Section 9 Physical Education
I. OV ERALL OBJECTIV ES
To help pupils — through proper exercise experience and understandingof health and safety, and by considering physical and mental aspects in an
integrated manner — develop basic qualities and the abilities to participate
in enjoyable physical activity throughout their lives, maintain and improvetheir health and fitness and cultivate an appropriate attitude towards
leading a pleasant and happy life.
II. OBJECTIV ES AND CONTENT FOR EACH GRADE[Grade 1 and Grade 2]
1. Objectives(1) To enable pupils to enjoy various activities by devising simple rules andactivities, to acquire fundamental movement and to develop their
physical fitness.
(2) To enable pupils to be friendly to everybody and to have a positive
attitude toward physical activity, while paying attention to health andsafety.
2. Content
A. Physical Fitness(1) To enable pupils to enjoy the fun and comfort of moving bodies andto acquire fundamental movements by doing the following
exercises:
a. Exercises for releasing the body and mind, including light
exercises and rhythmic exercises to lead to an awareness ofchanges in the body and mind, to adjust one’s physical condition,and to communicate wit peer in each other.
b. Exercises to create various movements, including keeping bodybalance, locomotor skills and manipulating equipment.
(2) To enable pupils to actively engage in exercises while observing
rules in a friendly manner, and to pay attention to the safe use ofplace.
(3) To enable pupils to devise simple exercises for physical fitness.
B. Play with apparatus and equipment(1) To enable pupils to acquire the relevant motor skills by enjoying

1the following activities:
a. Play with fixed facilities, including climbing up/down, pulling up,
hopping and jumping down movements.
b. Play on mats, including rolling in different directions, balancing
and rolling the body supported by hands.
c. Play with horizontal bars, including moving up and down,
hanging from the bar and simple rolling.
d. Play with vaulting box, including jumping on/down, stepping on
and jumping over with hands.
(2) To enable pupils to actively engage in activities while observing
rules in a friendly manner, and to pay attention to the safe use ofplace.
(3) To enable pupils to devise simple activities using apparatus andequipment.
C. Play with Running and Jumping(1) To enable pupils to acquire the relevant motor skills by enjoying thefollowing activities:
a. Play with Running, including running in different directions andrunning over low obstacles.
b. Play with Jumping, including jumping forward and upward andjumping in succession.
(2) To enable pupils to actively engage i n activities while observing
rules in a friendly manner, to accept victory and loss and to pay
attention to the safe use of place.
(3) To enable pupils to devise simple activities for running andjumping.
D. Playing in water(1) To enable pupils to acquire the relevant motor skills by enjoying thefollowing activities:
a. Playing to became familiar with water, including getting in thepool and moving in the water.
b. Playing with floating and diving, incl uding floating, opening
one’s eyes
and exhaling in water.
(2) To enable pupils to actively engage in activities while doing in amanner, to observe swimming rules, and to pay attention to safety.
(3) To enable pupils to devise simple activities in the water.

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E. Games(1) To enable pupils to acquire the relevant motor skills by enjoying
the following activities:
a. Ball games, including games involving hitting a target andoffensive/defensive transition with simple on the ball skills andoff the ball movements.
b. Tag game, incl uding escaping, chasing, and gaining/protecting
territory within a fi xed area.
(2) To enable pupils to actively engage in activities while observing
rules in a friendly manner, to accept victory and loss and to pay
attention to the safe use of place.
(3) To enable pupils to devise simple rules and decide on offensive
formation.
F. Expression and Rhythm Play
(1) To enable pupils to dance by expressing a material and dancing to arhythm by enjoying the following activities:
a. Expressive play, including dancing with the whole body by
exploring the characteristics of object to mimic.
b. Rhythm play, including danci ng to a jaunty rhythm.
(2) To enable pupils to actively engage in activities, to dance withanyone in a friendly manner, and to pay attention to the safe use ofplace.
(3) To enable pupils to devise simple dances.
3. Handling the Content(1) With regard to “A: Physical Fitness” of the Content, it should be taught
over a period of two grades.
(2) With regard to item (1)-b in “F. Expression and Rhythm Plays” of theContent, it can be taught including simple folk dance.
(3) In accordance with the ci rcumstances of the school and its local
community, some activities may be added, including traditional play
involving songs and movements and outdoor activities.
(4) With regard to each of the Content in the different areas, pupils should
be taught that movement and health are closely related.
[Grade 3 and Grade 4]
1. Objectives

