Table of Contents
1. Introduction .............................................................................................................................................. 1
2. Olympic and Paralympic Education
1) Background and Objectives of the Project ........................................................................................... 22) Implementation System ........................................................................................................................ 33) Main Project Details in Each Fiscal Year ............................................................................................. 44) Publication of Case Study Collection ................................................................................................... 7
3. The spread of Olympic and Paralympic Education at Regional Hubs
1) Regional Hubs under University of Tsukuba ....................................................................................... 8(1) Educator Training ........................................................................................................................... 8(2) Implementing Schools .................................................................................................................... 9(3) Citizen Forum ................................................................................................................................. 16(4) National Forum ............................................................................................................................... 17(5) Other ............................................................................................................................................... 172) Regional Hubs under Nippon Sport Science University ...................................................................... 20(1) Educator Training ........................................................................................................................... 20(2) Implementing Schools .................................................................................................................... 21(3) Citizen Forum ................................................................................................................................. 25(4) Symposium ..................................................................................................................................... 25(5) National Forum ............................................................................................................................... 26(6) Other ............................................................................................................................................... 27
3) Regional Hubs under Waseda University ............................................................................................. 32(1) Educator Training ........................................................................................................................... 32(2) Implementing Schools .................................................................................................................... 33(3) Citizen Forum ................................................................................................................................. 40(4) National Forum ............................................................................................................................... 41(5) Other ............................................................................................................................................... 41
4. Future Prospects of the Olympic and Paralympic Education
1) Leveraging Diverse Networks .............................................................................................................. 442) Development in Subject Education ...................................................................................................... 453) Education for International Understanding Leveraging the Host-town Project ................................... 46
4) Linkage with Human Rights Education, Welfare and Diversity Education ......................................... 49
5) Potential of Utilizing ICT ..................................................................................................................... 50
Appendix: Chronological Table of the Project ............................................................................................ 51

1. Introduction
Olympic and Paralympic education aims to promote a renewed awareness of the value andbenefits of sport as represented by the Olympic and Paralympic Games and thus to contribute to
the betterment of individuals and society, with a view to developing human resources who can play
an active role in creating world peace with an international mindset as well as realizing the desired
future vision of the society.
Since 2016, the Nationwide Olympic and Paralympic Movement Project has developed andimplemented Olympic and Paralympic education programs, building upon the recommendationsof the Expert Committee on Olympic and Paralympic Education, which was established in the
Ministry of Education, Culture, Sports, Science and Technology at the end of fiscal 2014, as
well as upon the results of the Research Study Project conducted in fiscal 2015. As many as 46
prefectures and ordinance-designated cities (out of a total of 66 nationwide) have participated inthis project, with support from the University of Tsukuba, Waseda University and Nippon Sport
Science University (NSSU). In the six years from fiscal 2016 to 2021, a total of 4,191 schools
were designated for promoting Olympic and Paralympic education. So many schools—aside fromthose in Tokyo—having been involved in Olympic and Paralympic education demonstrates that
the Olympic and Paralympic ideals have been passed on to the next generation of young people
throughout Japan. Amid the COVID-19 pandemic in fiscal 2020, schools everywhere experienced
unprecedented challenges as they were forced to shut down or switch to online classes. Despite
those difficulties, local governments and schools devised and implemented a number of innovativeeducational programs, including online meet and greet with top athletes as well as online sports
instruction. This report provides an overview of the achievements, accomplishments and prospectsof Olympic and Paralympic education implemented at each municipality that participated in the
project under these circumstances. We hope that this report will serve as a guide to the effective
continued implementation of Olympic and Paralympic education in subsequent years. Last but notleast, I would like to express my heartfelt gratitude to all the teachers and other stakeholders involvedin this project for their cooperation. In closing, I wish for the further deepening and development of
Olympic and Paralympic education through the Games.
March 2022

Hisashi Sanada, Ph.D.
Specially Appointed Professor, University of Tsukuba
Director, Centre for Olympic Research and Education

1. Introduction │1

2. Olympic and Paralympic Education
1) Background and Objectives of the Project
The decision that the 2020 Olympic and Paralympic Games would be held in Tokyo was made at theInternational Olympic Committee (IOC) session in Buenos Aires, Argentina on September 7, 2013. In
response, the Japanese government issued the Basic Policy for Promoting Measures Related to Preparations
for and Management of the Olympic and Paralympic Games in Tokyo in 2020 (approved by the Cabineton November 27, 2015) and issued a policy on “using the hosting of the Games as an opportunity todevelop human resources who can contribute to world peace with an international perspective throughthe reaffirmation of the value and benefits of sports through the promotion of Olympic and Paralympic
education.” In addition, the Conference of Experts on Olympic and Paralympic Education (February 2015 toJuly 2016) organized under the Ministry of Education, Culture, Sports, Science and Technology (under theJapan Sports Agency starting in October 2015) presented the following as the significance and particulars of
Olympic and Paralympic education.
Table 1. Significance and Particulars of Olympic and Paralympic Education(excerpted from the final report of the Conference of the Experts)
(1)

(2)

(3)

The value of sports• Sports bring spiritual satisfaction, enjoyment and joy and are a foundation for people to lead lifelong physically andmentally healthy and culturally active lives.
• Sports have the power to promote self-fulfillment and self-transformation and have great power to change society
and the world.
Olympic and Paralympic ideas and the significance of Olympic and Paralympic education• Undertaking Olympic and Paralympic education requires the three Olympic values (excellence, friendship, andrespect) and the four Paralympic values (courage, determination, inspiration and equality).
• Olympic and Paralympic education fosters human resources who can play an active role toward world peace withan international perspective through reaffirmation of the value of sports.
Specific details of Olympic and Paralympic education• Education regarding the Olympics and Paralympics themselves (information concerning the Games, experiencesand episodes of athletes, etc.)• Education through learning about the Olympics and Paralympics (the value of sports, cultures of participating
countries and regions, inclusive societies, sustainable societies, etc.)

This project, conducted from fiscal 2016 to fiscal 2021, was intended to promote the Olympic andParalympic Movement at schools and in regions in the lead up to the 2020 Tokyo Olympic and Paralympic
Games in accordance with the above policy through collaboration by Nationwide Core Bases (University ofTsukuba, Nippon Sport Science University, and Waseda University) and regional hubs (boards of educationof prefectures and ordinance-designated cities and other organizations) commissioned by the Japan Sports
Agency. For the 2015 research project, University of Tsukuba (including the Education Bureau of Laboratory
Schools) worked with Miyagi, Kyoto, and Fukuoka Prefectures to study effective implementation methods forthe project by reviewing past examples and gathering information on the Olympic and Paralympic education
program in the United Kingdom undertaken through the 2012 London Games and made preparations fornationwide deployment.
As a part of that project, the Japan Sports Agency Olympic and Paralympic National Core Base Conference,
which was made up of the Japan Sports Agency, related organizations (The Tokyo Organising Committee

2│

2. Olympic and Paralympic Education

of the Olympic and Paralympic Games, Secretariat of the headquarters for the Tokyo 2020 Olympic andParalympic Games of the Cabinet Secretariat, Tokyo Metropolitan Board of Education, Japanese Olympic
Committee (JOC), Japanese Paralympic Committee (JPC), The Nippon Foundation Paralympic (Parasports)
Support Center, and others) and the universities indicated above, conducted investigations taking into
consideration the educational themes of Olympism indicated by the IOC (Joy of effort, Fair play, Practisingrespect, Pursuit of excellence, Balance between Body, Will and Mind) and the Paralympic values indicatedby the IPC (courage, determination, inspiration, and equality) and set the five following topics.
(1) Education on the significance and history of sports, the Olympics, and the Paralympics(2) Developing volunteers with good manners and hospitality(3) Developing an inclusive society through sports(4) Fostering understanding of Japan’s traditional and local culture and world cultures and fostering respectfor diversity(5) Raising interest in and awareness of sports and fostering the enjoyment of sports
At the implementing schools in each regional hub, the practice of Olympic and Paralympic education
was developed based on the five topics mentioned above. Specific practical examples are reported in the next
chapter. Next is a description of the implementation systems.

2) Implementation systems
The project was implemented through a system whereby nationwide core bases (University of Tsukuba,
Nippon Sport Science University and Waseda University), under commission from the Japan Sports Agency,
cooperated with relevant organizations to support Olympic and Paralympic education at regional hubs (Figure1). Playing central roles were the Olympic Education Platform (CORE: https://core.taiiku.tsukuba.ac.jp/) at
the University of Tsukuba, the Center for Olympic and Paralympic Empowerment (N-COPE: https://www.
nittai.ac.jp/ncope/) at Nippon Sport Science University, and the Research Center for Olympic & Paralympic
Education (ROPE: https://www.waseda.jp/prj-w-olypara/) at Waseda University. Through contact andPromotion of Olympic and Paralympic Education
The Need for Oly-Para
Education○Promoting nationwide Oly-Para education isnecessary in the leadup to the Tokyo 2020 Gamesto develop momentum.
○Oly-Para education is necessary to promote
multiple aspects of educational values such as
understanding sport values, international anddifferent cultures, and an inclusive society and toleave an intangible legacy in Japanese society.
Oly-Para Education
Regional Hubs

＜Project Details＞
・Oly-Para Education Regional hubs (education
boards) designate implementing schools, which
implement classes and sport experiences.
・In addition to conventional Oly-Para education
programs, utilize the Games as momentum toimplement more practical education.
・Promote use of ICT equipment to promote OlyPara education suited to new lifestyles.
＜Number of Regional hubs＞
・Fiscal 2015: 3 hubs
（Miyagi, Kyoto, Fukuoka)
・Fiscal 2016: 12 hubs
(12 prefectures)・Fiscal 2017: 20 hubs
(15 pref. and 5 cities）
・Fiscal 2018; 34 hubs
(26 pref. and 8 cities)
・Fiscal 2019; 45 hubs
(34 pref. and 11 cities)
・Fiscal 2020: 41 hubs
(31 pref. and 10 cities)

Nationwide Oly-Para Movement Development Project(Implementation Structure)
Japan Sports
AgencyTokyo Met
Gvmt.

National
Consortium

JOC
CabinetSecretariat

Oly-Para OfficeConsignment

TOCOG

Educational Program “Yoi, Don!”

Nationwide Project
Implementation

Oly-Para Edu. at
all public schools

JPC

・Establish unified

guidelines by theparties concerned

Nationwide Core Bases【Tsukuba, Nittai, Waseda】
・Support regional hubs basedon the uniﬁed guidelines

Paralympic
SupportCenter

Implementation & Support

Oly-Para Education
Regional hubs

・Hubs for Oly-Para
Education in each region

Prefectural
Education
Boards

Implementing regions in fiscal
2 0 19: 4 5 r e g i o ns
Implementing regions in fiscal
2 0 20: 4 5 r e g i o ns
Implementing regions in fiscal
2 0 21: 4 1 r e g i o ns

Designation

Implementing Schools

Implementing Schools

Implementing Schools0

Figure 1. Outline and Structure of the Project

2. Olympic and Paralympic Education│3

coordination with the regional hub coordinators (primarily the directors in charge), various measures weredeveloped to promote the Olympic and Paralympic Movement for the 2020 Tokyo Games. Details are
discussed in the following and subsequent sections.
The participating regional hubs and the number of implementing schools in each fiscal year were as
follows. Each of them was contracted by the Japan Sports Agency, and in cooperation with the nationwide
core bases (universities) responsible for each, conducted Olympic and Paralympic education in schools andregions. For a list of the implementing schools, refer to the special project page on the Japan Sports Agency
site indicated below.
https://www.mext.go.jp/sports/b_menu/sports/mcatetop08/list/detail/1407880.htm)
Table 2. Regional Hubs and Implementing Schools
FiscalYear

No. of bases
and schools

2016

10 hubs
183 schools

Prefectures: Iwate, Miyagi, Ibaraki, Ishikawa, Kyoto, Hiroshima, Kochi, Fukuoka,
Nagasaki, Kumamoto2017

20 hubs
376 schools

Prefectures: Iwate, Miyagi, Fukushima, Ibaraki, Chiba, Ishikawa, Gifu, Shizuoka, Kyoto,
Hyogo, Hiroshima Kochi, Fukuoka, Nagasaki, Kumamoto
Cities: Sapporo, Chiba, Kyoto, Osaka, Kitakyushu

2018

34 hubs
701schools

Prefectures: Hokkaido, Iwate, Miyagi, Fukushima, Ibaraki, Tochigi, Gunma, Saitama,
Chiba, Ishikawa, Gifu, Shizuoka, Aichi, Shiga, Kyoto, Hyogo, Wakayama, Hiroshima,
Yamaguchi, Kagawa, Ehime, Kochi, Fukuoka, Nagasaki, Kumamoto, Oita
Cities: Sapporo, Chiba, Yokohama, Niigata, Shizuoka, Kyoto, Osaka, Kitakyushu

45 hubs
952 schools

Prefectures: Hokkaido, Iwate, Miyagi, Fukushima, Ibaraki, Tochigi, Gunma, Saitama,
Chiba, Ishikawa, Yamanashi, Nagano, Gifu, Shizuoka, Aichi, Mie, Shiga, Kyoto, Hyogo,
Wakayama, Tottori, Shimane, Okayama, Hiroshima, Yamaguchi, Tokushima, Kagawa,
Ehime, Kochi, Fukuoka, Nagasaki, Kumamoto, Oita, Kagoshima
Cities: Sapporo, Chiba, Yokohama, Niigata, Shizuoka, Hamamatsu, Kyoto, Osaka, Kobe,
Okayama, Kitakyushu

45 hubs
966 schools

Prefectures: Hokkaido, Iwate, Miyagi, Fukushima, Ibaraki, Tochigi, Gunma, Saitama,
Chiba, Ishikawa, Yamanashi, Nagano, Gifu, Shizuoka, Aichi, Mie, Shiga, Kyoto, Hyogo,
Wakayama, Tottori, Shimane, Okayama, Hiroshima, Yamaguchi, Tokushima, Kagawa,
Ehime, Kochi, Fukuoka, Nagasaki, Kumamoto, Oita, Kagoshima
Cities: Sapporo, Chiba, Yokohama, Niigata, Shizuoka, Hamamatsu, Kyoto, Osaka, Kobe,
Okayama, Kitakyushu

41 hubs
1,013 schools

Prefectures: Hokkaido, Iwate, Miyagi, Fukushima, Ibaraki, Tochigi, Gunma, Saitama,
Chiba, Ishikawa, Yamanashi, Nagano, Gifu, Shizuoka, Aichi, Mie, Shiga, Kyoto, Hyogo,
Wakayama, Tottori, Shimane, Okayama, Hiroshima, Yamaguchi, Kagawa, Ehime,
Fukuoka, Nagasaki, Kumamoto, Kagoshima
Cities: Sapporo, Chiba, Yokohama, Shizuoka, Hamamatsu, Kyoto, Osaka, Kobe,
Okayama, Kitakyushu

2019

2020

2021

Regional hubs

3) Main Project Details in Each Fiscal YearTo promote Olympic and Paralympic education at regional hubs and implementing schools, each of theuniversities, functioning as nationwide core bases, (i) held nationwide seminars for regional hub coordinators(instructional supervisors and so on), and (ii) later participated in regional seminars held at each regional

4│

2. Olympic and Paralympic Education

hub. In addition, the universities supported educational practice at implementing schools, (iii) participatedin regional workshops held at each regional hub at the end of the year, and later held a national workshop
to share information on the results of the project and topics for the following year. An overview and theparticulars are reported below.
(1) National Seminar
A workshop for the coordinators (mainly instructional supervisors) who organized the project at eachregional hub was held to share information on the objectives of the project, the theoretical framework ofOlympic and Paralympic education, methods of using educational materials, and examples of distinctive
practices. Related organizations gave presentations on relevant educational programs and materials, andmeetings by the universities and regional hubs were later held to discuss methods of implementing the project.

Photo 1: The FY 2017 National Seminar

Photo 2: The FY 2021 National Seminar(2) Regional Seminars
After the national seminar, for each regional hub, schools were selected (designated) as implementing
schools and a training session was held for the teachers and office personnel at those schools. At the requestof the regional coordinators, the universities provided the following topics and practical support.
• Brief description of the project
A lecture was given on the background and development of the project and the significance of Olympic
and Paralympic education. The five themes of Olympic and Paralympic education set by the NationalCore Base Conference and teaching materials published by various related organizations were introduced
and topics relating to educational practice were provided (including provision of the information on model
classes conducted at the Laboratory Schools affiliated with the University of Tsukuba Education Bureau).
• Explanations of the methods of use of educational materials
Methods of use of the following materials were presented: Reference Materials for Teaching Olympic
and Paralympic Education published by the Japan Sports Agency; Olympic and Paralympic Textbook
published by the Tokyo Metropolitan Government; Olympic Values Education Programme (OVEP)
Toolkit published by the IOC, I’mPOSSIBLE published by the Nippon Foundation Paralympic Support
Center and reference materials for classes posted on the Tokyo 2020 Organising Committee website.
(3) Regional workshops
After conducting Olympic and Paralympic education at each implementing school, debriefing sessions
were held to examine the results and issues of the current year and points for improvement for the following
year and later. At the request of the coordinators, the universities provided support consisting mainly of the

2. Olympic and Paralympic Education│

5

following.
• Report on the National Core Base Conference and presentation of distinctive case studies in each region
The responsible person at the relevant university presented information relating to Olympic and Paralympic
education adopted by the National Core Base Conference as well as distinctive case studies from eachregional hub.
• Participation in group work by implementing schools
Faculty members and researchers at the universities participated in small groups organized by school typeand level, shared the results and issues of practical implementation at each implementing school, andexchanged opinions on specific ideas in anticipation of practice in the following year. Also, some regional
hubs gave overall evaluations.
• Keynote addresses, symposium coordination, coordination of external instructors
Some workshops provided information on the development and formation of a legacy of Olympic andParalympic education through keynote speeches by faculty members at the universities. There were also
regional hubs where symposiums were held with local athletes and university lecturers as panelists.
(4) National workshop
At the end of each fiscal year, discussions were held with the coordinators and faculty members at theimplementing schools regarding the sharing of project results and issues at each regional hub and promoting
effective Olympic and Paralympic education in the following fiscal year and later. Each university introduced
distinctive case studies, and related organizations provided topics. The participating coordinators of regional
hubs conducted group work and the results of case studies were shared. In addition, the outlook for thefollowing and subsequent years was presented.

