Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (scientific journal)

<p>In experiments and practical training, it is necessary to evaluate whether students have acquired practical knowledge. Oral examinations help teachers check students' understanding level in detail, but take a lot of time and spirit. In this study, we tried to replace part of the oral examination with “asynchronous oral examination” using a video posting site (YouTube) and examined its effectiveness and problems through a student questionnaire.</p>

DOI： 10.14926/jsise.39.280

CiNii Research

Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (scientific journal)

<p>Along with the increasing trend of globalization in education among Japanese universities in recent years, the number of courses conducted in English has also increased. Thus, the number of physical education classes conducted in English is likely to increase. However, workshops and instructional materials for improving the ability of teachers to conduct classes in English are scarce or lacking. Conversely, the frequency of holding workshops is limited given the number of training instructors and implementation costs. In addition, such workshops are expected to be held in large cities; thus, attending them will be extremely difficult for local teachers. However, one promising method for solving these problems is developing instructional materials for e-learning. If such materials are developed, then physical education teachers can be provided with opportunities to improve their abilities. Thus, the study aims to develop e-learning materials for physical education teachers in universities to improve their ability to conduct classes in English. The study recruited requested physical education teachers and students to evaluate the difficulties in using and benefits of the materials. First, the concepts and components of the materials were examined. Afterward, sample instructions for the publication of instructional materials were selected from commercially available books. A quiz was formulated based on the selected sample instructions and uploaded on Moodle, an online learning management system, along with their audio files. Physical education teachers and students evaluated the prepared materials according to difficulty and usefulness. Teachers highly rated the materials for improving their ability to conduct physical education classes in English. Nonetheless, improvements in voice function were required, and adding a listening and speaking test was strongly suggested. Alternatively, the students reported that many sample instructions are easy to understand. However, instructions with unfamiliar words and expressions presented difficulty. Therefore, the result suggested that unfamiliar words and expressions should be modified into other, simple expressions.</p>

DOI： 10.20723/jpeshe.18.0_142

CiNii Research

Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Article, review, commentary, editorial, etc. (scientific journal)

<p>Since the 1991 amendment of the Standards for the Establishment of Universities, physical education (PE) courses in the liberal arts program have been reduced or abolished in several universities. However, the Japanese Association of University Physical Education and Sports (JAUPES) and some universities have continued efforts for the survival of PE. In these activities, many workshops and studies for faculty development (FD) have been implemented. Besides, several classes in PE have been improved. In this paper, we will outline these trends in the FD for PE.</p>

DOI： 10.14926/jsise.37.198

CiNii Article

CiNii Research

Authorship：Lead author,　Corresponding author   Language：Japanese   Publishing type：Research paper (scientific journal)

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)

<p>Similar to many countries worldwide, the number of cases and severity of coronavirus disease (COVID-19) infection increased in Japan. Therefore, universities implemented remote learning to prevent the spread of infection. Based on the findings of Nishida et al. (2021), the present study examined the perceived benefits and physical activities of “On-Demand (OD) format” PE practical courses. Additionally, we focused on the stages of exercise behavior change contributing to the learning outcomes of OD format PE courses. A web-based survey was conducted on items such as the Perceived Benefits Scale in university First-Year PE classes (PBS-FYPE; Nishida et al., 2016), the Japanese version of the International Physical Activity Questionnaire-Short Version (IPAQ-SV; Murase et al., 2002), and the stages of exercise behavior change (Oka, 2003) among university students who took general PE courses in the spring semester of 2020. Based on the analysis of 2,687 participants, it was found that the scores of the PBS-FYPE were significantly lower in the OD format PE than in the Real Time (RT) format PE practical courses, except for “regular lifestyles.” Moreover, all physical activity indices were consistently lower in the OD format PE than in the RT format PE practical courses. Further, there was a significant difference in PBS-FYPE scores between the Precontemplation and Contemplation stages and the men’s Preparation, Action, and Maintenance stages. These scores were higher in the later stages of exercise behavior change. Furthermore, the total amount of physical activity was significantly higher in the Preparation stage than in the Precontemplation and Contemplation stages, and in the Action stage than in the Preparation stage, for both men and women. Finally, the differences in learning outcomes according to the stage of exercise behavior change were discussed, and the limitations of this study and future issues were discussed. These results suggested an effective procedure for improving students’ low learning outcomes in OD format PE practical courses.</p>

DOI： 10.20723/jpeshe.19.0_1

CiNii Research

Language：Japanese   Publishing type：Research paper (scientific journal)

<p>This study clarified the learning outcomes of physical education (PE) courses, particularly their perceived benefits and physical activity, based on the learning style and method immediately after the first wave of coronavirus disease (COVID-19) occurrence. Between July and August 2020, a web-based survey was conducted on 5,719 of university students majoring in subjects other than PE. The survey contents evaluated the students' basic attributes, such as whether or not they participated in sports club activities, the status of and satisfaction with PE courses, their scores in the Perceived Benefits in university First-Year Physical Education (PBS-FYPE: Nishida et al., 2016) classes and the Japanese version of the International Physical Activity Questionnaire-Short Version (IPAQ-SV: Murase et al., 2002), and their perceptions of PE learning. According to study results, the courses' satisfaction level was 2.92 of 5 grades, PBS score was 65% of the standard value, and "understanding the value of cooperative play" score was less than 50% of the standard value. The average of total physical activity in nonathletes were 37% and 28% lower for men and women, respectively, than the earlier research standards, and the median was well below the 23 METs·hour/week standard prescribed by the 2013 Japanese official physical activity guidelines for health promotion. Two-way analysis of variance revealed that the interaction between learning style and method was significant for the majority of the subscales of PBS-FYPE. In addition, some of the subscales showed significantly higher PBS scores in real-time interactive classes than in on-demand classes, and in both practical skills and lectures classes than in lectures-alone classes. Significantly higher physical activity was shown in both practical skills and lectures than lectures alone in real-time interactive classes, but not in on-demand classes. The text-mining analysis of free descriptions of PE courses revealed that online courses involved lessons on right exercise methods and provided opportunities for students to think about a healthy indoor lifestyle. In conclusion, the outcomes of the online PE courses conducted during the COVID-19 pandemic situation scored significantly low in student satisfaction, perceived benefits, and physical activity compared to the corresponding results obtained during the pre-COVID-19 period. Moreover, the study suggests that real-time interactive, rather than on-demand, and classes including both practical skills and lectures produce higher learning outcomes than lectures alone.</p>

