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The survey was conducted on 1433 junior high school students (728 boys and 611 girls, first grade:452, second grade:468, third grade:419) taking physical education classes between June and July 2022. The survey included a group of items assessing the learning outcomes of physical education classes (learning motor skills, cultivating communication skills, acquiring knowledge on body and movement, feeling the attraction of physical activities) and a group of items assessing attitudes toward sports participation (positive and negative awareness). The data were analyzed primarily by grade level with correlation and multiple regression analysis. The results of the correlation analysis showed a significant positive correlation between learning outcomes of physical education classes and positive attitudes toward sports participation, and a significant negative correlation with negative attitudes. Next, multiple regression analysis was conducted for each grade, and the results showed that, common to all grades, learning motor skills and feeling the attraction of physical activities had a significant positive effect on the positive attitude toward sports participation. In addition, differences in the effects of the learning outcomes of physical education classes on the students' attitudes toward sports participation were found to vary by grade level.

In this study to examine the cognitive structure of the feedback behavior of teachers in physical education classes in the preliminary. Then, the purpose of this study was to provide the knowledge for the development of future research. / The study conducted in July-October 2020, 36 questionnaire items were developed based on “observation category of teacher behavior in physical education” (Takahashi et. al., 1991) about the frequency of teacher behavior of 1092 junior high school students (male: 561, female: 531, first-year: 250, second-year: 325, third-year: 517) who attended physical education classes. / The result of factor analysis, this scale had four teacher feedback behavior scale: advice for exercise, praise for learning and scolding for exercise. Each of their subscales had generally satisfactory score of internal consistency. In addition, significant positive correlations were observed between the sub scales (praise for learning, scolding for exercise) and the 15 items the items to evaluate the learning outcome in physical education. Similarly, covariance structure analysis revealed a moderate fit the scale’s factor analysis model (GFI＝.90, AGFI＝.88, CFI＝.92, RMSEA＝.07). A two-way analysis of variance (sex and grade) was performed to examine whether teachers' perceptions of feedback behavior differed depending on the individual attributes of the students. As a result, there were significant gender and grade differences in the perception of teacher feedback behavior. Thus, each of subscales subscales scores had moderate reliability and validity. Finally, in a future study, it is necessary to revise the item contents of the scale and examine its reliability and validity.

This study aimed to examine the associations among the presence of an inferiority complex regarding physical education classes, the like or dislike of physical education classes, and grades. The survey was administered to firstand third-year junior high school students using items related to their likes and dislikes of physical education classes, along with the Inferiority Complex Scale (as it pertains to physical education classes). A total of 454 junior high school students (213 first-year students and 241 third-year students), who exhibited no gaps in their responses to the questionnaire, were included in the analysis. A two-way analysis of variance test was conducted along the inferiority complex subscale (with the scores of each item treated as a dependent variable), with the students’ grade level (firstyear, third-year) and likes and dislikes of physical education classes acting as independent variables. The results showed that the first factor of the inferiority complex scale – which focuses on motor skills – mainly affected the students’ “like or dislike of physical education classes.” Next, psychosocial and physical factors, which cause feelings of inferiority to develop into an inferiority complex, affected the students’ “like or dislike of physical education class,” along with their “grade level,” respectively. These results indicate that the way in which inferiority complexes are held differs depending on a student’s like or dislike of physical education classes and grade level.

The purpose of this study was to examine the relationships among perceived coaching behaviors, psychological needs satisfaction, and motivation in junior high school sports club students. A questionnaire designed to assess coaching behaviors, psychological needs satisfaction, and motivation was administered to 204 junior high school students, and the following results were obtained. Factor analysis revealed 5 factors related to coaching behaviors: relatedness and competence support, autonomy support, controlled, relatedness rejection, and ego involvement behaviors. Furthermore, multiple regression analysis showed that perception of relatedness and competence support, and autonomy support behaviors were associated with needs for autonomy and competence, which were in turn related positively to intrinsic motivation and negatively to amotivation. Furthermore, perceptions of controlled and relatedness rejection behaviors were associated negatively with need for relatedness for their coach, which were positively related to controlled motivation. These results suggested that coach's autonomy support behaviors are related to adaptive motivation for sports club than is the case for controlled behaviors. Finally, the role of coaching behavior in promoting student's motivation for their sport club is discussed.