Photo 3: The FY 2018 National Seminar

Photo 4: The FY 2019 National Seminar

In fiscal 2016, regional consortiums were established in each prefecture as forums to consider measuresfor promoting the Olympic and Paralympic Movement throughout the region, not limited to those involvedin schools and education. Members included government and educational officials, professional sports teams
with ties in the region, Olympians, Paralympians, and sports associations. Following discussions within the
consortiums, public forums for members of the public were held. By taking advantage of the characteristicsof the regional hubs, reports on practice by Olympic and Paralympic education implementing schools,
keynote speeches and panel discussions with panelists invited from the local area, and in Kyoto prefecture inparticular, a poetry contest with the Olympic and Paralympic games and sports as its theme were conducted.
In fiscal 2017, a national forum was held in Sendai City with the aim of increasing momentum from6│

2. Olympic and Paralympic Education

Tohoku to the Olympic and Paralympic games. A report on practice by Olympic and Paralympic education
implementing schools in Miyagi Prefecture was presented and athlete lectures and hands-on fencing andboccia sessions with the participation of the general public were held.

4) Publication of case study collection
The University of Tsukuba, Nippon Sport
Science University, and Waseda University published
Case Study Collections that summarize distinctive
examples of practice from each regional hub (fourpublications from fiscal 2017 to fiscal 2020). For
the five topics discussed above, a total of 45 casestudies were selected from the implementing schoolsof each regional hub, and a report on model lessons
conducted at the Laboratory School on University ofTsukuba were included at the end.
This collection of case studies can be used as an
assembly of practical ideas that can be employed at
implementing schools and other schools and also as
a record of Olympic and Paralympic education in
Japan implemented as a result of the Tokyo 2020
Games. It is expected that it will be used with a view
toward continuation of Olympic and Paralympic
education in the future.

実践事例
6 益田市立美都中学校（島根県）
実践事例
6 益田市立美都中学校（島根県）

１ 実践のテーマ
１ 実践のテーマ
オリパラ調べ学習
オリパラ調べ学習
Ⅰ

Ⅰ

２ 対象者
２ 対象者
第 2 学年
名
第 27学年

Ⅰ

7名

３ 展開の形式
３ 展開の形式【学校における活動】【学校における活動】
その他：調べ学習「情報発信・情報収集」
その他：調べ学習「情報発信・情報収集」

４ 目標（ねらい）
４ 目標（ねらい）
1 年を通して継続して、オリンピック・パラリンピックに関する調べ学習に取
1 年を通して継続して、オリンピック・パラリンピックに関する調べ学習に取り組むことで、オリンピック・パラリンピックへの興味関心を高め、東京大会へ
り組むことで、オリンピック・パラリンピックへの興味関心を高め、東京大会への機運を盛り上げる。
の機運を盛り上げる。

５ 取組内容５ 取組内容
夏休みの課題
夏休みの課題「応援するぞパラリンピック！イチおし競技をみんなにアピール」「応援するぞパラリンピック！イチおし競技をみんなにアピール」
夏季 22 夏季
競技、冬季
6 競技から自分の「イチおし」競技を決め、調べ学習する。
22 競技、冬季
6 競技から自分の「イチおし」競技を決め、調べ学習する。
夏休みの課題としてレポートを作成し、文化祭等で展示発表した。
夏休みの課題としてレポートを作成し、文化祭等で展示発表した。

Ⅰ

どがあった。
②今年度取り組んだことを「誰か」に発信する○こ れまでの取組をまとめたファイルを家に持
ち帰り、それを使ってこれまでの活動や学んだことを誰か（保護者，親戚，近所の人）に伝える活動をした。伝えた相手からもらった
コメントは冬休み明けにカードに清書して掲
示板に貼った。
○コメントには、「パラリンピックのことを娘から教えてもらい、これを機に注目したいと思った。
」「一つの競技を調べることからパラリンピックへの理解を深めていってよ
いと思う。地域の人たちにももっと発信してほしい。
」「推進校としていろいろなことを調べ、さまざまな活動や取組を通して深い関心をもてたのでは。
」「何よりパラリンピアンとの交流やめったにない体験で、子どもたちの心に響いたと思う。」「ますます東京大会が楽しみになった。」などがあった。

６ 成果○一人一競技を担当することで、これまでに購入したオリパラ関連の図書資料を有効活用し、ルールや歴史、注目選手などしっかり調べることができた。
○学びや気づきを他者に発信することを通して、自分の考えが深まったり広がったりした。

７ 実践において工夫した点（特色）

冬休みの課題
冬休みの課題①オリンピック・パラリンピックに関する最新情報を集める①オリンピック・パラリンピックに関する最新情報を集める○新聞、テレビ、インターネットなどから自分の興味ある最新情報を要約し、感○新聞、テレビ、インターネットなどから自分の興味ある最新情報を要約し、感想を付けて紹介ワークシートに取り組んだ。冬休み明け、教職員全員で分担し想を付けて紹介ワークシートに取り組んだ。冬休み明け、教職員全員で分担して紹介された情報にコメントを付けて、掲示した。
て紹介された情報にコメントを付けて、掲示した。
○紹介文に付けたタイトルには、「心を一つに頑張ろう」「どうなる!? 東京大会」○紹介文に付けたタイトルには、「心を一つに頑張ろう」「どうなる!? 東京大会」「コロナ禍の開閉会式」「リサイクルの表彰台」「コロナ禍…選手たちの思い」な「コロナ禍の開閉会式」「リサイクルの表彰台」「コロナ禍…選手たちの思い」な
スポーツ及びオリンピック、パラリンピックの意義や歴史に関する学び
スポーツ及びオリンピック、パラリンピックの意義や歴史に関する学び13

13○これまでの取組を振り返ることができるよう、オリパラ教育用のファイルを用意し、活動の感想やワークシート、集めたパンフレットなど、オリパラに関連するものは綴じておいた。
○コロナの影響で、保護者や地域の方々を集める場が少なくなったので、無理なくできる情報収集・情報発信の仕方を模索した。

８ 課題等「イチおし」の競技を調べる過程で、その競技への関心は高まったが、その後、その興味関心を継続させることが必要である。
スポーツ及びオリンピック、パラリンピックの意義や歴史に関する学び

14

14

Figure 2. The Olympic and Paralympic Education Case Study Collection (FY 2020 edition)

2. Olympic and Paralympic Education│

7

3. The Spread of Olympic and Paralympic Education at
Regional Hubs
University of Tsukuba

As described in Chapter 2, the three National Core Bases (University of Tsukuba, Nippon Sport Science
University and Waseda University) commissioned by Japan Sports Agency have been promoting Olympic
and Paralympic education at their implementing schools in collaboration with their Regional Hubs. This
chapter reports on the Olympic and Paralympic education efforts of the three National Core Base and their
Regional Hubs.

1) Regional Hubs under University of Tsukuba(1) Educator training(i) Regional seminars (pre-training sessions)
Following the selection (designation) of
implementing schools by each regional hub, apre-training session was held for teachers of thoseschools and school office staff members. The staffof University of Tsukuba explained the outlineof the project, presented practical examples, andexplained how to use each of the teaching materials.
In addition, at some regional seminars, opinions
were exchanged on practical ideas that make useof the characteristics of individual schools andregions.

Photo 5: Presentation of practical examples(ii) Regional workshops (post-training sessions)
Following the implementation of Olympic
and Paralympic education at each implementing
school, a reporting session was held in eachregion for educators to share information on theachievements and issues and plan for the following
year and beyond. The staff of University of Tsukuba
reported on the National Core Base Conference andpresented distinctive practical examples from otherregional hubs. In addition, the staff of Universityof Tsukuba participated in group work organizedby school type and level, shared information on

Photo 6: Group work

the results and issues of implementation at each
implementing school, and exchanged opinions on concrete ideas for future implementation at each schoolwith a view to implementing the project in the next fiscal year. Moreover, keynote speeches were given by
the staff of University of Tsukuba at some of the regional workshops to provide information on creating andbuilding an Olympic and Paralympic education legacy.

8│

3. The Spread of Olympic and Paralympic Education at Regional Hubs(2) Implementing schools(i) List of implementing schools
Tsukuba provided support to a total of 1,573 implementing schools in 15 regions over six years.

University of Tsukuba

Table 3: List of Implementing Schools under the University of Tsukuba
Fiscal year
2016

Number of Regions and Implementing Schools (number of schools by region)
118 schools in 4 regions(Miyagi Prefecture: 27, Ibaraki Prefecture: 20, Kyoto Prefecture: 49, Fukuoka Prefecture: 22)
187 schools in 7 regions

2017(Miyagi Prefecture: 26, Fukushima Prefecture: 10, Ibaraki Prefecture: 48, Kyoto Prefecture: 45,
Fukuoka Prefecture: 22, Kyoto City: 22, Kitakyushu City: 20)
264 schools in 12 regions

2018(Miyagi Prefecture: 21, Fukushima Prefecture: 32, Ibaraki Prefecture: 39, Gunma Prefecture: 4,
Aichi Prefecture: 18, Kyoto Prefecture: 52, Wakayama Prefecture: 2, Yamaguchi Prefecture: 7,
Ehime Prefecture: 10, Fukuoka Prefecture: 20, Kyoto City: 28, Kitakyushu City: 31)
332 schools in 15 regions

2019(Miyagi Prefecture: 22, Fukushima Prefecture: 50, Ibaraki Prefecture: 33, Gunma Prefecture:
9, Nagano Prefecture: 10, Aichi Prefecture: 18, Kyoto Prefecture: 55, Wakayama Prefecture: 5,
Shimane Prefecture: 5, Yamaguchi Prefecture: 10, Tokushima Prefecture: 6, Ehime Prefecture: 20,
Fukuoka Prefecture: 20, Kyoto City: 25, Kitakyushu City: 44)366 schools in 15 regions

2020(Miyagi Prefecture: 15, Fukushima Prefecture: 48, Ibaraki Prefecture: 33, Gunma Prefecture: 8,Nagano Prefecture: 15, Aichi Prefecture: 18, Kyoto Prefecture: 54, Wakayama Prefecture: 43,
Shimane Prefecture: 7, Yamaguchi Prefecture: 11, Tokushima Prefecture: 6, Ehime Prefecture: 20,
Fukuoka Prefecture: 20, Kyoto City: 21, Kitakyushu City: 47)
306 schools in 14 regions

2021(Miyagi Prefecture: 13, Fukushima Prefecture: 45, Ibaraki Prefecture: 29, Gunma Prefecture:
6, Nagano Prefecture: 10, Aichi Prefecture: 18, Kyoto Prefecture: 55, Wakayama Prefecture: 3,
Shimane Prefecture: 7, Yamaguchi Prefecture: 11, Ehime Prefecture: 20, Fukuoka Prefecture: 20,
Kyoto City: 21, Kitakyushu City: 48)(ii) Distinctive practical examples
I. Learning the significance and history of sports and the Olympics and Paralympics
At the elementary school level, primarily integrated studies class was used to summarize research on
the history of the Olympic and Paralympic Games, the sports and events, the Torch Relay, and to create
newspapers. Also, the details of what the students learned from investigative learning were displayed andpresented and plays about the Olympics and Paralympic Games were performed at presentation sessions
and cultural festivals. On the junior and senior high school levels, students learned about the significance of
the Olympic and Paralympic Games, mainly through the physical education theory of health and physicaleducation, and also other subjects such as the Torch Relay and volunteer activities. Through these practices,
the students deepened their understanding of the Olympic and Paralympic Games and learned about thevarious ways in which they themselves could be involved.

3. The Spread of Olympic and Paralympic Education at Regional Hubs│

9

University of Tsukuba

Photo 7: Investigative learning

Photo 8: School Presentation Event

II. Fostering volunteers with manners and hospitality
Through the planning and operation of school events and out-of-school events as well as the experienceof participating in local sporting events, efforts were made to foster a volunteerism mindset by making useof the Tokyo 2020 Games. Also, opportunities to acquire knowledge relating to hospitality were provided
through lectures on global etiquette by outside lecturers with the assumption that foreign athletes and tourists
would come to Japan and visit the schools. During the Games, efforts were made to welcome foreign athletes
during the pre-Games training camp using online methods.

Photo 9: Volunteers at a sport event

Photo 10: Workshop with students from overseas

III. Establishing an inclusive society through sports
At elementary schools, students conducted investigative learning about and experienced parasports,
mainly during integrated studies class, and through these lessons, exchanges between ordinary schools andspecial-needs schools were implemented. At the junior high school and senior high school levels, students
experienced sitting volleyball during health and physical education, and efforts were made to devise new
sports in which persons with disabilities and the elderly can participate. Through these lessons, interest in the
Paralympics increased and students were able to learn about ideas and innovations for building an inclusive
society in the future.

10│

3. The Spread of Olympic and Paralympic Education at Regional Hubs

University of Tsukuba

Photo 11: Sitting volleyball

Photo 12: New sport design

IV. Fostering attitudes of respect for Japanese traditions, local culture, and world culture and respect fordiversity
There were many practical examples based on investigative learning on host towns and interaction withthe partner schools. Lessons started with researching host town countries, and exchanges were implemented
such as inviting national teams who came to Japan for pre-Games training camp or on tours. Also, online
chats and letter exchanges with schools in host town countries were conducted. Activities to learn about
the relationship between local specialty products and the Olympic and Paralympic Games and to convey
Japanese traditional culture to international students and tourists were also conducted. Students deepened
their understanding of different cultures, and attitude of respecting diversity was fostered through theselessons, and students were able to learn about local and national cultures.

Photo 13: Online interaction with host town

Photo 14: Experiment support to make medals by alocal company

V. Raising interest in sports and fostering the spirit of enjoying sports
Lectures were held and practical guidance was provided by athletes including Olympians and Paralympians.
Students learned about the determination to overcome setbacks and difficulties and the importance of taking
on challenges through first-hand contact with athletes. In addition, new Olympic and Paralympic sportsthat go beyond the boundaries of existing sports were devised and students learned about various ways ofengaging in sports that go beyond “doing”, “watching”, and “supporting”.

3. The Spread of Olympic and Paralympic Education at Regional Hubs│

11

University of Tsukuba

Photo 15: Lecture by an international judge

Photo 16: Exercise class led by an Olympian(iii) Implementing School Questionnaire【Survey questions and method】
To verify the results of the educational activities of this project, a questionnaire survey of students who
participated in the educational programs in each region was conducted. In fiscal 2017, a preliminary survey
was conducted in Ibaraki Prefecture using a questionnaire, and in fiscal 2018, a survey of all the relevant local
schools was conducted using a scan form. In consideration of the validity of the responses, the subjects were
fourth-grade and higher grade students. Also, in consideration of the question items of a survey conductedby the Tokyo Metropolitan Government in fiscal 2017, there were a total of 10 questions—five questions
relating to the Olympic and Paralympic Games and five questions relating to activity themes. There were four
possible responses for all questions: “1. I do not want to participate/I am not interested” to “4. I definitely
want to participate/I am very interested”. The specific questions are indicated below.
Table 4: Survey Questions
Questions
1. Concerning the Olympics and Paralympics: (a) Are you interested in the Olympic Games? (b) Are you interested
in the Paralympic Games? (c) Do you want to participate in the Olympic Games as a volunteer or supporter in the
future? (d) Do you want to participate in the Paralympic Games as a volunteer or supporter in the future? (e) Do
you want to attend the upcoming Olympic and Paralympic Games events?
2. Concerning activity themes: (a) Do you want to do something useful for society and people? (b) Do you want tointeract with the elderly and people with disabilities? (c) Are you interested in exercising, participating in sports,
or watching sports? (d) Are you interested in Japanese traditions and culture? (e) Do you want to learn about thelifestyles and customs of other countries?

When conducting the survey, the objectives of the survey were explained at each regional seminar,
and implement schools were asked to cooperate. The coordinator totaled the number of students at thecooperating schools, and the secretariat sent the required number of scan sheets based on that information.
Each implementing school had the subject students fill out the scan sheets before and after the educational
activities and return the sheets to the secretariat.
To process the data, the returned scan sheets were scanned and converted into data. “1. I do not wantto participate/I am not interested” was given one point, and “4. I definitely want to participate/I am very
interested” was given four points, and an unpaired t-test was performed using the before and after scores

12│

3. The Spread of Olympic and Paralympic Education at Regional Hubs

overall, for each local government, and for each school.
The results obtained were summarized in a chart and returned via the coordinator in each region toprovide feedback to the implementing schools that participated in the survey (Figures 3 and 4). With regard

University of Tsukuba

to the results, consideration was given so that the circumstances of local governments and schools could beunderstood by comparing with the national average, not by comparing among local governments.
【Survey Results and Examination】
The survey results were as follows. The numbers of respondents in fiscal 2018 was 17,544 before
implementation of the program and 16,781 after, and the numbers for fiscal 2019 were 22,597 before and22,168 after. In fiscal 2020, due to school closures in response to the spread of COVID-19 and various
restrictions on activities, the numbers of respondents were 13,217 before and 13,061 after, which were fewer
than in the previous years.
Based on the results of the statistical processing, the scores were significantly higher after the educational
activities for all items in all years (Table 5). The effects may differ depending on the activity topic anddetails, but in the aggregate, educational activities could increase interest in the Olympics and Paralympics,
volunteerism, and participation in events. It can be said that the attitudes of the students changed positively
in activities theme.
Examining the details of the scores, with regard to the Olympic and Paralympic Games, the scores for
the Paralympic Games were lower than the scores for the Olympic Games with respect to both interest about
the Games and interest in volunteering, and the respondents tended to be more interested in the Gamesthemselves than volunteering. This was the same in all the years. In the initial report of the project, the lackof knowledge and interest in the Paralympic Games among the students was mentioned as an issue, and manyefforts were made regarding the Paralympic Games throughout the project, but no change in the overall trend
was observed. Throughout the Games, the media reported on the Paralympic Games more than ever, and as
a result they have become more well-known, and also, meaningful educational tools have been developed
and various educational practices have been conducted, so improvement in the future can be expected. With
regard to the activity themes, the scores for “Do you want to do something useful for society and people?”and “Are you interested in exercising, participating in sports, or watching sports?” tended to be higher
Table 5: Comparison of Before-and-After Survey Scores by Fiscal Year
Topic

Questions(a) Are you interested in the Olympic Games ?
(b) Are you interested in the Paralympic Games ?

The Olympics and (c) Do you want to participate in the Olympic Games
as a volunteer or supporter in the future?
Paralympic Games

2018
After
2.94

0.933

0.916

2.50

2.71

0.909

0.919

2.57

2.72

0.990

0.969

2.46

2.63

0.962

0.960

(e) Do you want to attend the upcoming
Olympic and Paralympic Games events?

2.55

2.71

0.995

0.981

(a) Do you want to do something useful forsociety and people?

3.23

3.28

0.767

0.789

(b) Do you want to interact with the elderly andpeople with disabilities?

2.75

2.85

0.873

0.882

(c) Are you interested in exercising, participatingin sports, or watching sports?

3.23

3.26

0.924

0.907

(d) Are you interested in Japanese traditions
and culture?

