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Copyright of Japanese Journal of Physical Education & Sport for Higher Education / Daigaku Taiiku Supotsugaku Kenkyu is the property of Japanese Association of University Physical Education & Sports and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to develop a scale for measurement of students' perception of feedback behavior in junior high school physical education classes, in order to consider effective feedback through comparisons of gender, grade level, and learning outcomes. First, 36 items for assessment of feedback behavior in physical education classes were developed based on the feedback frameworks of Takahashi et al. (1991), from various previous studies on teacher behavior, and the behavior of teachers and students in physical education videos. Then, a preliminary survey of 1092 junior high school students (boys: 561, girls: 531, first year: 250, second year: 325, third year: 517) was conducted. The content of the items mainly related to negative feedback was then revised, and 36 items were selected. Next, the main survey was conducted on 1339 junior high school students (boys: 728, girls: 611; first year: 452, second year: 468, third year: 419; mean age: 13.22±.94) using the 36 items selected in the preliminary survey. Based on exploratory and confirmatory factor analysis, the cognitive structure of feedback behaviors in physical education classes was found to include 4 factors: "praise", "advice on motor skills", "reprimands for class behavior", and "criticism of motor skills". The reliability was confirmed using Cronbach's α. Furthermore, the validity was verified by the correlation coefficient and analysis of variance between each subscale based on gender and grade, and shown to be generally satisfactory. Finally, multiple regression analysis was conducted to examine the effects of feedback behaviors on learning outcomes in physical education classes. The results showed that positive and corrective feedback behaviors positively affected all of the learning outcomes. On the other hand, negative feedback behavior had a negative effect on some of the learning outcomes for girls. Therefore, it was confirmed that each subscale had generally satisfactory reliability and validity. Finally, validation of the causal model and case studies to assess the goals of health and physical education were considered necessary as future issues. [ABSTRACT FROM AUTHOR]

This study examined the relationship among the degree of enthusiasm, avoiding attitude, and adjustment to physical education in junior high school students. The sample comprised 708 students (male=371, female=337, mean age=13.92±.89 yr). The measures included scales for determining any inferiority complex in connection with physical education classes (C-MS [Complex focused on Motor Skills] and C-PPF [Complex focused on Psychosocial and Physical Factors eventually leading to an inferiority complex]) developed by Sasaki and Suko (2016), a scale for determining adjustment to physical education classes (intention of solidarity and adjustment to physical education classes) developed by Sasaki (2003), and students' liking or disliking for physical education classes. The relationship between the students' degree of enthusiasm for physical education classes and their tendency to avoid them or adjust to them was examined using covariance structure analysis. The results suggested the following: (1) The degree of enthusiasm for physical education classes had a direct positive influence on intention for solidarity and adjustment to physical education classes. (2) The degree of enthusiasm for physical education classes had a negative influence on C-MS, which in turn had a positive influence on intention for solidarity. (3) The degree of enthusiasm for physical education classes had a negative influence on C-PPF, which in turn had a negative influence on intention for solidarity and adjustment to physical education classes. In conclusion, to enhance the adjustment of students to physical education classes, it is important to improve their degree of enthusiasm and to reduce C-PPF. [ABSTRACT FROM AUTHOR]

In this study, by positioning an inferiority complex regarding physical education as an avoidance attitude, we studied the reciprocal relationships between physical competence and avoidance attitudes in physical education among elementary and junior high school students. A three-wave panel was used to investigate data for 155 elementary (64 male, 91 female) and 330 junior high school students (180 male, 150 female), who completed questionnaires. The measures included assessment of an inferiority complex in terms of a physical education class scale (avoidance attitude focused on motor skills and a complex focused on psychosocial and physical factors, causing feelings of inferiority that would develop into an avoidance attitude) developed by Sasaki and Suko (2016), and a physical competence scale (perceived physical competence, feeling of control and peer and teacher acceptance) developed by Okazawa et al. (1996). The validity of the three-wave, cross-lagged effect model was verified using structural equation modeling. In addition, simultaneous multi-population analysis was verified for both boys and girls. The results suggested the following processes: (1) In elementary school students, perceived physical competence has a negative effect on avoidance attitudes to physical education (including both an avoidance attitude focused on motor skills and a complex focused on psychosocial and physical factors, causing feelings of inferiority that develop into an avoidance attitude). (2) In junior high school students, an avoidance attitude focused on motor skills as well as perceived physical competence and peer and teacher acceptance had negative mutual effects. Therefore, the causal relationship between physical competence and avoidance attitude in physical education was shown to differ between elementary and junior high school students. [ABSTRACT FROM AUTHOR]