Abstract
The purpose of this study was to verify the prolonged effect of the intervention program on university students in physical education class. Subjects were 211 university students who participated in physical education class. The intervention group is comprised of 81 students (40 males, 41 females), and the control group is comprised of 128 students (80 males, 48 females). All data were obtained through questionnaires. The questionnaires consisted of personal characteristics, skills relating to bachelor’s degree ability (communication skill, teamwork skill, problem-solving skill, leadership skill), and exercise behavior (the stage of exercise behavior change, self-efficacy for exercise, decisional balance). The questionnaire data were obtained “at the beginning of the semester (pre)”, “at the end of the semester (post)”, and “two years after the end of the semester (the two-year follow-up)”. Communication program and behavior change skills were applied to the intervention group. The main finding was that the stage of exercise behavior changed in the intervention group. Comparing “pre” with “post”, the ratio of students with improved stage was 51.8%; the ratio of students who maintained their stage was 37.3%; and the ratio of students whose stage worsened was 10.8%. Additionally, comparing “post” with “the two-year follow-up”, the ratio of students with improved stage was 19.3%; the ratio of students who maintained their stage was 43.4%; and the ratio of students whose stage worsened was 37.3%. The results of two- way repeated measures ANOVA (group-time) showed that there were significant interactions for “perceived benefits of exercise (Pros)”, “decoding skill”, “properly transmitted skill”, “teamwork skill”, and “leadership skill”. The results of one-way repeated measures ANOVA showed that “properly transmitted skill”, “teamwork skill”, and “leadership skill” significantly increased on account of the intervention program post and at the two-year follow-up. These results indicate that the intervention program on university students, which consists of a communication program and behavior change skills, was partly effective for improving skills relating to bachelor’s degree ability two years after the end of semester.
Highlights
The goal of physical education in Japanese universities, though varied between universities and courses, can be summarized with key principles such as “acquisition of knowledge and practical skill in lifelong sport”, “making exercise a daily habit”, “acquisition of physical and mental health”, and “improvement of social skill”
The results of one-way repeated measures ANOVA showed that “properly transmitted skill”, “teamwork skill”, and “leadership skill” significantly increased on account of the intervention program post and at the two-year follow-up. These results indicate that the intervention program on university students, which consists of a communication program and behavior change skills, was partly effective for improving skills relating to bachelor’s degree ability two years after the end of semester
Kiuchi, Arai, Nakamura & Urai (2005) and Kiuchi, Arai, Nakamura, Urai & Hashimoto (2009) suggested that self-monitoring at the end of a physical education class could increase the benefits of exercise, and “physical education homework” had a positive correlation with the amount of daily exercise undertaken by university students
Summary
The goal of physical education in Japanese universities, though varied between universities and courses, can be summarized with key principles such as “acquisition of knowledge and practical skill in lifelong sport”, “making exercise a daily habit”, “acquisition of physical and mental health”, and “improvement of social skill”. When considering implementation of physical education for students in all types of university, it is important to evaluate class through qualitative analysis While these studies deal with effects on lifelong sport, and the maintenance and improvement of physical fitness as the primary purpose of physical education, Nishida and Hashimoto (2009) revealed that a university physical education program intended for social skill improvement could enhance the “skill of empathy and assistance”, while Sugiyama (2008) indicated that physical education could have a partial influence on communication skill. Tahara, Watanabe, Kamino, Marui & Murakami (2012) further showed that physical education class aimed at “extracurricular learning and activity”, “communication among students”, and “joy of class participation” could impact general skills as well as attitude and intentionality in bachelor’s degree ability
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