2.90

2.97

0.915

0.910

(d) Do you want to participate in the Paralympic Games
as a volunteer or supporter in the future?

Activity themes

Before2.81(e) Do you want to learn about the lifestyles
and customs of people from other countries?

Number of respondents

2.76

2.84

0.970
17,5440.967
16,781t-values-11.5317 ***-11.7805 ***-12.2699 ***-14.3674 ***-13.3139 ***-4.79887 ***-8.98437 ***-1.97617 *-6.8327 ***-6.951 ***Before
2.83

2019
After
2.97

0.932

0.915

2.55

2.73

0.906

0.904

2.56

2.69

0.977

0.958

2.45

2.61

0.950

0.945

2.56 2.710003
0.989

0.970

3.22

3.28

0.766

0.771

2.76

2.83

0.864

0.869

3.21

3.24

0.931

0.914

2.85

2.93

0.905

0.903

2.73

2.81

0.957
22,5970.946
22,168t-values-14.9569 ***-22.0378 ***-14.1599 ***-16.8359 ***-15.6845 ***-8.53498 ***-8.2561 ***-3.07082 **-9.19728 ***-8.79409 ***Before
2.72

2020
After
2.85

0.947

0.918

2.47

2.67

0.908

0.904

2.43

2.58

0.971

0.947

2.34

2.52

0.945

0.935

2.45

2.59

0.992

0.971

3.26

3.30

0.761

0.757

2.75

2.82

0.870

0.863

3.18

3.22

0.945

0.918

2.83

2.91

0.924

0.905

t-values-12.6827 ***-20.9623 ***-13.8618 ***-17.728 ***-13.0422 ***-5.0706 ***-7.93059 ***-3.89632 ***-8.07974 ***

2.68
2.77
-9.11803 ***
0.971
0.954
13,217
13,061* p<.05, ** p<.01, *** p<.001

3. The Spread of Olympic and Paralympic Education at Regional Hubs│

13

Survey Results of the Nationwide Olympic and Paralympic Movement Project (Fiscal 2018, Japan Sports Agency)
Y Elementary School in X City

14.3% 50.0% 21.4% 14.3%
14.3% 35.7% 42.9% 7.1%
21.4% 50.0% 28.6% 0.0%
7.1% 57.1% 35.7% 0.0%
21.4% 57.1% 21.4% 0.0%
14.3% 35.7% 50.0% 0.0%
21.4% 71.4% 7.1% 0.0%

0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%

100%
100%
100%
100%
100%
100%
100%

2.36
2.43
2.07
2.29
2.00
2.36
1.86

2
1
2
1
2
1
2
1
2
1
2
1

2
3
3
1
0
3
0
1
1
1
2
3

6
7
5
2
2
3
2
3
2
4
2
4

4
4
4
7
4
6
8
5
3
5
6
3

2
0
2
4
8
2
4
5
8
4
4
4

0
0
0
0
0
0
0
0
0
0
0
0

14
14
14
14
14
14
14
14
14
14
14
14

14.3% 42.9% 28.6% 14.3%
21.4% 50.0% 28.6% 0.0%
21.4% 35.7% 28.6% 14.3%
7.1% 14.3% 50.0% 28.6%
0.0% 14.3% 28.6% 57.1%
21.4% 21.4% 42.9% 14.3%
0.0% 14.3% 57.1% 28.6%
7.1% 21.4% 35.7% 35.7%
7.1% 14.3% 21.4% 57.1%
7.1% 28.6% 35.7% 28.6%
14.3% 14.3% 42.9% 28.6%
21.4% 28.6% 21.4% 28.6%

0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%

100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%

2.43
2.07
2.36
3.00
3.43
2.50
3.14
3.00
3.29
2.86
2.86
2.57

2

0.89
0.82 ↑
0.70
0.59 ↑
0.65
0.72 ↑
0.52
0.90 ↑
0.70
0.97 ↑
0.85
0.73 ↑
0.98
0.64 ↑
0.93
0.96 ↑
0.91
0.99
1.12

National average

14
14
14
14
14
14
14

Test results (Note)

0
0
0
0
0
0
0

Y School standard deviation

2
1
0
0
0
0
0

No response

Y School average

4
Want to participate verymuch/interested very much

Rate for Y School overall(%)

3
Want to participate/interested

1

Do not want to participate/notinterestedDo not want to2
participate very much/not interested

3
6
4
5
3
7
1

Do not want to participate/notinterested

No response

Total number of respondents at Y
School4
Want to participate verymuch/interested very much

Activity themes(d) Do you want to participate in the
Paralympic Games as a volunteer or supporterin the future?
(e) Do you want to attend the upcoming
Olympic and Paralympic Games events?
(a) Do you want to do something useful forsociety and people?
(b) Do you want to interact with the elderly andpeople with disabilities?
（c）Are you interested in exercising,participating in sports, or watching sports?
(d) Are you interested in Japanese traditions andculture?
(e) Do you want to learn about the lifestyles andcustoms of people from other countries?

3

7
5
7
8
8
5
10

Want to participate/interested

2
2
3
1
3
2
3

1st or 2nd survey

Olympics and Paralympic Games（c）Do you want to participate in the Olympic
Games as a volunteer or supporter in the future?

（％）

1
2
1
2
1
2
1

Do not want to participate/notinterested

University of Tsukuba(a) Are you interested in the Olympic Games?
(b) Are you interested in the Paralympic Games ?

（persons）
Do not want to participate/notinterestedDo not want to2
participate very much/not interested

1■ Frequency distribution, average, standard deviation

2.81 ***
2.94 ↑
2.50 ***
2.71 ↑
2.57 ***
2.72 ↑
2.46 ***
2.63 ↑
2.55 ***
2.71 ↑
3.23 ***
3.28 ↑
2.75 ***
2.85 ↑
3.23 *
3.26 ↑
2.90 ***
2.97 ↑
2.76 ***

2
2
5
5
0
14 14.3% 14.3% 35.7% 35.7% 0.0% 100% 2.93 1.03 ↑ 2.84 ↑Mean value difference testing. Significant at 5% level: *; significant at 1% level: **; significant at 0.1% level: ***Note: ↑: 1st survey < 2nd survey, ↓: 1st survey > 2nd survey■ Average values
Y School average(1st survey)

Y School average

The Olympics and Paralympic Games(2nd survey)

National average(1st survey)

National average(2nd survey)(a) Are you interested in the Olympic Games?
43(e) Do you want to attend the upcoming
Olympic and Paralympic Games events?

(b) Are you interested in the Paralympic Games?

21(d) Do you want to participate in the Paralympic Games as a volunteer or supporterin the future?

Activity themes(c) Do you want to participate in the Olympic Games as a volunteer or
supporter in the future?

(a) Do you want to do something useful for society and people?
43(e) Do you want to learn about thelifestyles and customs of people
from other countries?

(b) Do you want to interact with theelderly and people with disabilities?

21(d) Are you interested in Japanese traditions and culture?

(c) Are you interested in exercising, participating in sports,
or watching sports?

180024

Centre for Olympic Research and Education at University of Tsukuba

Figure 3: Frequency Distribution by School and Comparison of School Average Values and Standard Deviations
with National Average

14│

3. The Spread of Olympic and Paralympic Education at Regional Hubs

3/3

EN_筑波大学関係分（表5, 図3, 図4）.xlsx
Frequency distribution and mean value by school
180024

Y Elementary School in X City

1st survey: n= 14, 2nd survey: n= 14

1

2

0%
14.3%

2nd

14.3%

１-(b) 1st

2nd

50.0%

57.1%

21.4%

2nd

21.4%

21.4%
14.3%

28.6%

2nd

14.3%

2nd

14.3%

21.4%
14.3%

57.1%

35.7%

42.9%

28.6%
14.3%

35.7%

21.4%

21.4%
35.7%

2.36

1.86
2.43

2.07
2.36

3.00
3.43

2.50

0.0%

3.14

0.0%

3.00

0.0%

3.29

28.6%

0.0%

2.86

28.6%

0.0%

2.86

28.6%

0.0%

35.7%

Q １－(a) Are you interested in the Olympic Games?
１－(b) Are you interested in the Paralympic Games?
１－(c) Do you want to participate in the Olympic Games as avolunteer or supporter in the future?
１－(d) Do you want to participate in the Paralympic Games as avolunteer or supporter in the future?

Response

2.00

0.0%

14.3% 0.0%
28.6%

35.7%

2.29

0.0%

42.9%
57.1%

0.0%

14.3% 0.0%

28.6%

21.4%

２-(d) 1st 7.1%

２-（e）1st

28.6%

57.1%

2nd 0.0% 14.3%

2nd 7.1%

14.3% 0.0%

28.6%

50.0%

21.4%

２-（c）1st 7.1%

7.1%
0.0%

50.0%

28.6%

0.0%

4

2.07

0.0%

28.6%

35.7%

14.3%

0.0%

0.0%

71.4%

2nd 0.0% 14.3%

２-(b) 1st

2.43

21.4%

42.9%

3

7.1%
0.0%

50.0%

21.4%
14.3%

2

2.36

35.7%

35.7%

1

14.3% 0.0%

28.6%

57.1%

１-（e）1st

100%

42.9%

21.4%

２-(a) 1st 7.1%

80%
21.4%

35.7%

14.3%

１-(d) 1st

N/A

60%

50.0%

21.4%

１-（c）1st4

40%

2nd 7.1%

2nd

3

20%

１-(a) 1st

Mean value

University of Tsukuba

Frequency distribution

0.0%

2.57
2.93

２－(a) Do you want to do something useful for society andpeople?
２－(b) Do you want to interact with the elderly and people
with disabilities?
２－(c) Are you interested in exercising, participating insports, or watching sports?
２－(d) Are you interested in Japanese traditions and culture?

１－(e) Do you want to attend the upcoming Olympic and Paralympic
Games events?

２－(e) Do you want to learn about the lifestyles and customsof people from other countries?

■1. Not interested/do not want to participate ■2. Not interested much/do not want to participate much

■1.No/not interested ■2.Not much/not interested much

■3.Interested/want to participate■3.Yes/interested■4.Interested very much/ definitely want to participate■4.Yes very much/interested very much

Figure 4: Frequency Distribution by School

3. The Spread of Olympic and Paralympic Education at Regional Hubs│

15

than the other items before implementation of the educational activities. For these items as well, the scores
improved as a result of the educational activities, and positive changes were observed. When conducting thistype of questionnaire survey, it is possible that the respondents will give it the expected answers to questions

University of Tsukuba

concerning social demands, but it is significant to note that the items with high scores from the beginning alsochanged positively as a result of the educational activities. The same is true for exercising and participating
in and watching sports, and although many of the students may have originally been interested, it can be said
that the educational activities further increased their interest.
(3) Citizen forums (fiscal 2016)
Consortiums were set up in each prefecture in the form of conferences to consider measures forpromoting the Olympic and Paralympic Movement, not just at schools and among educators, but also among
the general public. The members included government and education officials, professional sports teammembers, Olympians and Paralympians, and sport association officials. The results that were discussed in
the consortiums were planned as a citizens forum and were held in each prefecture.
At the citizens forums, case reports on Olympic and Paralympic education, keynote speeches by Olympians
and Paralympians, and panel discussions were held to increase excitement about the Olympic and Paralympic
Games among the general public.
【Schedules】
Miyagi Prefecture Citizen Forum
Date and time: January 29, 2017, 13:30 - 16:00
Venue: Tokodai Hall , TKP Garden City Sendai
Ibaraki Prefecture Citizen Forum
Date and time: February 5, 2017, 13:30 - 16:00
Venue: Genteel Hall (3rd floor), Sannomaru Hotel,
Kyoto Prefecture Citizen Forum
Date and time: February 11, 2017, 13:30 - 16:00

Photo 17: Ibaraki Prefecture Citizen Forum

Venue: Kongoh Nohgakudou
Fukuoka Prefecture Citizen Forum
Date and time: February 4, 2017, 13:30 - 16:00
Venue: Hall C, FFB Hall

Photo 18: Kyoto Prefecture Citizen Forum16│

3. The Spread of Olympic and Paralympic Education at Regional Hubs(4) National forum (fiscal 2017)
The national forums listed below were held in Sendai with the aim ofincreasing momentum from the Tohoku region in the leadup to the 2020

University of Tsukuba

Tokyo Games. The specific forums were: (i) practical reports from Olympic
and Paralympic education implementing schools in Miyagi Prefecture; (ii)lectures by athletes associated with Tohoku Region; and(iii) experiencebased fencing and boccia sessions with the participation of citizens.
“Excitement from Tohoku! The Olympic and Paralympic Games forEveryone”
Date and time: January 21, 2018, 13:00 - 17:00
Venue: Hotel Melparque Sendai
Number of participants: 52
Figure5: Poster

Program:
13:00 Opening addresses- Mr. Masahide Katsumata, Director, Olympic and Paralympic Games Division, Japan Sports
Agency- Mr. Fumihiro Matsumoto, Councilor of Miyagi Prefecture Education Board Agency and Directorof Sports and Health Division
13:10 Practical Reports of Olympic and Paralympic Implementing Schools in Miyagi Prefecture- Ms. Reiko Kurosawa, Teizan Elementary School Principal, Ishinomaki City
- Ms. Rumi Okayama, Watanoha Junior High School Teacher, Ishinomaki city
13:40 Lectures by Olympian and Paralympian- Mr. Kenta Chida, Olympian (fencing)
Participated in the 2008 Beijing Games and 2012 London Games (silver medal)- Mr. Reo Fujimoto, Paralympian (wheelchair basketball)Participated in the Games four consecutive times since the 2004 Athens Games
15:00 Experience-based sessions: fencing and boccia- Mr. Kenta Chida- Mr. Shinji Wakatmatsu, Tohoku Branch,Japan Boccia Association
15:50 Closing address- Mr. Hisashi Sanada, Professor, Physical
Education, University of Tsukuba

Photo 19: Practical reports of implementing schools(5) Other(i) Survey of Olympic and Paralympic Education at the 2018 PyeongChang GamesA field survey was conducted from February 8 to 12, 2018 to collect information on Olympic andParalympic education programs at the 2018 PyeongChang Olympic and Paralympic Games (the “2018PyeongChang Games”) held in South Korea. The details are as follows.
• Mr. A Ram Kim, a member of the Education Team of the PyeongChang Organizing Committee for the

3. The Spread of Olympic and Paralympic Education at Regional Hubs│

17

University of Tsukuba

Photo 20: Interview with Mr. A Ram Kim

Photo 21: Interview with Professor Hong2018 Olympic and Paralympic Winter Games (POCOG), was interviewed and materials were collectedon the organization of Olympic and Paralympic education programs for the 2018 PyeongChang Games,
details of activities (school visits, Web-based educational materials, etc.), the results of implementation,and so on.
• Professor Hong Suk Pyo of the Olympic Studies Center at Gangwon National University was interviewed
and information was exchanged on the roles of universities (research institutes) in Olympic and Paralympic
education programs for the 2018 PyeongChang Games.
• Two competition venues (PyeongChang Olympic Plaza and Gangneung Olympic Park) were visited andsurveys were conducted on educational and cultural events and exhibits at the Games.
(ii) An Olympian and Paralympian dispatch project called “Opportunities to Experience the Real Thing” that
included listening to Olympian and Paralympian experiences and receiving direct guidance was valuablefor participating students. This project introduced Olympians and Paralympians who have close ties with
universities to provide such opportunities to as many students as possible. The 11 individuals who cooperated
with the project starting in fiscal 2017 are listed below.
- Mr. Shintaro Ikeda, Olympian (badminton)
Participated in the 2008 Beijing, and 2012 London Games- Mr. Yusuke Ishitsuka (athletics)
Participated in the 2007 and 2011 World Athletics
Championships- Mr. Takashi Ono, Olympian (judo)
Participated in the 2008 Beijing Games- Mr. Yuta Kawashima, Paralympian (goalball)Photo 22: Mr. Kenta Chida

Participated in the 2020 Tokyo Games- Mr. Gakuta Koike, Paralympian (parallel alpine skiing)
Participated in the Games since the 2006 Turin Games for four
consecutive times- Mr. Toru Suzuki, Paralympian (athletics)
Participated in the Games since the 2000 Sydney Games for
six consecutive times
Photo 23: Mr. Hiroaki Hiraoka

18│

3. The Spread of Olympic and Paralympic Education at Regional Hubs

- Mr. Kenta Chida, Olympian (fencing)
Participated in the 2008 Beijing Games and 2012 London
Games (silver medal)

University of Tsukuba- Mr. Kenji Narisako, Olympian (athletics)
Participated in the 2008 Beijing Games- Mr. Hiroaki Hiraoka, Olympian (judo)
Participated in the 2008 Beijing Games and 2012 London
Games (silver medal)

Photo 24: Mr. Toru Suzuki- Mr. Hiraku Misawa, Paralympian (parallel alpine skiing)
Participated in the Games for four consecutive times since theTurin Games- Kohei Yamashita, Olympian (athletics)
Participated in the 2016 Rio Games

Photo 25: Mr. Hiraku Misawa(iii) At the Laboratory School on University of Tsukuba (one elementary, two junior high, three senior high,and five special needs schools), Olympic education was developed as peace education. A variety of practicalmodels for experience-based learning about the value and significance of the Olympic and Paralympic Gameswas developed. The following are some of the distinctive approaches.
• The Olympics and Paralympic Games and the SDGs: At theelementary school, the educational topic was the relationshipbetween achievement of the SDGs and the Olympic and Paralympic
movements. In particular, the topics of the Olympic village andrefugee Olympic team were explored deeply from the perspectivesof clothing, food and housing the world. Students were able todevelop an awareness of problems when solving international
issues. This is expected to serve as a timely practical model.
• Programs conducted through exchanges with special needs
schools: Special online classes were held by Paralympians who
graduated the Special Needs Education School for the Visually
Impaired. During interviews by the students, active question andanswer sessions were conducted. Topics included competition

Photo 26: Oly-Para Newspaper

during the COVID-19 pandemic and the use of social media. Thisis considered to be a practical model that was widely referenced
by schools ranging from special needs to ordinary schools as apioneering model of Olympic and Paralympic education for new
lifestyles.

