Open AccessA Study of Facts and Generating Factors of “Dislike for Exercise” and “Dislike for Physical Education”
Author(s) -
B.Chuluun-Erdene,
D.Azjarga
Publication year - 2021
Publication title -
international journal of integrating technology in education
Language(s) - English
Resource type - Journals
eISSN - 2320-3935
pISSN - 2320-1886
DOI - 10.5121/ijite.2021.10101
Subject(s) - physical education , curriculum , context (archaeology) , psychology , physical fitness , principal (computer security) , physical activity , medical education , medicine , pedagogy , physical therapy , paleontology , computer science , biology , operating system
Recently, a decline in children’s fitness and lack of exercise has become a serious issue in Japan. Consequently, various governmental institutions have repeatedly taken up this problem and a number of policy recommendations have been made that aim to remedy the situation. Following these recommendations, the new Course of Study has proposed measures such as increasing the number of teaching hours for health and Physical Education (hereinafter abbreviated as “PE”) and reforming the PE curriculum within 12 years. By doing so, it has further emphasized the need “to develop the capacity and skills to engage in exercise throughout life, to realize an enriching sports life, and to improve physical fitness.” Despite these measures, the polarization between those children who actively engage in exercise and those who do not, as well as children who have an unfavorable or negative attitude toward exercise and PE lessons “Dislike for Exercise (hereinafter abbreviated as “DE”)” and “Dislike for Physical Education (hereinafter abbreviated as “DPE”)” still persist. The principal role of PE lessons at school is to introduce children to the joy and excitement of exercise. Within this context, emphasis should be placed on “PE” education that forms the basis of life-long engagement with sports. However, “DE” and “DPE” attitudes inhibit PE in school from achieving its goals.