strategies can be tailored to the individual learner.

Sport participation has been growing worldwide and its potential benefits are well known. However, youth competitive sport is still a matter of debate. Competition is inherent to sport, but discussions abound when young athletes are involved. This is particularly the case in sports where early specialization and high training loads are the norm, such as artistic gymnastics. In the present study we interviewed 46 coaches, who are coaching developing elite gymnasts in Brazil, and attempted to understand their attitudes toward competition. Coaches expressed concern about the motivation, the ability of athletes to set their own goals, and providing extrinsic rewards. In contrast, some coaches saw extrinsic rewards as an effective strategy to keep their athletes committed. The study highlighted the need for both concern and understanding by coaches about individual differences due to maturation and growth.

In this study, we focus on a video-recorded sports game (soccer game video), and apply discriminant analysis in order to quantitatively examine the relationship between the subjective evaluation of the video by physical education teachers and their teaching experience. The teaching experience includes teaching years on soccer (long term, medium term and short term) and content knowledge (possession of JFA license). In the analysis, the subjective evaluation of the video and the teaching experience information work as explanatory variables and criterion, respectively. Experimental results show that the teaching year is related to tactical viewpoint while content knowledge is related to problem solving in the game.

The purpose of this study was to verify the effectiveness of modified basketball games based on on-the-ball decision-making and off-the-ball movement. Two types of numerically modified basketball games, “3 on 2” and “3 on 3”, were played by two 6th grade elementary PE classes. Twenty-four students participated in the 3 on 2 games, and 28 students in the 3 on 3 games. All games were videotaped, and the Game Performance Assessment Instrument (GPAI) was used for data analysis. This instrument allows counting of the frequency of on-the-ball decision-making and off-the-ball support movement, and assists in judging the performance of students in situations such as shooting, passing, ball-keeping, and supporting, as to whether or not these are appropriate. The main findings are summarized as follows:1. The number of students who experienced on-the-ball decision-making and off-the-ball support situations, and the average frequencies of these experiences, were higher in the 3 on 2 games than in the 3 on 3 games.2. In the 3 on 2 games, the numbers of students who performed appropriate passing, ball-keeping, and support were significantly higher than in the 3 on 3 games (p

The purpose of this study was to examine improvements in tactical decision-making ability achieved by participating in basketball games with numerically uneven sides (3 on 2). The research focused on in-game decision-making as an important component of the learning of the basketball tactics in physical education classes. Three elementary school basketball classes consisting of two grade 5 classes and 1 grade 6 class were examined. The 82 class participants (boys=38, girls=44) received a total of 11 hours instruction. A physical education researcher advised the elementary school teacher (1) how to teach the principles of offensive decision-making in basketball and (2) how to facilitate improvements in tactical decision-making ability within the context of numerically uneven sides. In order to analyze children's decision-making ability in the games, all game situations were filmed with digital video cameras and the Game Performance Assessment Instrument (GPAI) was used. The main findings are summarized as follows :1) In all cases of shooting, passing and ball-keeping, the rate of appropriate decision-making, according to the data obtained from later units (classes 10 and 11), showed a significant (p>.05) increase when compared with data obtained from earlier units (classes 2 and 3).2) Results indicated that the appropriate ball-keeping performances, represented as a percentage, were lower than both those of shooting and passing throughout the duration of the study.3) Appropriate decision-making, when represented as a percentage, improved with learning experience in numerically uneven sides.These results support the hypothesis that the decision-making ability of children improves with learning experience by playing basketball games with numerically uneven sides.

In this paper, effect of tactical games approach model in elementary school PE class was examined used with diagnosis and summartive evaluatlon and formative evaluation.In 2003, 34 elementary schools in all over Japan were asked to implement flag football unit based on tactical games approach model and given some material on the unit. Basic model for the PE lesson was offered to each school. Teachers in each school have made lesson plan and implemented flag football unit. From 28 classes, the result of diagnosis and summartive evaluation and from 22 classes the result of formative evaluation of the unit were returned.Effect of units was analyzed based on the result of these evaluation from the viewpoint of grade, length of unit, class size and number of player in games. Flag football unit was accepted so positively by pupils in general. There was no significant difference in effect from each points of view. This means that tactical games approach model was so effective in all domains in PE lesson. On the other hand, different evaluation between 2 classes, even so based on the same unit plan, was found.This shows the needs of developing properly PE teacher's education program for the instructing games.

The purpose of this study was to examine the students' understanding of decision-making knowledge in basketball games with numerically uneven sides (3 on 2). Three elementary school basketball classes consisting of two grade 5 classes and 1 grade 6 class were examined. The 82 class participants (boys=38, girls=44) received a total of 11 hours instruction. A physical education researcher advised the elementary school teacher on how best to teach the principles of offensive decision-making in basketball, with respect to the following; the priority of shooting, passing and ball-keeping. In order to examine the differences in understanding as it relates to decision-making knowledge, two tests were conducted with the students during pre and post units. The results are summarized as follows:1) The shoot and pass, revealed no significant difference between pre and post knowledge tests with figures. In contrast, results for the ball-keeping, showed a significant (p