3. The Spread of Olympic and Paralympic Education at Regional Hubs│

192) Regional Hubs under Nippon Sport Science University(1) Educator training(i) Regional seminars (pre-training sessions)- Presentation of the Project Outline- Presentation of practical examples and teaching materials- Presentation of relevant organizations- Provision of information concerning Oly-Para education using ICT equipment, etc. that correspond to
new lifestyles and the method of preparing annual plans- Group work
- Experiencing para sports and skill practices

Nippon Sport Science University

Photo 27: Project briefing

Photo 28: Para sport experience session(ii) Regional workshops (post-training sessions)- Practical examples presentation- Introduction of practical examples from other regions- Group work
- Experiencing para sports

Photo 29: Presentation by a student

20│

3. The Spread of Olympic and Paralympic Education at Regional Hubs

Photo 30: Group work

(2) Implementing schools(i) List of implementing schools
Nippon Sport Science University (NSSU) supported a total of 1,163 implementing schools in 16 regions
over the past six years.
Table 6: List of Implementing Schools under Nippon Sport Science University
Fiscal year

Number of Regions and Implementing Schools (number of schools by region)
24 schools in 2 regions(Ishikawa Prefecture: 4, Nagasaki Prefecture: 20)

2017

74 schools in 7 regions(Chiba Prefecture: 30, Ishikawa Prefecture: 6, Hyogo Prefecture 3, Kochi Prefecture: 4, Nagasaki
Prefecture: 14, Chiba City: 14, Osaka City: 3)

2018

209 schools in 11 regions(Hokkaido: 8, Tochigi Prefecture: 37, Chiba Prefecture: 65, Ishikawa Prefecture: 7, Hyogo
Prefecture: 13, Kochi Prefecture: 14, Nagasaki Prefecture: 12, Oita Prefecture: 8, Chiba City: 22,
Niigata City: 10, Osaka City: 13)

2019

263 schools in 15 regions(Hokkaido: 15, Tochigi Prefecture: 39, Chiba Prefecture: 65, Niigata Prefecture: 6, Ishikawa
Prefecture: 7, Yamanashi Prefecture: 20, Hyogo Prefecture: 18, Okayama Prefecture: 12, Kochi
Prefecture: 19, Oita Prefecture: 8, Chiba City: 22, Niigata City: 10, Osaka City: 14, Kobe City: 4,
Okayama City: 4)

2020

248 schools in 15 regions(Hokkaido: 7, Tochigi Prefecture: 29, Chiba Prefecture: 64, Niigata Prefecture: 8, Ishikawa
Prefecture: 7, Yamanashi Prefecture: 20, Hyogo Prefecture: 17, Okayama Prefecture: 23, Kochi
Prefecture: 8, Oita Prefecture: 5, Chiba City: 26, Niigata City: 10, Osaka City: 14, Kobe City: 7,
Okayama City: 7)

2021

339 schools in 12 regions(Hokkaido: 8, Tochigi Prefecture: 15, Chiba Prefecture: 65, Niigata Prefecture: 9, Ishikawa
Prefecture: 7, Yamanashi Prefecture: 20, Hyogo Prefecture: 15, Okayama Prefecture: 12, Chiba City:
162, Osaka City: 9, Kobe City: 8, Okayama City: 9)

Nippon Sport Science University

2016(ii) Distinctive practical examples
I. Learning the significance and history of sports and the Olympics and Paralympics
An Oly-Para troop was created at Chiba Prefectural Togane Special-Needs School (starting in 2018)with the aim of promoting the Olympic and Paralympic movement and sports for people with disabilities
within the school and local community. Olympic and Paralympic events experience sessions, called “OlyPara Challenge!”, were held twice a month during lunch breaks. The troop also conducted the “Oly-Para
Caravan”, which visited local elementary and junior high schools to promote sports for the disabled such asboccia. The troop members were motivated by a feeling of accomplishment after the activities and expressed
their aspirations for the future. Their sense of responsibility was also strengthened as a result.

3. The Spread of Olympic and Paralympic Education at Regional Hubs│

21

Photo 31: Poster created by Oly-Para troop

Photo 32: Oly-Para troop teaching Boccia to elementary
school children

Nippon Sport Science University

II. Fostering volunteers with manners and hospitality
Fourth grade students at Sukumo City Kan-yo Elementary School (2018-2019) hung guidepost message
cards (michishirube fuda) along a pilgrimage road in Shikoku. Prior to this activity, students learned about
the significance of pilgrimages from Buddhist priest and pilgrims from other prefectures. Students preparedcards featuring pilgrims and Sukumo Bay with messages such as “The pilgrimage may be difficult, but wewish you good luck on your journey,” in Japanese and English. They hung the cards on the two-km mountainpilgrimage road.

Photo 33: Lecture by a Buddhist priest

Photo 34: Hanging a message on a pilgrimage roadIII. Establishing an inclusive society through sports
Oly-Para education programs were implemented in all grades at Chiba City Honda Elementary School(2019). Programs included plays using Oly-Para as educational materials, roll-a-ball games, learning about
guide runners, Honda School barrier-free initiatives, experiencing para-sports, international understanding,and conveying the appeals of para sports. These programs were devised according to the actual conditionsof the students. Through these activities, students’ interest in the Olympics and Paralympics was enhanced,
ideas about inclusiveness were conveyed and strengthened, and students started to enjoyed para sports.

22│

3. The Spread of Olympic and Paralympic Education at Regional Hubs

Photo 35: Guide-runner experience

Photo 36: Presentation featuring the appeals of para
sportsNippon Sport Science University

IV. Fostering attitudes of respect for Japanese traditions, local culture, and world culture and respect fordiversity
Fifth grade students at Osaka City Kamihigashi Elementary School participated in interactive activities
with guest teachers from eight countries and cooked rice dishes from the respective countries (fiscal 2018).
Tasting the dishes and listening to the teachers’ lectures, students learned the differences and common points
between the dishes, which helped them better understand the countries. Through the activities, students
appreciated differences in culture. Students commented that they will not reject cultures that are different
from Japanese culture. They tried unfamiliar dishes with a more positive attitude and learned different waysof greeting to appreciate and accept differences.

Photo 37: Cooking session

Photo 38: A newspaper summarizing the lessons

V. Raising interest in sports and fostering the spirit of enjoying sports
An elementary-senior high school partnership educational program was initiated by Okayama Prefecture
at Tamano Konan Senior High School (fiscal 2020). Second-year Tamano Konan Physical Education Course
High School students taught para sports to elementary school students. Prior to the actual classes, preparatoryclasses were conducted and revisions to the teaching guidelines were made, which resulted in successful
implementation and interaction with children. Teaching para-sports enabled the students to understandthe significance of physical activity and to promote understanding of para-sports, resulting in a social
contribution. The activities provided senior high students an opportunity to better understand para-sports
and the importance of seeing things from the perspectives of other people and making adequate preparations.

3. The Spread of Olympic and Paralympic Education at Regional Hubs│

23

Photo 39: Pre-class review and revision of teachingplans

Photo 40: Goal ball instruction for elementary school
children(iii) Implementing School Questionnaire

Nippon Sport Science University

Questionnaire surveys were conducted starting in fiscal 2017 to evaluate the effectiveness of Oly-Para
education at the implementing schools for which NSSU is responsible. Starting with the 2019 survey,
common questions adopted by the three universities were used. In this report, results from the 2019 surveys
are presented.
【Outline of the Survey】
Respondents: See Tsukuba (iii) Implementing School Questionnaire
Method:- Cooperation to conduct the survey was requested at regional seminars- The number of respondents was totaled and scan sheets were sent to cooperating implementing schools- Students at implementing schools filled out scan sheets before and after Oly-Para education programs.
The sheets were sent back to NSSU.
- The results were reported to the implementing schools and local governments
Survey questions: See Table 4: Survey Questions reported by Tsukuba
Aggregation method:- Responses were quantified setting the most negative response at 1 and the most positive response at 4.
When the numbers of negative and positive answers are the same, the rate is set at 2.5.
- A t-test was performed when there were corresponding data from surveys conducted before and after
implementation of the program.
【Survey results】
Table 7 shows the number of the schools and respondents that were surveyed. While no significant difference
was observed in the average value between before (3.24) and after (3.25) the program implementation
regarding the question “Are you interested in exercising, participating in sports, or watching sports?” (Table8), both values were high compared to the other questions. The post-program implementation values for theremainder of the questions were significantly higher than those for the pre-program implementation, whichindicates that students’ interest in and commitment to the Olympics and Paralympics changed in a positive
manner through the Olympic and Paralympic education programs. For more than half of the post-program
implementation values of the questions concerning the Olympics and Paralympics, there were certain numbersof negative replies. The results show that a certain number of students had reduced interest and motivation in
the Olympics and Paralympics.

24│

3. The Spread of Olympic and Paralympic Education at Regional Hubs

Table 7: Number of Survey Respondents
Number of respondents

Number ofschools

BeforeAfter2019 fiscal year

184

22,386

21,9792020 fiscal year

67

7,373

7,281

Table 8: Average Values and Details of Responses

Activity topics

Averagevalue

Are you interested in the Olympics?
Are you interested in the Paralympics?
Do you want to participate in the
Olympics as a volunteer or supporter inthe future?
Do you want to participate in the
Paralympics as a volunteer or supporterin the future?
Do you want to attend the upcoming
Olympic and Paralympic events?
Do you want to do something useful forsociety and people?
Do you want to interact with the elderly
and people with disabilities?
Are you interested in exercising,participating in sports, or watching
sports?
Are you interested in Japanesetraditions and culture?
Do you want to learn about thelifestyles and customs of people fromother countries?

BeforeAfter
BeforeAfter
Before

2.89
2.98
2.60
2.76
2.62

After

2.71

Before

2.50

After

2.63

BeforeAfter
BeforeAfter
BeforeAfter
Before

2.63
2.72
3.21
3.25
2.74
2.79
3.24

After

3.25

BeforeAfter
Before

2.90
2.95
2.73

After

2.79

Significant
difference

Fiscal year 2019
Responses（％）

Averagevalue

Interested very much /Want to participate verymuchInterested / Want toparticipate

Not interested verymuch / Do not want toparticipate very much

Not interested / Do notwant to participate

30.2
34.0
17.7
23.2
21.7

37.9
37.9
37.1
39.1
33.1

22.6
19.9
32.9
27.8
30.4

9.2
8.2
12.3
9.9
14.8

2.78
2.89
2.56
2.74
2.56

24.3

35.2

27.7

12.8

2.68

17.3

32.1

34.3

16.2

2.47

Yes***
Yes***
Yes***
Yes***
Yes***
Yes***
Yes***
No
Yes***
Yes***

20.9

34.9

30.3

13.9

2.63

23.3
25.7
39.7
42.9
20.3
22.7
51.4

31.2
33.3
45.5
42.9
41.5
41.6
27.9

30.2
27.9
11.2
10.4
30.2
27.9
13.7

15.2
13.1
3.7
3.8
8.0
7.8
6.9

2.53
2.65
3.30
3.35
2.80
2.87
3.19

51.5

28.5

13.3

6.7

3.25

28.7
31.7
24.6

40.2
39.4
35.8

23.2
21.4
28.0

7.8
7.6
11.6

2.88
2.98
2.72

27.1

36.2

25.8

10.9

2.82

Fical year 2020
Responses（％）

Significant
Interested very much /difference(Yes or No) Want to participate verymuch

Yes***
Yes***
Yes***
Yes***
Yes***
Yes***
Yes***
Yes**
Yes***
Yes***

24.9
28.4
16.6
20.8
19.6

Interested / Want toparticipate

Not interested verymuch / Do not want toparticipate very much

Not interested / Do notwant to participate

38.4
39.7
35.9
40.5
32.6

26.6
24.5
34.5
30.1
32.0

10.1
7.4
12.9
8.6
15.7

22.2

35.6

30.2

11.9

16.3

31.8

35.0

16.9

19.7

36.0

31.9

12.4

20.3
21.9
44.6
48.9
21.9
25.4
48.9

29.4
34.0
43.5
40.4
42.9
43.0
28.9

33.3
31.1
9.0
7.9
28.0
25.3
14.8

17.0
13.0
3.0
2.8
7.2
6.3
7.4

50.8

29.5

13.3

6.5

28.5
32.5
23.8

39.3
39.7
36.1

24.1
21.3
28.7

8.1
6.5
11.4

27.6

36.6

25.8

9.9

** p ＜.01,*** p ＜.001

Nippon Sport Science University

Olympics and Paralympics

Questions(3) Citizen forums (fiscal 2016)
Forums were held to promote the Olympic and Paralympic movement in local communities throughlectures by Olympians and Paralympians on topics such as sports volunteers.
Schedules
Nagasaki Prefecture Citizen Forum
Date and time: February 20, 2017, 17:50 - 20:30
Venue: Bunkyo Sky Hall, Nagasaki University
Participants: 100
Kochi Prefecture Citizen Forum
Date and time: February 25, 2017, 13:45 - 16:15
Venue: Geijutu Hall, Kochi Otemae Senior High School
Photo 41: Kochi Prefecture Citizen Forum

Participants: 180(4) Symposium (fiscal 2016)

Topic: What We Learn from the Olympics and Paralympics: Hope and Peace to Link the World
Date and time: March 11, 2017, 13:30 - 16:00
Place: Tokyo Setagaya Campus , Nippon Sport Science University (NSSU)
Participants: 102
Programs:
Keynote lecture: “The Olympics and I: As an athlete and instructor” by Koji Gushiken, Vice President,
NSSU

3. The Spread of Olympic and Paralympic Education at Regional Hubs│

25

Lecture 1: “Promoting the Olympics and Paralympics” by Kazuya Shirahata, Professor, NSSU
Lecture 2: “Our Paralympics” by Yoko Mizuno, Coach for para-athlete, Track team, NSSU and Sae Tsuji(Para-athlete, Track team, NSSU)
Panel Discussion: “Practical Examples of Oly-Para Projects: Dreams and Hope from Local Community”
Coordinator: Masami Sekine, Professor, NSSU
Panelists: Eiji Iwagishi, Sports Health Division, Secretariat of Ishikawa Prefectural Board of Education
Tetsuo Mitani, Sports Health Education Division, Secretariat of Kochi Prefectural Board of
Education
Koji Miyata, Physical Education and Health Division, Secretariat of Nagasaki Prefectural
Board of Education

Nippon Sport Science University

Photo 42: Panel discussion
Figure 6: Poster(5) National Forum (Fiscal 2017)
Topic: What We Learn from the Olympics and Paralympics: An Inclusive Future Learned from Athlete
Experiences
Date and time: February 10, 2018, 14:00 - 16:30
Venue: Memorial Hall, NSSU Setagaya Campus
Participants: 248
Programs
Lecture 1: Ultra-Aggressive Japanese Water Polo Team Poseidon Japan’s Challenges
Yoji Ohmoto, Professor, NSSU
Lecture 2: Beyond Failure: What I Learned from Rhythmic Gymnastics
Yukari Murata, Assistant Professor, NSSU
Lecture 3: I’mPOSSIBLE Spirit that I learned from the Paralympics
Miki Matheson, Nippon Foundation Paralympic Support Center
Presentation: Introduction of Activities of Regional Hubs by Yo Sato, Research Fellow, NSSU)

26│

3. The Spread of Olympic and Paralympic Education at Regional Hubs

Table 9: Questionnaire Survey of National Forum Participants
Questions

Strongly
agree

Agree

Agree
somewhat

Do not agree
very much

Do not agree
at allI am more interested in the Olympic and Paralympic
Games Tokyo 2020.

70.5

25.0

4.5

0.0

0.0

I better understood the Olympic and Paralympic
Movement

50.9

44.6

4.5

0.0

0.0

Nippon Sport Science University

Photo 43: Presentation of regional hub activities

Figure 7: Poster(6) Other(i) Teaching materials and teaching plans were prepared and released on the NSSU Website to promote OlyPara education at schools. In addition, on-site lectures by NSSU were provided to reduce school teacher
burdens and create model classes. Tables 10 and 11 show the details of on-site lectures.
Table 10: Number of schools and students where on-site lectures were conductedFiscal year/
School type

Elementary School

Junior High School

Senior High School

Special-needs School

No. ofschools

No. ofschools

No. ofschools

No. ofschools

No. ofstudents

No. ofstudents

No. ofstudents

No. ofstudents

2018

0

0

2

160

5

349

0

0

2019

2

130

7

668

5

665

0

0

2020

2

89

4

411

2

600

0

0

2021

2

116

6

1,007

3

372

1

30

Total

6

335

19

2,246

15

1,986

1

30

3. The Spread of Olympic and Paralympic Education at Regional Hubs│

27

Table 11: Details of on-site lectures
Elementary
SchoolJunior HighSchoolSenior HighSchoolSpecial-needs
SchoolHistory and significance of the Olympics andParalympics

〇

〇

〇

Spirit of Fair Play〇

Details of on-site lectures
What are the Olympics and Paralympics?

〇

Doping and Sport Ethics〇

The Paralympics and Inclusive Society〇〇

The Olympics and Paralympics and SDGs

〇

〇

〇

〇

Experiencing Para Sports(Boccia, Goal Ball, Sitting Volley Ball)〇

Nippon Sport Science University【Verification of Effectiveness】
Questionnaire surveys were conducted at some of the implementing schools before and after on-site
lectures. The purpose of the survey was to verify the difference in the students’ interest of the respondents
NSSU provided on-site lectures by school level and by lecture styles, namely in-person practice, in-personclassroom lecture, in-person classroom lecture + in-person practice, and online lecture as well as theeffectiveness of on-site lectures by lecture styles. The questions are as shown below. Respondents wererequested to respond in four levels: I agree strongly, I agree, I do not agree very much, and I do not agree. The
most negative response was given 1 point and the most positive 4 points. The responses were quantified toobtain the average value. The data analysis was performed by statistical processing (t-test) on corresponding
pre- and post-data. The significance level was set at less than 5%.
Table 12: Questions

A. Do you want to watch the Olympic Games?
B. Do you want to watch the Paralympic Games?
C. Athletes work hard to compete in the Olympics. Does their effort encourage you to work harder?
D. Athletes work hard to compete in the Paralympics. Does their effort encourage you to work harder?
E. Athletes work hard to compete in the Olympics. Does their effort encourage you to participate in sports?
F. Athletes work hard to compete in the Paralympics. Does their effort encourage you to participate in sports?

【Results】-

Elementary school students
A significant change in the responses to “B. Do you want to watch the Paralympic Games?” and “D.
Athletes work hard to compete in the Paralympics. Does their effort encourage you to work harder?” wasobserved when real practice classes were implemented. The average value of the survey conducted before
on-site lectures was more than 3.0, which indicates students have a positive image about the Olympics
and Paralympics. Under such circumstances, experiencing para-sports promoted change positively instudents’ responses for the two questions concerning the Paralympics.

28│

3. The Spread of Olympic and Paralympic Education at Regional Hubs

Real Practice（n=65）
A
3.06

B

3.35
3.52
3.61

3.40
3.56

C
D

3.39

E

3.42
3.34

3.06

F
1

2

3.66

3.31

3
Before4

After

Figures in red: Significant difference
Figure 8: Real practice at elementary school children

Nippon Sport Science University-

Junior high school students
Significant changes in all of the responses were observed in all lecture styles (real class room lecture, realclassroom lecture + real practice, online lecture). The average response values were below 3.0 for allquestions except “A. Do you want to watch the Olympic Games?”, which indicates that not a few students
had negative image about the Olympics and Paralympics. Under such circumstances, positive changes in
the responses to all of the questions were observed, which suggests that all types of lecture styles, whether
real, online, classroom or practice, have positive effects on students’ interest not only in the Olympics andParalympics but also on motivation engage in sports.

