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This study aimed to elucidate what influence short-term affect associated with a physical education class has on long-term affect and self-efficacy related to physical activity. The subjects were 34 young children (18 boys and 16 girls). Tee ball was used as a teaching material, consisting of teaching units of a total of 8 lessons, and was performed two to three times per week in October 2013. Surveyed items were the number of steps taken and three measures of affect(short-term affect soon after lesson, long-term affect, and selfefficacy). The measurements were made using a wristwatch-type pedometer, short-term affect scale, general affect scale for children, and self-efficacy scale of physical activity for elementary school children. The results of analysis were: 1.In young children, the mean number of steps decreased temporarily in the first half of the teaching units but increased to approximately 3000 steps in the second half. 2.Long-term positive affect was related to mean scores of tranquility and a sense of positive engagement

hatsuiku hattatsu kenkyū/hatsuiku hattatsu kenkyuu

Effect of short-team affect resulting from a physical education class in elementary school：relationship to long-term affect and self-efficacy for physical activity