In diesem Aufsatz versucht man, durch Analyse der Lehrplanen des Fachs Sport in der BRD nach '90 Jahren einen Hinweis auf die Curriculumtheorie des Fachs Gesundheits- und Leibeserziehung in Japan zu erhalten.5 Empfehlungen und Aktionsprogramme, die nach dem 2. Weltkrieg einen Einflus auf das Fach Sport im ganzen Deutschland ausgeubt haben, und Lehrplane von Bayern, Hamburg und NRW wurden als Gegenstande der Analyse behaldelt.Als Resultat kann man die Entsportlichung in neuen Lehrplanen erkennen. Im Hintergrund solcher Tendenzen kann man auch Vielfaltigkeit des Sports, ein negatives Sportbild und Veranderung der padagogischen Aufgaben der Schulen finden.Gleichzeitig kann man aufgrund dieser Tendenzen uber die Curriculumreform des Fachs Gesundheitsund Leibeserzieuhng auf die folgenden zwei Punkten hinweisen;1) Notwendigkeit der Anerkennung von der verschiedenartigen kultuellen Eigenschaften des Sports.2) Notwendigkeit der Bewustmachung des Verhaltnisses zwischen dem Sport in Schulen und den padagogischen Aufgaben der Schulen.

Qualitative research on teaching in physical education has suddenly increased in the area of physical education teacher education (PETE) over the past decade in U.S.A. Byra and Karp (2000) surveyed the articles published in the Journal of Teaching in Physical Education and Research Quarterly for Exercise and Sport Science (pedagogy section) between 1988 and 1997. Qualitative research articles on teaching in physical education were 113 (43.8%) in data-based research on teaching in physical education.However interpretive and critical articles (qualitative research) on sports sciences in Japanese major and local 6 journals were very small that were 20 articles (2.44%) between 1990 and 1999 (Cavalli and Fujiwara, 2001). It is very important to know how qualitative research was doing if we try to do qualitative research on teaching in physical education.The purpose of this article is two-fold: (a) to compare the purpose of 8 qualitative research inquires on teaching in physical education in one of the most noted journals in U.S.A. in which PETE research is published, and (b) to compare the method of them.Qualitative research on teaching in physical education had a very wide diversity of the purposes, but it had some similar characteristics that was to understand the participants or to describe the perspective of the participants. And qualitative research was applied various techniques to collect data and to enhance validity and reliability.

After the worldwide physical education crisis, so called PETE at university level is one of the focal point to promote quality Physical Education. In this situation, in 1997, Education Personnel Training Council in Ministry of Education , Science and Culture(since 2001 Ministry of Education, Culture, Sports, Science and Technology; MEXT) in Japan has informed the Council Report on strategy for improving teacher education system in the future. In 2008, the Course of Studies for elementary and junior high schools were introduced in 2008 and that of for senior high school in 2009. Also system for renewing educational personnel certificates is introduced formally from 2009. Based on this situation on PETE reform movement, tasks and trends in PETE at university level in Japan was shown in this article. In Japanese PETE system, there is discrepancy between needed competency for physical education teachers and image of physical education teacher in general. Most important problem in this recognition would be poor knowledge on competencies requested for physical education teacher as profession. To overcome this discrepant, one need to discuss the better way to change employment system to profession. At university level, even through simulated class based on reflection has introduced in some universities, content knowledge and pedagogical knowledge are usually taught separately. In this sense, one should consider again better way to enhance PCK at university level and to make tentative content and performance standard for them related with CPD. In this context, first step to improve PETE curriculum has just begun in JAPAN.

Bei der Behandlung des Problemes von Lerngruppen im Sportunterricht diskutiert man oft z. Z. aufgrund der folgenden Vorstellung, das Schuler durch den Austausch ihrer Technikenerkenntnisse ihre Verhaltnisse verbessern und deswegen es beim Lerngruppenbildungsprozes um Organisieren vom Lehren-Lernen-Vrhaltnis von Schulern als derer Methode geht.Gegen diese Aussage konnte man aber die folgenden drei Fragen aufstellen;1) Ubt die Qualitat der Lerngruppen aufgrund der Fertigkeitsniveaus auf das Lehren-Lernen-Verhaltnis von Schulern einen Einflus aus?2) Hangt die Information gegebenen Gegenstanden von der Fertigkeitsniveaus der Information mitteilenden Schulern ab?3) Sind das Lehren-Lernen-Verhaltnis von Schulern durch die Information bestimmt?Um diese Probleme zu erklaren, wird Schulerbeschreibungen aufgrund der folgenden drei Aspekten analysiert;1) Wer sendet Information, und wer akzeptiert sie?2) Was fur eine Information wird zwischen Schulern ausgetauscht?3) Mit welcher Ausdrucksweise wird Information gesendet?Als Ergebnisse der Analyse konnte man die folgenden drei Punkten vorstellen;1) Unterschied von Fertigkeitsniveaus von Schulern ubt einen positives Einflus auf das Lehren-Lernen-Verhaltnis von Schulern aus, d. h. Mitglieder der Gruppe, in der es Schuler mit verschiedenen Fertigkeitsniveaus gibt, tauschen oft gegenseitig Information aus.2) Beim Austausch von Technikeninformation sendet sie meistens gefertigte Schuler und akzeptiert ungeschickte Schuler, aber das Verhaltnis zwischen beiden Schulern ist veranderlich. Das deutet an, das es beim Informationsaustausch verschiedenen Stufen gibt.3) Angemessene Information regt sich das Lehren-Lernen-Verhaltnis von Schulern an.Durch diese Analyse konnte man dock nicht erklaren, ob die gesandte Information eigentlich akzeptiert wird. Darum zu erganzen, mus man Kommunikationsprozes von Schulern direkt analysieren.