Real
Realclassroomclassroomlecture（n=198）
lecture（n=198）
AA
2.72
2.72

BB

Real
Realclassroomclassroomlecture
lecture++Real
Realpracticepractice（n=146）（n=146）

3.05
3.05
3.17
3.17

AA

3.19
3.19

CC
DD

2.88
2.88

EE

2.88
2.88
3.02
3.02

2.60
2.60

FF

11

22
BeforeBefore

3.25
3.25

EE

DD
EE

2.40
2.40 2.76
2.76

FF

After
After

CC

2.62
2.62 2.99
2.99
2.63
2.63
2.80
2.80

DD

44

BB

3.12
3.12

2.66
2.66 2.96
2.96

CC

2.97
2.97

33

2.58
2.58

BB

2.90
2.90
3.17
3.17

AA

2.96
2.96 3.25
3.25

11

22

33
BeforeBefore

FF

44

11

After
After

Figures in red: Significant difference

Figures in red: Significant difference

Figure 9: Junior high school students: real class room
lectureFigure 10: Junior high school students: real class room
lecture + real practice

3. The Spread of Olympic and Paralympic Education at Regional Hubs│

29

eal classroom lecture + Real practiceOnline lecture（n=507）（n=146）

2.58

2.40

2.99

2.632.80
3

Before

3.26

3.14

C

2.93

D

2.91

E

2.86
3.04

2.64

F

2.76

2

2.70

B

3.12
2.66 2.96

2.62

2.99

A

2.96 3.25

1

4

2

After

3.19
3.22

2.97
3

Before4

After

Figures in red: Significant difference
Figure 11: Junior high school students: online lecture

Nippon Sport Science University-

Senior high school students
Significant changes in all of the responses were observed in all lecture styles (real class room lecture, realclassroom lecture + real practice, online lecture) . The average response values of the survey conducted
before the lectures were higher than 3.3 in all questions, which indicates that the students have highinterest in the Olympics and Paralympics. Under such circumstances, significant positive changes in the
responses to all of the questions were observed, which suggests that Olympic and Paralympic education
has positive effects on senior high school students’ interest not only in the Olympics and Paralympics but
also on motivation to engage in sports.

OnlineOnlinelecture（n=507）
lecture（n=507）

Real classroom lecture（n=730）

A 2.99
2.99
3.26
3.26
B
2.70
2.70
3.14
3.14
C 2.93
2.93
3.19
3.19
D2.91
2.91
3.22
3.22
E2.86
2.86
3.04
3.04
F
2.64
2.64
2.97
2.97
1
33

22
BeforeBefore

After
After

Real classroom lecture + Real practice

3.34

3.65
3.76

3.71

3.57
3.75

3.60
3.76

3.53
3.66

3.44
3.63

2
44

3
Before（n=90）
A

2.73

B

2.98

C

2.90

D

3.30
3.36

3.40
2.89 3.23
2.78 3.16

EF
4

3.09 3.38

1

After

2

3
Before4

After

Figures in red: Significant difference

Figures in red: Significant difference

Figure 12: Senior high school students: real classroom
lectureFigure 13: Senior high school students: real classroom
lecture + real practice(ii) Creation of Paralympic Education Video Materials for Teachers- In fiscal 2017, Paralympic education conducted in integrated studies classes (17sessions in total) for
fourth grade students in one of the elementary schools in Tokyo were introduced in video. The video
and the teaching plans were uploaded on the NSSU Website.
- In fiscal 2018, Paralympic education continuously conducted in integrated studies classes for sixth
grade students in one of the elementary schools in Tokyo were introduced in video. The video and30│

3. The Spread of Olympic and Paralympic Education at Regional Hubs

Paralympic education case examples were uploaded on the NSSU Website. Video films (approximately
8 minutes each) introduced the learning process conducted in the 22 sessions.

Photo 44: Class presentation – Part 1

Photo 45: Class presentation – Part 2

Nippon Sport Science University

List of tips: Use examples of thinking tools which may be helpful in conducting classes. One to two-minutelong video from the classes.

Photo 46: List of tips – How to write a review

Photo 47: List of tips – Use of thinking tools(iii) N-COPE Website
Olympic and Paralympic education teaching materials, activity reports, practical examples were offeredon the N-COPE Website in order to report the Oly-Para movement activities conducted in cooperation with theregional hubs. Practical examplesof Oly-Para project activities
in the respective regions under
NSSU can be searched by region,
fiscal year, school level, topic,
and lecture style.

Photo 48: Website

Photo 49: Search page: practicalexamples collections

3. The Spread of Olympic and Paralympic Education at Regional Hubs│

313) Regional Hubs under Waseda University(1) Educator training(i) Regional seminars (pre-training sessions)Regional seminars were held, mainly for educators at the implementing schools, in each of the regions
under Waseda’s responsibility. Researchers from the Center attended the seminars and provided informationon the objectives of the project, practical examples, and so on. They also served as coordinators for group
work for examining the specific practice plans. During the COVID-19 pandemic, the seminars were held
online using ICT.

Photo 50: Lecture by a researcher

Photo 51: Group work(ii) Regional workshops (post-training sessions)Regional workshops were held, mainly for educators at the implementing schools, in each of the regions
under Waseda’s responsibility. Researchers from the Center attended the workshops and provided information
on distinctive examples of practice, educational materials, and so on. Also, workshops were held to review

Waseda University

practice and formulate practice plans for the following fiscal year, and the researchers acted as coordinators at
symposiums to which athletes were invited. During the COVID-19 pandemic, the seminars were held online
using ICT.

Photo 52: Practice plan preparation

32│

Photo 53: Discussing the practice plan

3. The Spread of Olympic and Paralympic Education at Regional Hubs(2) Implementing schools(i) List of implementing schools
Waseda provided support to a total of 1,455 implementing schools in 15 regions over six years.
Table 13: List of Implementing Schools under Waseda University
Fiscal year

Number of Regions and Implementing Schools (number of schools by region)
39 schools in 3 regions(Iwate Prefecture: 5, Hiroshima Prefecture: 10, Kumamoto Prefecture: 24)

2017

125 schools in 6 regions(Sapporo City: 48, Iwate Prefecture: 12, Shizuoka Prefecture: 8, Gifu Prefecture: 7, Hiroshima
Prefecture: 30, Kumamoto Prefecture: 20)

2018

230 schools in 11 regions(Sapporo City: 67, Iwate Prefecture: 11, Saitama Prefecture: 7, Yokohama City: 16, Gifu Prefecture:
7, Shizuoka Prefecture: 36, Shizuoka City: 7, Shiga Prefecture: 10, Hiroshima Prefecture: 36,
Kagawa Prefecture: 10, Kumamoto Prefecture: 23)

2019

358 schools in 15 regions(Sapporo City: 80, Iwate Prefecture: 17, Saitama Prefecture: 7, Yokohama City: 30, Gifu Prefecture:
7, Shizuoka Prefecture: 47, Shizuoka City: 25, Hamamatsu City: 16, Mie Prefecture: 7, Shiga
Prefecture: 10, Tottori Prefecture: 7, Hiroshima Prefecture: 43, Kagawa Prefecture: 34, Kumamoto
Prefecture: 23, Kagoshima Prefecture: 5)

2020

341 schools in 15 regions(Sapporo City: 54, Iwate Prefecture: 16, Saitama Prefecture: 11, Yokohama City: 31, Gifu Prefecture:
10, Shizuoka Prefecture: 51, Shizuoka City: 13, Hamamatsu City: 23, Mie Prefecture: 6, Shiga
Prefecture: 10, Tottori Prefecture: 7, Hiroshima Prefecture: 40, Kagawa Prefecture: 29, Kumamoto
Prefecture: 23, Kagoshima Prefecture: 17)

2021

362 schools in 15 regions
Sapporo City: 91, Iwate Prefecture: 7, Saitama Prefecture: 10, Yokohama City: 30, Gifu Prefecture:
7, Shizuoka Prefecture: 50, Shizuoka City: 19, Hamamatsu City: 21, Mie Prefecture: 7, Shiga
Prefecture: 10, Tottori Prefecture: 7, Hiroshima Prefecture: 35, Kagawa Prefecture: 19, Kumamoto
Prefecture: 23, Kagoshima Prefecture: 26)

Waseda University

2016(ii) Distinctive practical examples
I. Learning the significance and history of sports and the Olympics and Paralympics【Practice Using Olympic-Related Facilities】
At the Sapporo City Shinano Elementary School, a program was conducted making use of the Sapporo
Olympic Museum, which was created in commemoration of the 111th Olympic Winter Games held in Sapporo
in February 1972. Prior to the visit to the museum, a lesson was given on the locations and functions of public
facilities in the unit on observation and investigation of one’s own community, which is a part of the social
studies curriculum for third grade students. Following an explanation that public facilities are “facilities
created for the benefit of everyone,” the students thought about how the Sapporo Olympic Stadium, a familiar
public facility, is for the benefit of everyone.
On the day after the lesson, the students visited the museum. At the museum, the students listened tolectures by Olympians, observed experience-based facilities and exhibits while listening to explanations by
the curators. At the adjacent, Sapporo Okurayama Ski Jump Stadium, the students rode a ski lift and observed

3. The Spread of Olympic and Paralympic Education at Regional Hubs│

33

Sapporo City from the ski jump starting point.
In the follow-up lesson, a social studies class was conducted to consider what kind of facility the Sapporo
Olympic Museum is based on the information obtained from the visit. First, the students organized theinformation based on their own memos that they wrote and pamphlets collected while viewing the facilities.
When a teacher asked, “What kind of facility is the Sapporo Olympic Museum?”, the students were observedto actively raise their hands and answer.

Photo 54: An experience-based facility at the museum

Photo 55: Post-visit lesson during in social studies class

II. Fostering volunteers with manners and hospitality【Ramp Created for School Visits by Paralympians】
At the Shiga Prefectural Kokusai Joho High School, students studying manufacturing in the industrial
program created a ramp at the entrance of the gymnasium for Paralympians who came to the school to serve
as instructors. The completed ramp was 90 cm wide and 5 m long, and the height from the floor to the top of
the stairs was 58 cm. The ramp was made with a steel frame and wood (veneer) floorboards.

Waseda University
Photo 56: Building the ramp framework

Photo 57: The completed ramp

【Volunteer Clean-up Program Near Olympic Venue】
Students at Shizuoka Prefectural Izu Sogo High School in Izu City, the site of the velodrome, a venue
for bicycle competitions, implemented a volunteer clean-up program. With an emphasis on community
interaction, contribution to the community, and student independence, members of the student council took
the lead in all aspects of the program from planning to operations on the day of the event and disposal of thecollected waste. Although the program was conducted during the COVID-19 pandemic, about 150 people

34│

3. The Spread of Olympic and Paralympic Education at Regional Hubs

participants including local residents, such as members of a local senior citizens association, a Rotary Club,and local elementary and junior high school students.

Photo 58: Preparations for the student-led cleanup
campaign

Photo 59: Group photo of the participants

III. Establishing an inclusive society through sports【Para-sports created】
Third-grade students at the Numazu Daiichi Elementary School participated in a program to create parasports during the integrated studies class. The theme was thinking about sports using eye masks and balls thatmake sound (the balls used in goalball). Each group wrote the rules and drew diagrams of the court for the
sport that they created. They actually tried the sports. It was a process of trial and error, and comments fromthe students included “This isn’t fun” and “What should we do about scoring?”

Waseda University

Photo 60: Group work

Photo 61: A presentation【Lecture by a Wheelchair Manufacturer】
At Tomitsuka Elementary School, fourth grade students participated in the following program with an
employee from Hashimoto Engineering, a local company, serving as a lecturer. Prior to the lecture, a lessonon universal design was conducted during the integrated studies class. During the lecture, a quiz on theuniversal design mark was given, and information on various types of wheelchairs was provided. In addition,
an explanation was given on the importance of universal design of the mind, and the students participated ina wheelchair competition.

3. The Spread of Olympic and Paralympic Education at Regional Hubs│

35

Photo 62: Explanation of the functions of competition
wheelchairs

Photo 63: Trying a competition wheelchair

IV. Fostering attitudes of respect for Japanese traditions, local culture, and world culture and respect fordiversity【International Exchange Program Among Host Towns】
At Kujo City Meiho Elementary School, an international exchange program with a host town was
conducted for all students during the integrated studies class. Prior to the exchange, teams and players wereintroduced, welcome boards were created by teams of students from different grades, national flags werecreated, and a quiz tournament (Spanish language course, Colombian customs, etc.) was held during theafternoon broadcast. For the exchange activities, following an exchange lunch and cleanup, a local dance
known as Gujo Harugoma was performed and traditional Japanese games, such as origami and otedama,
were played.

Waseda University
Photo 64: Creating a welcome board

Photo 65: The Gujo Harugoma dance【Promoting International Understanding by Learning about National Flags and National Anthems】
At Sapporo City Kaisei Secondary School, national flags, national customs and national anthems werestudied by all students during the integrated studies class to increase understanding of diversity. Mr. Tadamasa
Fukiura, who served as a specialist in charge of flags for the 1964 Tokyo Olympic Games Organizing
Committee, gave a lecture on the cultural and historical background of the world’s national flags, and Ms.
Masako Shindo, a soprano singer, sang various national anthems.

36│

3. The Spread of Olympic and Paralympic Education at Regional Hubs

Photo 66: Lecture by Mr. Fukiura

Photo 67: Ms. Shindo singing a national anthem

V. Raising interest in sports and fostering the spirit of enjoying sports【Domestic Exchanges (Online)】
Investigative learning on the Olympic and Paralympic Games was conducted during the integrated studies
class at Takamatsu City Chuo Elementary School. As a part of this program, a lecture and interview with a
Paralympian were conducted online. Also, online lectures were conducted at Tonosho Elementary School
in collaboration with other elementary schools in the prefecture. Through the presentations of each school’s
efforts regarding Olympic and Paralympic education and lectures by Paralympians, the students interacted
not only with the Paralympians, but also with students from other schools in the prefecture.

Photo 69: Interview with a Paralympian

Waseda University

Photo 68: Summary of theinvestigative learning

Photo 70: Exchange among three schools【International Exchanges (Online)】
An online exchange program with Brazilian Paralympians was held at the Hamamatsu City Miyakoda
Minami Elementary School. Prior to the exchange program, the students learned through broadcasts andposters about Brazilian culture and language, blind soccer rules, and the Brazilian players with whom theywould be interacting. On the day of the event, the students greeted each other in Portuguese and asked
questions that they prepared in advance, to which the Brazilian athletes answered, and other exchange
activities were conducted.

3. The Spread of Olympic and Paralympic Education at Regional Hubs│

37

Photo 71: Greetings in Portuguese

Photo 72: Interaction with a Brazilian athlete(iii) Implementing School Questionnaire
To verify the results of the educational activities, a questionnaire survey of students who underwent
Olympic and Paralympic education was conducted. The questions and survey procedures are as described by
the University of Tsukuba (See (iii) Implementing School Questionnaire). Waseda University analyzed thequestionnaire results based on school type and practice content. School type was classified into elementary
school middle grades, elementary school upper grades, junior high school, and senior high school, andthe practical content was classified based on two perspectives: Olympic and Paralympic education and(1) guidance by athletes, (2) guidance by athletes and teachers, (3) guidance by athletes and teachers andinvestigative learning, and (4) guidance by teachers and investigative learning. The data analysis was
performed by statistical processing (t-test) on corresponding pre- and post-data (a significance level of lessthan 5% means that the difference before and after is not coincidental). Items marked with a circle ● arethose items for which a significant difference was confirmed (i.e., the education was effective).
【Results】

Waseda University

Results concerning interest in and motivation regarding the Olympic and Paralympic Games
Table
2019
Table14:
14: Fiscal
Fiscal 20192019 fiscal year

Elementary school
Middle gradestudents

Elementary school
Upper grade students Junior high school

Senior high school

(1)

(1)

(1)

(2)

(3)

(4)

(3)

(4)

(2)

(3)

(4)

(3)

(4)

●

Q2

Paralympics● ● ●● ● ● ● ● ● ●●Q3

Olympics

● ●

● ● ●

●

Q4

Paralympics● ● ● ● ● ● ● ● ● ● ●●Paralympics

●

● ●

(2)

Olympics

Olympics

● ● ●

(1)

Q1

Q5

●

(2)

● ● ● ●

● ● ● ● ●●● ● ● ● ● ● ● ● ● ●● ● ● ● ● ● ●●- In the elementary school middle and upper grades and junior high school, effects of (2) and (3) greater than(1) were confirmed. This suggests that it is effective to carry out guidance by teachers and investigative
learning.
Table 15: Fiscal 2020
- In senior high school, effects of (4) greater than (1), (2), and (3) were confirmed. This suggests that in
Elementary
schoolElementarythe
schoolorder to increase interest
in and motivation
regarding
Olympic and Paralympic Games, in addition to
Middle grade
Upper grade
Junior high school Senior high school
guidance by athletes and teachers,
investigative
learningisstudents
students also effective.

2020 fiscal year38│(1) (2) (3) (4) (1) (2) (3) (4) (1) (2)3. The Spread of Olympic and Paralympic Education at Regional Hubs
● ● ● ● ●● ●Q1
Olympics
Q2

Paralympics

(3)

(4)

(1)

(2)

(3)

● ● ● ●

● ● ● ● ● ● ● ● ● ● ● ● ●

(4)

●
●

●

Olympics

Q5

Paralympics● ● ● ● ● ● ● ● ● ●●● ● ● ● ● ● ●

●

Table
2020
Table15:
15: Fiscal
Fiscal 2020
Elementary school
Middle gradestudents

Elementary school
Upper gradestudents

Junior high school

Senior high school

(1)

(1)

(1)

(1)

2020 fiscal year

(2)

(3)

(4)

(2)

(3)

(4)

(2)

(4)

(2)

Q1

Olympics● ● ● ● ●Q2

Paralympics● ● ● ● ● ● ● ● ● ● ● ● ●Q3

Olympics

● ● ●

Q4

Paralympics● ● ● ● ● ● ●Olympics● ● ● ● ● ● ● ● ●Q5

Paralympics

● ●

(3)

●

● ● ●

(3)

(4)

● ● ● ●

● ●●●● ● ● ●
● ● ● ●●
● ●● ● ● ●

● ● ● ●

● ●● ●- In the elementary school middle grades and junior high school, effects of (3) greater than (1) and (2) wereconfirmed. This suggests that that in order to increase interest in and motivation regarding the Olympic
and Paralympic Games, in addition to guidance by athletes, it is effective to conduct guidance by teachers
and investigative learning.
- In the elementary school middle and upper grades and junior high school, effects of (4) greater than (1),(2) and (3) were confirmed. This suggests that in addition to guidance by athletes, guidance by teachers
and investigative learning are effective for increasing interest in and motivation regarding the Olympic
and Paralympic Games.