DOI： 10.20723/jpeshe.18.0_2

CiNii Article

CiNii Research

Other Link： https://tsukuba.repo.nii.ac.jp/records/2000168

Language：Japanese   Publishing type：Research paper (scientific journal)

<p><b>Background</b> To prevent the spread of COVID-19, a state of emergency was proclaimed in Japan; in the first half of 2020, online classes were held at many universities. Physical education classes based on practical skills were also conducted remotely; however, the full circumstances of such teaching are unclear as are details of the achieved educational effects. Accordingly, the present study investigated the conditions and challenges with respect to physical education practical lessons as well as teachers’ working styles when online lessons were unavoidable. Our aim was to identify an appropriate teaching environment for university physical education in the post-COVID-19 era. <b>Methods</b> We conducted a Web questionnaire survey using Google Forms among 107 university physical education teachers in Japan. <b>Results</b> We found that 91.6% of the teachers taught all scheduled classes (including online classes). The figure for remote teaching was 78.5%; that for a mixture of remote and face-to-face teaching was 19.6%. With remote teaching, 41.5% conducted it in an on-demand format; 25.0% did so with a simultaneous interactive format; 22.6% adopted a material distribution/viewing format. Among the teachers, 82.3% responded that their working hours for classes increased compared with an average year; 31.8% stated that those hours more than tripled and 26.2% that they more than doubled. Regarding subjective assessment of the educational effect, understanding the value of cooperative play, improved communication skills, and adaptation to the school were significantly lower than other items (p< .05). Multiple regression analysis indicated that the reward scale could be explained by subjective assessment, work engagement, sense of coherence scale, and occupational stress (contribution rate, 42.1%; F=18.56; p< .001). <b>Discussion</b> Through online classes, it was difficult to achieve interpersonal communication skills and adaptation to the school; however, half of the teachers observed positive educational effects with respect to adopting a regular lifestyle, physical fitness and physical activity, and self-initiative and self-motivation. The more teachers perceived the reward effect, the more positively did they become aware of the educational effect of online physical education practical classes. It is necessary to reconsider the value of what should be taught in university physical education. Likewise, it is essential to create new types of physical education classes in the post-COVID-19 era by applying the methods adopted in online classes for active learning.</p>

DOI： 10.20723/jpeshe.18.0_21

CiNii Research

Other Link： https://tsukuba.repo.nii.ac.jp/records/2000169

Language：Japanese   Publishing type：Research paper (scientific journal)

<p>The expansion of COVID-19 infection had left no choice for our institution but to shift to on-line instructions instead of in-person instructions, which have resulted in significant decrease in the students’ physical activities. Under these circumstances, we developed the Okayama University (OU) program, which was an online instruction program for university physical education aimed to increase the students’ physical activities. The OU program consisted of endurance exercise, resistance training, and stretching exercise which were the exercise items that improve health related physical fitness. The physical activity and exercise standards of OU program met the traditional structured exercise program standard of American College of Sports Medicine (ACSM), the lifestyle physical activity program standard of joint creation of ACSM and U.S. Centers for Disease Control and Prevention, and the combination of above-mentioned program standards. Our OU program has been introduced on the website of Japanese Association of University Physical Education and Sports. As a result, we were able to provide a package of our teaching materials to 63 universities, and the package was used by 2,404 students in 24 universities. Among these 24 universities, 19 of them participated in this research, and 1,333 students evaluated the effectiveness of the OU program. The survey period was July and August 2020. The students who gave “Fair” to the difficulty score for theoretical learning in OU program was 73.6%. Seventy-point six percent of the students answered that their physical fitness improved since the beginning of the program, whereas 71.5% of them had routinized their physical activity. The degree-of-satisfaction average score of OU program were 4.0 points (max 5.0 points), and the students who answered either “Satisfied” or “Somewhat satisfied” were 72.4%. The comprehensive evaluation average score was 3.8 points (max 5.0 points), and the students who evaluated the program either “Very good” or “Good” were 69.5%. Since our OU program received high evaluation and its efficacy was established, it was suggested that the program was an effective on-line instruction material useful in university physical education.</p>

DOI： 10.20723/jpeshe.18.0_49

CiNii Research

Language：English   Publishing type：Research paper (scientific journal)

DOI： 10.1152/JAPPLPHYSIOL.00539.2016

Scopus

Other Link： https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85041251825&origin=inward

Language：Japanese   Publishing type：Research paper (conference, symposium, etc.)

DOI： 10.14935/jssep.41.0_339

CiNii Article

CiNii Research