Results concerning interest in and motivation to be developed through Olympic and Paralympic education
Table
16:Fiscal
Fiscal2019
2019
Table 16:2019 fiscal year

Elementary school
Upper gradestudents

Junior high school Senior high school

(1)

(1)

(1)

(2)

Paralympics

Q7

(4)

● ●

Olympics

Q6

(3)

(3)

●

(4)

● ● ●

(4)

(1)

(2)

(3)

(4)

● ● ●

Olympics● ● ●● ●● ● ● ●●●

Paralympics

● ● ●

● ●
● ●
●

● ● ●
●

●
●

●

●
●

●

Olympics
Paralympics

Q10

(3)

● ●
●

Paralympics

Q9

(2)

● ●
● ● ●

Olympics

Q8

(2)

●

Olympics
Paralympics

●

● ●
● ● ●

●

●
● ● ●

●
●
●

●
●

●
●

●

●

●
●

Waseda University

Elementary school
Middle gradestudents- The results suggest that in the elementary school middle and upper grades, junior high school, andhigh school, in addition to guidance by athletes, guidance by teachers and investigative learning are
effective to raise interest in and motivation through Olympic and Paralympic education.
Table 17: Fiscal 2020

2020 fiscal year

Q6

Elementary school
Middle gradestudents

Elementary school
Upper gradestudents

Junior high school Senior high school

(1)

(1)

(1)

(2)

(3)

(4)

(2)

(3)

(4)

(2)

(3)

(4)

(1)

(2)

(3)

(4)

Olympics

3. The Spread● ●● of Olympic● ●and Paralympic● ● Education● ● at Regional Hubs

Paralympics● ● ● ● ● ●

● ● ●

●

│

39

Q10

●

Olympics
Paralympics

●

●
●

●
●

●
●

● ● ●

●

●

●

Table 17: Fiscal 2020

Table 17: Fiscal 2020

2020 fiscal year

Q6

Q7

Q8

Q9

Q10

Elementary school
Middle gradestudents

Elementary school
Upper gradestudents

Junior high school Senior high school

(1)

(1)

(1)

(2)

(3)

(4)

(2)

(3)

●

(4)

Olympics● ●● ●Paralympics● ● ● ● ● ●
● ●
● ●

(2)

(3)

(4)

● ● ●
● ● ●

●

Paralympics
Olympics

●
● ●
● ● ●
● ●

● ●
●
●
●
●
● ●

●
●

Paralympics●● ●● ● ● ●

● ● ●
● ●

● ●
● ●
●

● ● ●
●
●

● ● ●
● ●
● ●

●
● ●

Paralympics
Olympics
Paralympics

● ●
●

● ●
●

(2)

(3)

(4)

● ● ● ●

Olympics

Olympics

(1)

●

●
●

●
● ●

● ● ●
●

- In the elementary school middle grades and junior high school, (3) is more effective than (1) and (2),suggesting that in addition to guidance by athletes, guidance by teachers and investigative learning are
effective to raise interest in and motivation through Olympic and Paralympic education.
- In the elementary school middle and upper grades, junior high school (4) is more effective than (1), (2),and (3), suggesting that not only guidance by athletes, but also guidance by teachers and investigative
learning are effective to raise interest in and motivation through the Olympic and Paralympic education(3) Citizen forums (fiscal 2016)【Schedules】
Iwate Prefecture Citizen Forum

Waseda University

Date and time: January 7, 2017, 15:10 - 16:40,
Venue: Iwate Prefecture Information Exchange Center
Hiroshima Prefecture Citizen Forum
Date and time: January 20, 2017, 18:30 - 20:20
Venue: Kitahiroshima-machi Chiyoda Kaihatsu Center
Kumamoto Prefecture Citizen Forum
Date and time: February 24, 2016, 13:30 - 16:50

Photo 73: Lecture (Hiroshima Prefecture)

Venue: Terrsa Hall, Hotel Kumamoto Terrsa

Photo 74: Group photo (Iwate Prefecture)40│

3. The Spread of Olympic and Paralympic Education at Regional Hubs(4) National forum (fiscal 2017)【Schedules】
Date and time: February 24, 2018, 13:30 - 16:05
Venue: Conference ASC (Fukuoka)
Details: Olympic and Paralympic Educational Initiatives at Regional Hubs
Lectures by Olympians and Paralympians

Photo 75: Lecture on Olympic and Paralympic educational
initiatives

Figure 14: A pamphlet(5) Other(i) Survey of Olympic and Paralympic education in South Korea for the Pyeongchang Games

Waseda University

A survey was implemented on the conditions of Olympic and Paralympic education conducted for the
23rd Olympic and Paralympic Winter Games (the “Pyeongchang Games”) held in Pyeongchang, Republicof Korea in from February 9 to 25, 2018. During the three days from September 14 to 16, 2017, before thePyeongchang Games, two heads of the education team of the Pyeongchang Games Organizing Committee
were interviewed, practices at two public junior high schools were observed (including interviews withthree students who participated, and a visit was made to the Seoul Olympic Museum, which was built tocommemorate the 24th Olympic Games held in Seoul, Korea in 1988. Olympic and Paralympic education
for the Pyeongchang Games was designed to spur interest in the games and create a legacy for the future.
In 2015, an education team was formed within the Organizing Committee to develop various educational
programs. The main programs were the provision of video teaching materials for Olympic and Paralympic
education via a website and on-site lectures at schools by members of the education team. The program
started at four schools in 2015, and the number of schools expanded to 180 in 2017. During the on-site
observations, members participated in a class by a former Korean national team curling coach and a classby a person responsible for bobsledding. In both classes, in addition to discussing the events and rules of thePyeongchang Games, a wide range of topics such as the value and appeal of sports and the careers of athletes
were presented. The Seoul Olympic Museum has exhibit materials relating to past Olympic Games as well
as study rooms for students and visitors who visit the museum. Through such fact-finding surveys, ideas fororganizational cooperation, operation of a website for Olympic and Paralympic education for educators, andthe utilization of Olympic and Paralympic facilities were obtained.

3. The Spread of Olympic and Paralympic Education at Regional Hubs│

41

Photo 76: Viewing a video during class

Photo 77: A study room at the museum(ii) Preparation of digital Paralympic educational materials
During observation of practice in the first year of the project,
it was confirmed that students were not particularly interested in
Paralympians. On the other hand, it was also confirmed that theuse of video in practice attracted the attention of students and led
to significant results. Therefore, instead of introducing the records
and history of the conventional Paralympic Games, an attempt
was made to create video materials that present the characters of
the Paralympians. Specifically, Masazumi Soejima who competedin wheelchair athletics (4 × 400 m relay: 3rd place at the Athens
Paralympic games; Marathon: 12th place at the Beijing Paralympic
Games, 4th place at the London Paralympic Games, and 11th Placeat the Rio de Janeiro Paralympic Games) was chosen as the subject.

Waseda University

The digital educational material introduced the circumstancesleading up to his disability, how he overcame his disability toparticipate in the Paralympic Games, the many hardships andPhoto 78: DVD coversetbacks he experienced in the process, and the gratitude he feels
for the people who have supported him. The completed digital teaching materials were distributed primarily
to the implementing schools in the area of Waseda’s responsibility and were used for preliminary instruction.
(iii) On-site lectures
Researchers gave on-site lectures at implementing schools. For example, a researcher and a Paralympian
gave lectures at Satsuma Sendai City Sendaikita Junior High School. The researcher gave a lecture on
the purpose of the Olympic and Paralympic games, and then Paralympians gave lectures regarding their
enthusiasm for the Tokyo Games. The lecture was presented using the school broadcast system as acountermeasure against COVID-19.

42│

3. The Spread of Olympic and Paralympic Education at Regional Hubs

Photo 79: A lecture given using the school’s broadcast system

Photo 80: Students listening to a lecture(iv) In-school training for teachers
In-school training for teachers was conducted by researchers at the implementing schools. At Numazu City
Daiichi Elementary School, for example, lectures were conducted by researchers and practice planning andreview meetings were held for each grade. As a result, Olympic and Paralympic educational practice associatedwith course work was conducted in all grades. Teachers from nearby schools were also invited to participate.

Waseda University

Photo 81: A lecture by a researcher

Photo 82: Teacher study groups organized by grade(v) Events for local residents
In the implementing regions, athletes were invited to hold events not only for students, but also for local
residents.

Photo 83: An event prior to the Tokyo Games (Kumamoto
Prefecture)

Photo 84: An event after the Tokyo Games (HamamatsuCity)

3. The Spread of Olympic and Paralympic Education at Regional Hubs│

43

4. Future Prospects of the Olympic and Paralympic Education
With Tokyo 2020 postponed by a year, the project, based on the research study on the Olympic andParalympic movement conducted in fiscal 2015 and scheduled to terminate in fiscal 2020, was extended until
fiscal 2021. The achievements of the project, extending over a period of 5 + 1 years, should not be a transientcommitment for hosting the Games but should be utilized in the future as part of the Olympic and Paralympic
legacy. The Olympic Agenda 2020, adopted in 2014 at the IOC Session, consists of 20+20 Recommendations
to make the Olympic Games fit for the future. Recommendation 22 reads, “Spread Olympic values-based
education”. Tokyo 2020 held amidst the unprecedented global COVID-19 pandemic and the educational
activities conducted with due consideration to related incidents are part of the significant Olympic history
that should be passed down to the next generation. This section discusses specifically, based on multiple
perspectives, how the achievements of the project may be utilized after Tokyo 2020.

1) Leveraging diverse networks
In the project, the University of Tsukuba, Waseda University and Nippon Sport Science University
supported the education programs at designated schools through coordinators of the participating region.
At the initial stage of the project, regional forums were held with the intent to leverage the Olympic andParalympic movement involving the citizens. Later, the focus was placed on school education according to
the basic policies for promoting Olympic and Paralympic education (Oly-Para education).
To promote Oly-Para education for the Tokyo 2020, a system was established for schools and organizations
to freely sign up for the education programs placed on the website just like the educational programs in othercountries. Recent official education programs include “Get Set” for London 2012 and “Transforma” for Rio
2016. These programs invite leaders of the region and schools to register on the website to access a variety of
programs and obtain information. While “Get Set” was developed and run by a private company, “Transforma”
was reportedly designed by a relatively small number of specialists including university professors.
On the other hand, Oly-Para education in Japan for Tokyo 2020 was promoted under a totally different
system from these precedents. The internet was used as in the preceding examples, but the Tokyo Metropolitan
government introduced the education program to schools in Tokyo. For schools in other parts of the country,
the Japan Sports Agency project led the program by utilizing the original education system developed in Japan.
National hub meetings held inviting promoting organizations played a vital role in eliminating inefficiency
resulting from vertical divisions without horizontal connections. The “Yoi Don!” (meaning “Get set, go”)
project of the Tokyo Organizing Committee appointed 19,000 schools (as of September 2021) as “Yoi Don!
Schools”, which contributed to enhancing distinctive initiatives in the respective regions and developing an
atmosphere conducive to Tokyo 2020.
Although regions had different approaches toward the project, the relationships between universities andthe regions they worked with played a crucial role. Through suggestions offered at related seminars andworkshops, and arranging visits to designated schools to see how the education program was implemented,
relationships were strengthened with the coordinators and responsible bodies of regions. These connections
led regions to invite university staff as speakers to their teachers’ training workshops, ask the universities torecommend speakers and dispatch athletes to such events. The interactions built up relationships with schools.
By the same token, schools were connected with professional and corporate sports associations, as well as
sports centers and support centers for the disabled in the region. Especially after travels across prefecturalborders were restricted due to the spread of COVID-19, initiatives shifted their focus to human resources,

44│

4. Future Prospects of the Olympic and Paralympic Education

facilities and institutions within the region, leveraging local talents. Meeting the needs of professionaland corporate sports associations to contribute socially, the initiatives resulted in establishing a win-win
relationship. When the project terminates, however, each region needs to come up with solutions to solve
their budgetary problems. In this respect, collaboration with regional talents, professionals and corporate
sports institutes will result in reducing the costs. Furthermore, in view of human relations, the network
established through the project could be utilized to develop initiatives in many areas.
It was also significant that regional coordinators were able to interact and exchange information at thenational seminars and year-end national workshops. The initiatives of each region were strengthened bylearning from the case studies of other regions. Inter-regional communication across regions should becontinued at multiple levels.

2) Development in subject education
The Olympic Value Education Programme (OVEP) advocated by the IOC states that Oly-Para education
may be applied in various aspects of school education. Since the Olympic and Paralympic Games are sports
events, the education program may be introduced into PE and also geography, history, math, Japanese
language, art (music, fine arts, crafts), English as a second language and other subjects. Although the Olympic
and Paralympic Games are neutral in politics, they are greatly impacted by the actual international situationin subjects such as geography and history (or politics and economy). Therefore, students are required to study
historical incidents and various social backdrops leading to the incidents when they learn the history of theGames. Now that the Olympic and Paralympic Games have grown into a mega event, mathematical thinking
is essential in development of the economic effect, records and technology. Considering that linguistic
education in schools should be conducted throughout the entire subject education and school life, reading
and writing about the Olympic and Paralympic Games, which hit the headlines every time they are held,
serve as useful materials for learning Japanese. Moreover, with the need for globalization, English education
now starts from elementary school. Obviously, English is regarded as an important common language.
Globalization is promoted when children take interest in sports, read English articles to gather informationand interact in English with non-native English speakers from other countries. However, at the start ofthe project, one of the crucial aspects was the positioning of Olympic and Paralympic education in school
education since subject education in schools is designed in accordance with the course of study. The basic
policies for promoting Olympic and Paralympic education in Tokyo stated that Oly-Para education should
be incorporated into the existing education programs rather than starting new ones. Therefore, from the startof the project, we proposed six ways of implementation in schools as stated below: (1) Use the Olympic andParalympic Games as teaching materials for a subject (Subject Education type), (2) Incorporate the Games
into an integrated studies class (Integrated study type), (3) Utilize school events such as school festivals andathletic meets (event/performance type), (4) Hold events featuring Olympic and Paralympic Games (Eventtype), (5) Incorporate Olympic and Paralympic-related activities into everyday exercise programs (Day-today type) and (6) Study cultures and languages of other countries, interact with schools in other countries andother types of schools (Exchange type).
These methods are expected to be implemented in the future as well. As a matter of fact, many education
programs were conducted in different subjects, but in the beginning of the project, some pointed out that thepositioning of Oly-Para education in the school curriculum was unclear and that it was difficult to decide
which part of school education the theme could be incorporated into.
Revisions made in the 2018 and the 2019 Guidelines for the Course of Study clarified the position of
Olympic and Paralympic education (Table 18). For elementary schools, the guidelines for physical education

4. Future Prospects of the Olympic and Paralympic Education│45

stated that children should be given the opportunity to learn about the significance, values, etc. of sports
in relation to the respective content. In subjects other than PE, the guidelines for 6th grade social studies
suggested that the Oly-Para education could be incorporated into history and international understanding. As
for the special subject of moral education, the guidelines state that it could be taught as sport-related material
at both elementary and junior high schools. In physical education of junior and senior high schools, the OlyPara may be related in different kinetic fields, while in the theory of physical education, it may be taught inthe category of international sports. In senior high schools, it may be taught in an independent unit covering
topics such as doping (Table 19, Table 20).
The most frequently implemented activity of the project was to invite speakers, mainly athletes, fromoutside school, to hold lectures and workshops to learn about and experience the sport. In some cases, schools
took up this activity as part of their school (or class) event but out of all other activities, the most popular wayof teaching the theme was to incorporate it into integrated studies classes. These classes, which encourage
students to find, study and think about different issues on their own, are suitable for interdisciplinary topics.
Students made presentations on the results of their research, experience learning and group work. This is why
integrated studies classes fit the Olympic and Paralympic education and are expected to be utilized for thispurpose in the future as well.
Health and physical education covers many Olympic sports in the curriculum, enabling the students tolearn about the theme in regular classes. The effects on the students will be greater in studying about eachcontent if the teachers could show them video footage of top athletes competing in international competitions,encourage them to call up images of the performance and show them the records. There were numerous casesof Paralympic events and sports for the disabled introduced into PE classes in this project. Specifically,
students are able to perform sitting volleyball by simply sitting on the court during a volleyball lesson.
Teachers could also show the students video footage of wheelchair basketball or let them try it out during abasketball session. Hands-on experience for students makes a difference. The theory of physical educationin junior and senior high schools goes beyond units in which students learn about Olympic and Paralympic
Games directly to also include many other units covering topics related with them. Both the pros and cons of
the Games may be raised for children to think about and discuss the issues.
Furthermore, materials on sports for moral education is explained in the Guidelines for the Course of Study
as follows: “The materials should help students deepen their understanding of moral values and themselvesby learning about the willingness to take on new challenges, a strong way of living and the suffering of theathletes and people supporting the athletes.” Since the study content of moral education includes many topics
that could be taught through sports, teaching materials featuring the Tokyo 2020 Games and other Olympic
and Paralympic Games need to be created in the future.
Although Olympic and Paralympic education is possible to utilize in different subjects even after the
Tokyo 2020 Games, it should be incorporated into the school curriculum in a structured way. Initiatives inschool education are expected to continue productively by featuring the theme and utilizing it as a teachingtool.

3) Education for international understanding leveraging the host-town project
In preparation for the Tokyo 2020 Games, the Host Town project was launched according to “ the Basic
Policy on Economic and Fiscal Management and Reform 2014”. The vision was to enhance mutual exchangesof people, economy and culture between towns in Japan and participating countries and regions, and tocontribute to revitalizing regions, tourism and more. The total number of registrations for the host town
project for Tokyo 2020 reached 462. The project was based on the international understanding education

46│

4. Future Prospects of the Olympic and Paralympic Education

leveraging the One School-One Country Program developed for the 1998 Nagano Olympic Winter Games.
Since then, the program has been continued in the subsequent Games in multiple ways. In Japan, host town
activities were conducted after 1998 for international sports events including the 2002 World Cup and Rugby
World Cup 2019. Case studies show that some host towns keep in touch with their partner countries evenafter the event.
Table 18: The Olympic and Paralympic Games in the Guidelines for the Course of Study for Elementary School(excerpt)- Social studies for Grade 6 in Elementary School
Section 2. Item (2) (f): Understand that postwar Japan has been reborn as a democratic nation, using the Sino-JapaneseWar, World War II, the enactment of the Japanese Constitution, and the hosting of the Olympic and Paralympic Games
as clues to improve people’s lives and play an important role in the international community.
Item (3) (a): Understand the diversity of people’s livelihoods in countries that have strong ties with our country ineconomy, culture and more and the importance of interacting with other countries through sports, culture, and morewith mutual respect for different cultures and customs.
- Physical Education in Elementary School, Handling the content (3)(7) In teaching topics related to the Olympic and Paralympic Games, provide the students with opportunities toexperience the significance and values of sports including fair play through different types of physical exercises
according to the students’ growth stage.
- Moral Education in Elementary School, Chapter 4, Section 1: Development of teaching materials and how toutilize them with ingenuity(1) Development of diverse teaching materials for moral education
Teaching materials on sports cover topics such as the Olympic and Paralympic Games. Students can learn about fair
attitudes, manners, collective responsibility, willingness to take on new challenges, strong ways of living and thesufferings of athletes and people supporting the athletes who compete in international tournaments. The materials will
help deepen understanding of moral values leading to self-analytical learning.
Table 19: The Olympic and Paralympic Games in the Guidelines for the Course of Study for Junior HighSchools (excerpt)- Health and physical education in junior high schools: PE, Theory of physical education for Grade 3
3. Cultural significance of sports
B. The Olympic and Paralympic Games and other international sports events play a vital role in international goodwill
and world peace.

Table 20: The Olympic and Paralympic Games in the Guidelines for the Course of Study for senior high schools(excerpt)- Health and physical education in senior high schools: Chapter 1 General Provisions, Section 2, Item 1
Intention of the revision, (3) Specific items of improvement
A. (c) Improvements should be made in content to enhance understanding of the significance and value of sports. In
particular, from the perspective of passing down the achievements of the Tokyo Olympic and Paralympic Games tothe next generation, improvements should be made in the contents of the knowledge category on the significance andvalues of the Olympic and Paralympic Games as well as doping issues.
- Health and physical education in senior high schools: Theory of physical education, 1. Development ofCultural Aspects of Sports and Modern Sports
A. Knowledge (1) (b) Modern sports play a vital role in promoting international goodwill and world peace through theOlympic and Paralympic Games and other international tournaments. They also contribute to realizing an inclusive
society. On the other hand, doping violates the spirit of fair play and undermines the cultural value of sports that push
the limits of competence.

4. Future Prospects of the Olympic and Paralympic Education│

47

National hub meetings of the project were attended by the Cabinet Secretariat Olympic and Paralympic
Office inviting implementing schools to utilize of international exchanges through their host town programs.
Specific activities leveraging the host town program of the project are already explained earlier in thisreport. A wide range of activities were conducted to learn the partner languages and English as a common
language, food culture and cooking, traditional culture and lifestyle, and places of interest. Students also had
opportunities to make presentations with schools in the partner countries through cultural exchange in music
such as concerts and sports. Ambassadors of the partner countries to Japan visited schools to give talks, whilestudents visited the partner countries and welcomed guests from the partner countries. During the training
camp, students wrote messages of support to the athletes and participated in the welcoming ceremony andother events. They were able to communicate directly when the athletes and their entourages visited theirschools or when the students watched their training sessions. This time, the most significant impact of thevarious restrictions caused by the spread of Covid-19 was direct interaction. Even when training camps were
held, local residents could not communicate as freely with the athletes from partner countries as they had
expected. With Tokyo 2020 postponed, exchanges seemed to halt but soon multiple alternatives appeared,
such as holding online exchanges and sending support messages.
Some towns used the budget for the host town program to hire people from their partner countries forinternational exchange who could serve as intermediaries between the town and their country. Even during the
pandemic, some remained in Japan while others, who had to return to their countries, worked via the internet
to facilitate mutual communication. As is true with international exchange through the host town programs in
the past, we should maintain the network established between the partner countries. Although official backup
support terminates with the end of the program, towns can utilize the network with the international exchange
staff in their country and their sports associations. They could also develop collaborative activities withpeople from partner countries, their organizations and embassies based in Japan. Once freedom is restored totravel internationally, activities initiated by the host town program could be resumed, including the students’exchange program and visits by citizen groups to their partner country. In fact, some of the towns establishedcultural exchange association branches in their areas. Moreover, in the future, when international sports
events are held in Japan, towns will host training camps or interact with the athletes. In this way, they cancontinue the commitments they made as hosts.
In addition to the host town program, international understanding education implemented in the project
could also be continued in the future, such as interacting with international athletes of local professional or
corporate teams and inviting them to schools to speak. Reportedly, some schools invited Assistant Language

Photo 85: Host town communicating with athletes ofthe partner country using ICT

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4. Future Prospects of the Olympic and Paralympic Education

Photo 86: Prior learning using I’mPOSSIBLE

Teachers (ALT) working in their localities to introduce the cultures of their own countries. The case study
suggests that diverse learning activities other than English education are expected to develop.

4) Linkage with human rights education, welfare and diversity education
One of the themes of the project was to create an inclusive society through sports. Many schools selected
this theme and implemented it in different activities. There were many cases where these activities wereconducted as part of the education for human rights and understanding people with disabilities requiredin school education to promote understanding of diversity and realize an inclusive society. Human rights
education is an educational activity for nurturing the spirit of respect for human rights. It is a comprehensive
education, based on intellectual understanding of human rights and sensitivity to human rights, for nurturing
and developing diverse qualities and competence including awareness, attitude and the practical ability toact. Schools are required to promote human rights education through the entire educational activity, duly
considering the specialty of each subject (the 3rd Amendment and formulation of the education guidelines).
In organizing curricula, schools are required to make use of local educational resources and to incorporate
activities that involve hands-on experience. In this sense, communication through sports with people withdisabilities and people from abroad, and related learning in Olympic and Paralympic education, serve as
excellent materials for human rights education.
“I’mPOSSIBLE”, teaching materials created by the International Paralympic Committee (IPC) and the
Nippon Foundation Paralympic Support Center, were used in many schools. Furthermore, some schools
held special classes before the Games based on “I’mPOSSIBLE”, inviting para-athletes and people withdisabilities as speakers or interacting with special-needs schools.
There were many cases where the project prompted exchanges through sports with special-needs schools
in the neighborhood, which had never happened before. Boccia, sitting volleyball and other para-sports wereintroduced to the students, who learned that para-sports are for everybody. It is meaningful for the developmentof para-sports to be introduced as a tool for exchange. Many Olympic sports are already familiar to teachersand students because they are included in ordinary PE programs. On the other hand, students show a strong
interest in trying out para-sports because they are new to them and the rules are easy. For this reason, parasports were introduced to PE classes and many workshops were also held. For instance, boccia came under
the spotlight after the Japanese team won a medal at the Rio Olympic Games. Many schools took up the sport
since the gear for boccia, which was hard to find in Japan, became available with a popular edition appearing
on the market. Not only playing para-sports, but also imagining and experiencing the disability itself is
helpful in understanding the disabled. Education from this perspective is also considered to be essential.
Tokyo 2020 shed light on diversity including the disabled and gender issues. The IOC announced 15
recommendations in March 2020 in 2020+5 based on the results of the 2020 Olympic Agenda. Recommendation
13 states, “Continue to lead by example in corporate citizenship.” It further clearly specifies to foster genderequality and inclusion, and strengthen our human rights approach. Therefore, educational activity directed torealizing a diverse and inclusive society through the Olympic and Paralympic Games is one of the initiatives
to be taken on a global scale in the future. As mentioned earlier, sports-related material introduced to moral
education should include incidents that happened during, before and after the 2020 Tokyo Games, as well as
episodes of the athletes. Production of new teaching materials is an important assignment to be accomplishedafter the Olympic Games. Existing materials need to be updated as well. Interactive learning should beingeniously designed so that students may learn about the sport, try it out, participate in workshops andcommunicate with athletes. It is an effective method of teaching which should be included in the curriculum
for moral and human rights education.

4. Future Prospects of the Olympic and Paralympic Education│

495) Potential of utilizing ICTThe Tokyo 2020 Games were held amidst the global COVID-19 pandemic that mankind was experiencing
for the first time. Schools were closed and travels were restricted to a great extent. It was this crisis thaturgently called for online operations and accelerated technical innovation and application. The aforementioned
Olympic Agenda 2020+5 states that COVID-19 accelerated social digitalization, merging the physical world
with the digital. Digitalization is listed as one of the 5 pillars of the Recommendations. Recommendation 8,“Grow digital engagement with people” requires people to use Olympic digital and social media channels
to deliver engagement during and between the Olympic Games. Utilization of ICT and digitalization arepressing issues that need be addressed.
It has been indicated since long before that Japan is slow in introducing ICT into schools compared withother countries. The GIGA School Program, developed for this purpose, was pushed forward in response to
the demand, providing elementary and junior high schools across the nation with internet connections anddevices for each student from April 2021. Teachers have been struggling with the drastic changes in theteaching environment which happened within a short time, and it will require more time before they can put
things in order. Contents (teaching materials) had to be hastily prepared together with internet connections
and devices. ICT enables access from anywhere if internet connections are available. Since not all the schools
and regions had internet connections set up, numerous problems surfaced.
Until the emergence of the pandemic, most activities had been conducted face-to-face. However, once theimpact became apparent, traveling within and outside the country was restricted. The educational activities ofthe project, requiring traveling and gathering of large groups of people, were also greatly affected. Alternative
measures, such as online international exchanges and workshops, were conducted by host towns from remoteplaces in the country. As is always the case for online communication with other countries, time-zone differences
had to be considered. In some cases, students in Japan were unable to interact with the students of the partnercountry during class hours. Even for workshops with speakers invited from within Japan, teachers had to avoid
students gathering in large numbers. Instead, students participated online from their respective classrooms.
While simultaneous two-way communication offers a live feel, enabling students to ask questions on thespot, it also poses the risk of being impacted by communication conditions. On-demand teaching materials
are also being produced as a more stable tool with the advantage for the users to access them freely wheneverthey choose from any place. “One device for each student” will bring about a multitude of assets, such as
development of digital textbooks and teaching materials, and students being able to watch videos on theirdevices and study at their own pace. It is suitable for research activities enabling students to share what they
have researched with the group members. As regards digitalization, the IOC is working on “olympic.com”,
an integrated digital platform. In the future, it is expected to offer content, technologies and digital products
supporting digital strategies and the entire Olympic Games and to serve as a hub for data analytical activities.
In Japan, we need to promote further digitalization in schools and extend the initiatives to senior highschools and universities which are not included in the GIGA School Program. Furthermore, schools andteachers must be more prepared to receive children who are raised in an environment where the internet ispart of their daily life. It will be essential to conduct ICT training for working teachers and teachers-to-becovering subject education and the entire school education.
Tokyo 2020 cancelled all events that involved many people and most of “the school viewing project” werecancelled. It was a great educational loss for the students who were unable to enjoy the unique atmospheresurrounding the Olympic and Paralympic Games. Direct experience or interaction cannot be fully replaced
online. On the other hand, we should focus our future initiatives, without losing the essence of education, on
enriching face-to-face activities while utilizing online programs efficiently for contents that work well online.

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4. Future Prospects of the Olympic and Paralympic Education

Appendix

Chronological Table of the ProjectImplementation Timeline
Month

Fiscal2016

Fiscal2017

Project Details
Overall ProjectAugust- Organization of the implementation system within Tsukuba- Organization of the partnership system with the four regional hubs
under Tsukuba- Fukuoka Prefecture Regional Seminar- Implementation of and support for Olympic and Paralympic education
at implementing schools (through February)

September- Kyoto Prefecture Regional Seminar

October- Ibaraki Prefecture Regional Seminar

November- Ibaraki Prefecture Regional Consortium

December- Kyoto Prefecture Regional Consortium- First Fukuoka Prefecture Regional Consortium- Miyagi Prefecture Regional Consortium

January- Miyagi Prefecture Citizen Forum

February- Fukuoka Prefecture Citizen Forum- Ibaraki Prefecture Citizen Forum- Kyoto Prefecture Regional Workshop- Kyoto Prefecture Citizen Forum- Second Fukuoka Regional Consortium- Miyagi Prefecture Regional Workshop- Ibaraki Prefecture Regional Workshop- Fukuoka Prefecture Regional Workshop

March- Meeting of the Japan Sports Agency andcoordinators representing prefectures- Creation of the Project Report Booklet and the Website page for thereport- Submission of the Commissioned Project Completion Report

April- First National Core Base Conference- Organization of the implementation system within Tsukuba- Organization of the partnership system with the seven regional hubs
under Tsukuba (through September)May- First National Seminar- Participation in the Fukuoka Prefecture Regional Seminar and support
for program implementation- Implementation of and support for Olympic and Paralympic education
at implementing schools (through February)

June- Second National Core Base Conference- Research and development of Olympic and Paralympic education
model classes for Laboratory Schools affiliated with the University ofTsukuba Education Bureau (through February)- Second National Seminar- Participation in the Kyoto Prefecture Regional Seminar and support for
program implementation- Participation in the Ibaraki Prefecture Regional Seminar and support
for program implementation（市）- Participation in the Kyoto City Regional Seminar and support for
program implementation

July

August- Participation in the Fukushima Prefecture Regional Seminar andsupport for program implementation- Participation in the Miyagi Prefecture Regional Seminar and support
for program implementation- Collection of information concerning Olympic and Paralympic
education programs conducted at the International Pierre de Coubertin
Youth Forum 2018 in Estonia

September(Above programs continued)

Fiscal2017

October52│

University of Tsukuba-Third National Seminar

Appendix: Chronological Table of the Project- Participation in the Kitakyushu City Regional Seminar and support for
program implementation

Details
Nippon Sport Science University

Waseda University- Organization of the implementation system within Waseda- Organization of the partnership system with the respective regional
hubs under Waseda- Organization of the implementation system within NSSU
- Support for Olympic and Paralympic education at regional hubs andon-site observation (through March)- First Hiroshima Prefecture Regional Seminar- Implementation of and support for Olympic and Paralympic education
at implementing schools (through February)- First Kumamoto Prefecture Regional Seminar- Second Hiroshima Prefecture Regional Seminar- Iwate Prefecture Citizen Forum- Hiroshima Prefecture Citizen Forum- Citizen Forum: Kochi Prefecture and Nagasaki Prefecture- Iwate Prefecture Regional Workshop- Kumamoto Prefecture Citizen Forum- Symposium- Submission of the Accomplishment Report and Commissioned Project
Completion Report- Hiroshima Prefecture Regional Workshop- Preparation of the Fiscal Year-end Report- Preparation of the Commissioned Project Completion Report- Organization of the implementation system within NSSU
- Support for Olympic and Paralympic education at regional hubs andon-site observation (through March)- Release of results and information on Website (through March)- Organization of the partnership system with the respective regional
hubs under Waseda- Participation in the Regional Seminars in Chiba Prefecture, Ishikawa
Prefecture and Hyogo Prefecture- Creation of the digital teaching materials (through February)- Hiroshima Prefecture Regional Seminar - Hiroshima Prefecture
Regional Seminar- Gifu Prefecture Regional Seminar – Gifu Prefecture Regional Seminar- Implementation of and support for Olympic and Paralympic education
at implementing schools (through February)- Participation in the Regional Seminars: Chiba Prefecture, Chiba City
and Osaka City

- Sapporo City Regional Seminar- First Olympic and Paralympic education questionnaire survey (throughOctober)- Participation in the Regional Seminar: Nagasaki Prefecture- Investigation of Olympic and Paralympic education programs
conducted for Pyeongchang Games- Participation in the Regional Seminar: Kochi Prefecture- Iwate Prefecture Regional Seminar- Shizuoka Prefecture Regional Seminar

Appendix: Chronological Table of the Project│53

MonthProject Details
Overall Project- On-site review of Oly-Para education conducted at implementing
schools at regional hubs (through February)

November
December- Fourth National Seminar

January

February- Participation in the Kyoto Prefecture Regional Workshop and support
for program implementation- Participation in the Miyagi Prefecture Regional Workshop and support
for program implementation- Participation in the Fukuoka Prefecture Regional Workshop andsupport for program implementation- Participation in the Kitakyushu City Regional Workshop and support
for program implementation- Participation in the Ibaraki Prefecture Regional Workshop and support
for program implementation- Investigation of Olympic and Paralympic education programs
conducted for Pyeongchang Games

March

April

May

- National Workshop- Fifth National Core Base Conference- Creation of the Project Report Booklet and the Website page for thereport- Submission of the Commissioned Project Completion Report- First National Core Base Conference- Organization of the implementation system within Tsukuba- Organization of the partnership system with the respective regional
hubs under Tsukuba- Research and development of Olympic and Paralympic education
model classes for Laboratory Schools affiliated with the University ofTsukuba Education Bureau (through February)- First National Seminar- Participation in the Fukuoka Prefecture Regional Seminar and support
for program implementation- Implementation of and support for Olympic and Paralympic education
at implementing schools (through February)- Participation in the Kitakyushu City Regional Seminar and support for
program implementation- Participation in the Kyoto Prefecture Regional Seminar and support for
program implementation- Participation in the Ibaraki Prefecture Regional Seminar and support
for program implementation- Participation in the Yamaguchi Prefecture Regional Seminar andsupport for program implementation- Participation in the Gunma Prefecture Regional Seminar and support
for program implementation

June
Fiscal2018

July- Second National Core Base Conference- Second National Seminar- Issuance of Case Study Collections for fiscal
2017- Participation in the Miyagi Prefecture Regional Seminar and support
for program implementation- Participation in the Fukushima Prefecture Regional Seminar andsupport for program implementation- Participation in the Aichi Prefecture Regional Seminar and support for
program implementation

August

市- Participation in the Kyoto City Regional Seminar and support for
program implementation

September(Above programs continued)

October│(Above programs continued)- National Forum in Miyagi Prefecture- Participation in the Fukushima Prefecture Regional Workshop andsupport for program implementation- Participation in the Kyoto City Regional Workshop and support for
program implementation

Fiscal2017

54

University of Tsukuba- Third National Core Base Conference- Participation in the Aichi Prefecture Regional Seminar and support for
program implementation

November(Above programs continued)

December(Above programs continued)

Appendix: Chronological Table of the ProjectDetails
Nippon Sport Science University- Participation in the Regional Seminar: Kochi Prefecture

Waseda University- Kumamoto Prefecture Regional Seminar- Second Olympic and Paralympic education questionnaire survey(through January)- Feedback on the Olympic and Paralympic education questionnaire
survey (through March)- National Forum- Participation in the Regional Workshop: Chiba Prefecture, Chiba City,
Ishikawa Prefecture, Osaka City, Hyogo Prefecture, Kochi Prefecture
and Nagasaki Prefecture- Iwate Prefecture Regional Workshop- Gifu Prefecture Regional Workshop- Shizuoka Prefecture Regional Workshop- National Forum in Fukuoka- Submission of the Accomplishment Report and Commissioned Project
Completion Report- Hiroshima Prefecture Regional Workshop- Kumamoto Prefecture Regional Workshop- Sapporo City Regional Workshop- Preparation of the Fiscal Year-end Report- Preparation of the Commissioned Project Completion Report- Organization of the implementation system within NSSU
- Support for Olympic and Paralympic education at regional hubs andon-site observation (through March)- Release of results and information on Website (through March)- Organization of the partnership system with the respective regional
hubs under Waseda- Yokohama City Regional Seminar - Yokohama City Regional Seminar- Shizuoka Prefecture Regional Seminar- Implementation of and support for Olympic and Paralympic education
at implementing schools (through February)- Participation in the Regional Seminars: Chiba Prefecture (First),
Ishikawa Prefecture, and Nagasaki Prefecture- First Olympic and Paralympic education questionnaire
survey (through November)- Kagawa Prefecture Regional Seminar- Gifu Prefecture Regional Seminar- First Saitama Prefecture Regional Seminar- Participation in the Regional Seminars: Hokkaido, Tochigi Prefecture
and Osaka City

- Shiga Prefecture Regional Seminar- Hiroshima Prefecture Regional Seminar- Participation in the Regional Seminars: Chiba Prefecture (second),
Niigata City, Hyogo Prefecture and Kochi Prefecture- Kumamoto Prefecture Regional Seminar- Second Saitama Prefecture Regional Seminar- Sapporo City Regional Seminar- Participation in the Regional Seminars: Chiba City and Oita Prefecture- Iwate Prefecture Regional Seminar- Second Olympic and Paralympic education questionnaire survey(through January)- Shizuoka City Regional Seminar- Kumamoto Prefecture Regional Workshop

Appendix: Chronological Table of the Project│55

MonthJanuary

Fiscal
2018│- Participation in the Fukushima Prefecture Regional Workshop andsupport for program implementation

FebruaryMarch- National Workshop- Fifth National Core Base Conference- Participation in the Ehime Prefecture Regional Workshop and support
for program implementation- Creation of the Project Report Booklet and the Website page for thereport- Submission of the Commissioned Project Completion Report- First National Core Base Conference- Organization of the implementation system within Tsukuba- Organization of the partnership system with the respective regional
hubs under Tsukuba- Research and development of Olympic and Paralympic education
model classes for Laboratory Schools affiliated with the University ofTsukuba Education Bureau (through February)- National Seminar- Participation in the Kyoto Prefecture Regional Seminar and support for
program implementation- Participation in the Fukuoka Prefecture Regional Seminar and support
for program implementation- Implementation of and support for Olympic and Paralympic education
at implementing schools (through February)

May

56

- Fourth National Core Base Conference

University of Tsukuba- Participation in the Miyagi Prefecture Regional Workshop and support
for program implementation- Participation in the Kyoto Prefecture Regional Workshop and support
for program implementation- Participation in the Aichi Prefecture Regional Workshop and support
for program implementation- Participation in the Kitakyushu City Regional Workshop and support
for program implementation- Participation in the Gunma Prefecture Regional Workshop and support
for program implementation- Participation in the Yamaguchi Prefecture Regional Workshop andsupport for program implementation- Participation in the Ibaraki Prefecture Regional Workshop and support
for program implementation- Participation in the Fukuoka Prefecture Regional Workshop andsupport for program implementation- Participation in the Kyoto City Regional Workshop and support for
program implementation

April

Fiscal2019

Project Details
Overall Project

June- Participation in the Kitakyushu City Regional Seminar and support for
program implementation- Participation in the Gunma Prefecture Regional Seminar and support
for program implementation- Participation in the Ibaraki Prefecture Regional Seminar and support
for program implementation

July- Participation in the Fukushima Prefecture Regional Seminar andsupport for program implementation- Participation in the Ehime Prefecture Regional Seminar and support for
program implementation- Participation in the Yamaguchi Prefecture Regional Seminar andsupport for program implementation- Participation in the Shimane Prefecture Regional Seminar and support
for program implementation- Participation in the Miyagi Prefecture Regional Seminar and support
for program implementation- Participation in the Aichi Prefecture Regional Seminar and support for
program implementation- Participation in the Kyoto City Regional Seminar and support for
program implementation- Second National Core Base Conference- Issuance of Case Study Collections for fiscal
2018

Appendix: Chronological Table of the ProjectDetails
Nippon Sport Science University

Waseda University- Feedback on the Olympic and Paralympic education questionnaire
survey (through March)- Participation in the Regional Workshops: Tochigi Prefecture, Chiba
Prefecture and Nagasaki Prefecture- Shiga Prefecture Regional Workshop- Saitama Prefecture Regional Workshop- Yokohama City Regional Workshop- Participation in the Regional Workshops: Hokkaido, Chiba Prefecture,
Niigata City, Ishikawa Prefecture, Osaka City, Hyogo Prefecture, Kochi
Prefecture and Oita Prefecture- Iwate Prefecture Regional Workshop- Gifu Prefecture Regional Workshop- Kagawa Prefecture Regional Workshop- Shizuoka City Regional Workshop- Shizuoka Prefecture Regional Workshop- Hiroshima Prefecture Regional Workshop- Sapporo City Regional Workshop- Submission of the Accomplishment Report and Commissioned Project
Completion Report- Preparation of the Project Report- Preparation of the Commissioned Project Completion Report- Organization of the implementation system within NSSU
- Support for Olympic and Paralympic education at regional hubs andon-site observation (through March)- Support for Olympic and Paralympic education at regional hubs andon-site observation (through March)- Creation of the Olympic and Paralympic education teaching guidelines
and on-site lectures (through March)- Release of results and information on Website (through March)- Yokohama City Regional Seminar- Shizuoka Prefecture Regional Seminar – Shizuoka Prefecture Regional
Seminar- Implementation of and support for Olympic and Paralympic education
at implementing schools (through February)- First Olympic and Paralympic education questionnaire survey (throughNovember)- Participation in the Regional Seminars: Chiba Prefecture (first),
Ishikawa Prefecture and Nagasaki Prefecture- Kagawa Prefecture Regional Seminar- Shizuoka City Regional Seminar- Gifu Prefecture Regional Seminar- First Saitama Prefecture Regional Seminar- Participation in the Regional Seminars: Hokkaido, Tochigi Prefecture
and Osaka City

- Shiga Prefecture Regional Seminar- Hamamatsu City Regional Seminar- Second Saitama Prefecture Regional Seminar- Hiroshima Prefecture Regional Seminar

Appendix: Chronological Table of the Project│57

MonthProject Details
Overall ProjectAugust(Above programs continued)

September- Participation in the Nagano Prefecture Regional Seminar and support
for program implementation

October- Third National Core Base Conference(Above programs continued)

December(Above programs continued)- Fourth National Core Base Conference

February

March- Creation of the Project Report Booklet and the Website page for thereport- Submission of the Commissioned Project Completion Report

Aprilour- Organization of the implementation system within Tsukuba- Organization of the partnership system with the respective regional
hubs under Tsukuba- Implementation of and support for Olympic and Paralympic education
at implementing schools (through February)- Research and development of Olympic and Paralympic education
model classes for Laboratory Schools affiliated with the University ofTsukuba Education Bureau (through February)May- First National Core Base Conference- Distribution of information materials to the respective regional hubs
under Tsukuba- Online conference system compatible terminals loaned to coordinators
at regional hubs under Tsukuba (through March)

June
July

- National Seminar- Issuance of Case Study Collections for fiscal
2019(Above programs continued)

August(Above programs continued)

September(Above programs continued)

October│- Participation in the Fukushima Prefecture Regional Workshop andsupport for program implementation- Participation in the Kyoto Prefecture Regional Workshop and support
for program implementation- Participation in the Aichi Prefecture Regional Workshop and support
for program implementation- Participation in the Miyagi Prefecture Regional Workshop and support
for program implementation- Participation in the Shimane Prefecture Regional Workshop andsupport for program implementation- Participation in the Tokushima Prefecture Regional Workshop andsupport for program implementation- Participation in the Gunma Prefecture Regional Workshop and support
for program implementation- Participation in the Yamaguchi Prefecture Regional Workshop andsupport for program implementation- Participation in the Ehime Prefecture Regional Workshop and support
for program implementation- Participation in the Fukuoka Prefecture Regional Workshop andsupport for program implementation- Participation in the Ibaraki Prefecture Regional Workshop and support
for program implementation- Participation in the Kitakyushu City Regional Workshop and Support
for Program- Participation in the Kyoto City Regional Workshop and Support for
Program2019
fiscalyear

58- Participation in the Tokushima Prefecture Regional Seminar andsupport for program implementation

NovemberJanuary2020
fiscalyear

University of Tsukuba- Second National Core Base Conference

Appendix: Chronological Table of the Project(Above programs continued)

Details
Nippon Sport Science University- Participation in the Regional Seminars: Chiba Prefecture (second),
Niigata City, Hyogo Prefecture, and Kochi Prefecture

Waseda University- Kumamoto Prefecture Regional Seminar- Iwate Prefecture Regional Seminar- Sapporo City Regional Seminar- Mie Prefecture Regional Seminar- Participation in the Regional Seminars: Chiba City and Oita Prefecture- Tottori Prefecture Regional Seminar- Kagoshima Prefecture Regional Seminar- Second Olympic and Paralympic education questionnaire survey(through January)- Feedback on the Olympic and Paralympic education questionnaire
survey (through March)- Participation in the Regional Workshop: Tochigi Prefecture, Chiba
Prefecture and Nagasaki Prefecture- Saitama Prefecture Regional Workshop- Kagawa Prefecture Regional Workshop- Yokohama City Regional Workshop- Participation in the Regional Workshop: Hokkaido, Niigata City,
Chiba City, Ishikawa Prefecture, Osaka City, Hyogo Prefecture, Kochi
Prefecture, and Oita Prefecture- Iwate Prefecture Regional Workshop- Shiga Prefecture Regional Workshop- Gifu Prefecture Regional Workshop- Hamamatsu City Regional Workshop- Shizuoka City Regional Workshop- Hiroshima Prefecture Regional Workshop- Shizuoka Prefecture Regional Workshop- Submission of the Accomplishment Report and Commissioned Project
Completion Report- Preparation of the Project Report- Preparation of the Commissioned Project Completion Report- Organization of the implementation system within NSSU
- Support for Olympic and Paralympic education at regional hubs
(through March)- Release of results and information on Website (through March)- Creation of the Olympic and Paralympic education teaching guidelines
and implementation of on-site lectures (through March)- First Olympic and Paralympic education questionnaire survey (throughAugust)- Implementation of and support for Olympic and Paralympic education
at implementing schools (through February)- Online conference system compatible terminals loaned to regional hubs
(through March)- Online conference system compatible terminals loaned to coordinators
at regional hubs under Waseda (through March)- Participation in the Regional Seminar: Osaka City

- Iwate Prefecture Regional Seminar- Participation in the Regional Seminar: Niigata Prefecture- On-site observation of Olympic and Paralympic education programs atregional hubs (through February)- Tottori Prefecture Regional Seminar- Kagoshima Prefecture Regional Seminar- Hiroshima Prefecture Regional Seminar- Mie Prefecture Regional Seminar- Participation in the Regional Seminar: Kobe City

Appendix: Chronological Table of the Project│59

MonthProject Details
Overall Project

November(Above programs continued)

December(Above programs continued)

January- Third National Core Base Conference- Participation in the Fukushima Prefecture Regional Workshop andsupport for program implementation- National Workshop- Participation in the Gunma Prefecture Regional Workshop and support
for program implementation- Participation in the Miyagi Prefecture Regional Workshop and support
for program implementation- Participation in the Ehime Prefecture Regional Workshop and support
for program implementation- Participation in the Shimane Prefecture Regional Workshop andsupport for program implementation- Participation in the Yamaguchi Prefecture Regional Workshop andsupport for program implementation- Participation in the Tokushima Prefecture Regional Workshop andsupport for program implementation- Participation in the Ibaraki Prefecture Regional Workshop and support
for program implementation- Participation in the Kitakyushu City Regional Workshop and support
for program implementation

2020
fiscalyear
February

March- Creation of the Project Report Booklet and the Website page for thereport- Submission of the Commissioned Project Completion Report

April- Organization of the implementation system within Tsukuba- Organization of the partnership system with the respective regional
hubs under Tsukuba- Implementation of and support for Olympic and Paralympic education
at implementing schools (through January)- Research and development of Olympic and Paralympic education
model classes for Laboratory Schools affiliated with the University ofTsukuba Education Bureau (through February)- Online conference system compatible terminals loaned to coordinators
at regional hubs under Tsukuba (through February)

May

2021
fiscalyear

June- National Seminar- Participation in the Fukushima Prefecture Regional Seminar andsupport for program implementation- Issuance of Case Study Collections for fiscal
2020- Participation in the Fukuoka Prefecture Regional Seminar and support
for program implementation- Participation in the Yamaguchi Prefecture Regional Seminar andsupport for program implementation- Participation in the Kitakyushu City Regional Seminar and support for
program implementation- Participation in the Miyagi Prefecture Regional Seminar and support
for program implementation- Participation in the Gunma Prefecture Regional Seminar and support
for program implementation- Participation in the Aichi Prefecture Regional Seminar and support for
program implementation

July(Above programs continued)

August- Participation in the Nagano Prefecture Regional Seminar and support
for program implementation

September
October(Above programs continued)- First National Core Base Conference

November

60│

University of Tsukuba

Appendix: Chronological Table of the Project(Above programs continued)(Above programs continued)

Details
Nippon Sport Science University

Waseda University- Second Olympic and Paralympic education questionnaire survey(through December)- Feedback on the Olympic and Paralympic education questionnaire
survey (through February)- Creation of the video featuring Olympic and Paralympic Education
messages (through March)- Participation in the Regional Workshop: Chiba Prefecture, Niigata City,
Kochi Prefecture and Oita Prefecture- Shiga Prefecture Regional Workshop- Gifu Prefecture Regional Workshop- Hiroshima Prefecture Regional Workshop- Participation in the Regional Workshop: Tochigi Prefecture, Niigata
Prefecture, Okayama Prefecture, and Okayama City

- Iwate Prefecture Regional Workshop- Hamamatsu City Regional Workshop- Gifu Prefecture Regional Workshop- Hiroshima Prefecture Regional Workshop- Submission of the Accomplishment Report and Commissioned Project
Completion Report- Preparation of the Project Report- Preparation of the Commissioned Project Completion Report- Organization of the implementation system within NSSU
- Support for Olympic and Paralympic education at regional hubs andon-site observation (through February)- Online conference system compatible terminals load to regional hubs
(through February)- Release of results and information on Website (through March)- Implementation of on-site lectures of the Olympic and Paralympic
education (through February)- First Olympic and Paralympic education questionnaire survey (throughSeptember)- Participation in the Regional Seminar: Yamanashi Prefecture- Shizuoka Prefecture Regional Seminar- Hamamatsu City Regional Seminar- Implementation of and support for Olympic and Paralympic education
at implementing schools (through January)- Online conference system compatible terminals loaned to coordinators
at regional hubs under Waseda (through February)- Participation in the Regional Seminars: Hokkaido, Niigata Prefecture
and Okayama City

- Kagawa Prefecture Regional Seminar- Kagoshima Prefecture Regional Seminar- Participation in the Regional Seminar: Osaka City

- Iwate Prefecture Regional Seminar- Gifu Prefecture Regional Seminar- Shizuoka City Regional Seminar- Shiga Prefecture Regional Seminar- Kumamoto Prefecture Regional Seminar- Participation in the Regional Seminars: Tochigi Prefecture andOkayama Prefecture- Hiroshima Prefecture Regional Seminar- Mie Prefecture Regional Seminar- Tottori Prefecture Regional Seminar- Second Olympic and Paralympic education questionnaire survey(through December)

Appendix: Chronological Table of the Project│61

MonthProject Details
Overall ProjectDecember- Participation in the Aichi Prefecture Regional Workshop and support
for program implementation

January- Participation in the Kitakyushu City Regional Workshop and support
for program implementation- Participation in the Gunma Prefecture Regional Workshop and support
for program implementation- Participation in the Fukuoka Prefecture Regional Workshop andsupport for program implementation- Participation in the Ibaraki Prefecture Regional Workshop and support
for program implementation- Participation in the Shimane Prefecture Regional Workshop andsupport for program implementation- Participation in the Ehime Prefecture Regional Workshop and support
for program implementation- Participation in the Fukushima Prefecture Regional Workshop andsupport for program implementation- Participation in the Yamaguchi Prefecture Regional Workshop andsupport for program implementation- National Workshop
Creation of the General Overall Review

2021
fiscalyear

62│

University of Tsukuba

February- Participation in the Miyagi Prefecture Regional Workshop and support
for program implementation- Participation in the Nagano Prefecture Regional Workshop and support
for program implementation- Participation in the Kyoto City Regional Workshop and support for
program implementation

March- Creation of the Project Report Booklet and the Website page for thereport- Submission of the Commissioned Project Completion Report

Appendix: Chronological Table of the ProjectDetails
Nippon Sport Science University

Waseda University- Feedback on the Olympic and Paralympic education questionnaire
survey (through January)- Participation in the Regional Seminars: Chiba City and Kobe City

- Participation in the Regional Workshop: Hokkaido, Chiba Prefecture
and Ishikawa Prefecture- Participation in the Regional Workshop: Tochigi Prefecture, Niigata
Prefecture, Chiba City, Yamanashi Prefecture, Osaka City, Hyogo
Prefecture, Kobe City, Okayama Prefecture, and Okayama City

- Submission of the Accomplishment Report and Commissioned Project
Completion Report

Appendix: Chronological Table of the Project│63General Overview Report
The Nationwide Olympic and Paralympic Movement Projectfor Fiscal 2016-2021
Commissioned by the Japan Sports Agency―――――――――――――――――――――――――――――――――――――――――――――――

Issued: January 2022
Edited and published by:Centre for Olympic Research and Education (CORE), University of Tsukuba
204 GSI Building, 1-1-1 Tennodai, Tsukuba, Ibaraki Prefecture
NSSU Center for Olympic and Paralympic Empowerment (N-COPE),
Nippon Sport Science University
7-1-1 Fukazawa, Setagaya-ku, Tokyo
WASEDA Research Center for Olympic and Paralympic Education (ROPE), Waseda University
100-427 Tokorozawa Campus, Waseda University, 2-579-15 Mikajima, Tokorozawa city,
SaitamaPrinted by Maeda Printing Co., Ltd