3(1) To enable pupils to enjoy various activities by devising activities, toacquire fundamental movement and motor skills, and to develop
physical fitness.
(2) To enable pupils to develop an attitude of cooperation and fairness, andof making an effort to continue physical activity until the last moment,
while paying attention to health and safety.
(3) To enable pupils understand about a healthy life and physical growthand development, and to develop the qualities and abilities for leading
healthy and safe everyday lives.
2. Content
A. Physical Fitness(1) To enable pupils to enjoy the fun and comfort of moving bodies andto acquire fundamental movements by doing the following
exercises:
a. Exercises for releasing the body and mind, including light
exercises and rhythmic exercises to lead to an awareness ofchanges in the body and mind, to adjust one’s physical condition,and to communicate wit peer in each other.
b. Exercises to create various movements, including keeping
balance, locomotor skills and manipulating equipments, andcombinations of these.
(2) To enable pupils to actively engage in exercises while observing
rules in a friendly manner and to pay attention to the safe use ofplace and equipment.
(3) To enable pupils to devise exercises for physical fitness.
B. Apparatus Gymnastics(1) To feel the fun and pleasure of the following activities and to enablepupils to acquire the relevant motor skills:
a. Mat activities, including basic turning skills and handstands
skills.
b. Horizontal bar activities, including basic mounting skills, hipcircle skills, and jumping off skills.
c. Vaulting box activities, including basic handspring vaults.
(2) To enable pupils to actively engage in activities while observing
rules in a friendly manner, and to pay attention to the safe use ofplace, apparatus and equipment.

4(3) To enable pupils to determine their own tasks according to theirability, and to devise activities to acquire relevant skills.
C. Running and Jumping(1) To enable to acquire the relevant motor skills by enjoying thefollowing activities:
a. Running and relay races, to run well.
b. Small hurdle races, to clear small hurdles well.
c. Long jump, to jump with a short run-up.
d. High jump, to jump with a short run- up.
(2) To enable pupils to actively engage in activities while observing
rules in a friendly manner, to accept victory and loss and to pay
attention to the safe use of place and equipment.
(3) To enable pupils to determine their own tasks according to theirability, and to devise activities and competitions to acquire
relevant movements.
D. Floating and Swimming(1) To enable pupils to acquire the relevant motor skills by enjoying
the following activities:
a. Floating activities, including various forms of floating andextending bodies
b. Swimming activities, including kicks and strokes using flotation
boards and basic swimming while breathing.
(2) To enable pupils to actively engage in activities while doing in amanner, to observe swimming rules and to pay attention to safety.
(3) To enable pupils to determine their own tasks according to theirability, and to devise activities to acquire relevant movements.
E. Games(1) To enable pupils to acquire the relevant motor skills by enjoying
the following activities:
a. Invasion games, including easy modified transition with basic on
the ball skills and off the ball movements.
b. Net/wall type games, including easy modified transition withbasic involving continuing rallies and passing ballsc. Striking/fielding type games, including easy modified transition
with basic involving such movements as kicking, hitting,catching and throwing.

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(2) To enable pupils to actively engage in activities while observing
rules in a friendly manner, to accept victory and loss and to pay
attention to the safe use of place and equipment.
(3) To enable pupils to devise rules, and to make simple operations inaccordance with the type of game.
F. Expressive Activity(1) To feel the fun and pleasure of the following activities and to enablepupils to dance by expressing the image what they feel like toexpress and by dancing the characteristics of rhythm:a. Expressive, including dancing with combining and repeating
contrastive movements phrase by explori ng the main charactersin familiar living idea.
b. Rhythm dances, including dancing with the whole body to ajaunty rhythm.
(2) To enable pupils to actively engage in activities, to practice andmake them perform with anyone in a friendly, and to pay attention
to the safe use of place.
(3) To enable pupils to determine their own tasks according to theirability, and to devise practice and performances.
G. Health(1) To help pupils recognize the importance of health and to have an
understanding of the healthy wa y of life.
a. Healthy conditions, such as sound mental and physicalconditions, are related to the factors of the host itself and thoseof the surrounding envi ronment.
b. In order to lead a healthy life, it is necessary to maintainpersonal hygiene in addition to a well-balanced lifestyle interms of diet, exercise, rest and sleep.
c. It is necessary to maintain a good living environment, including
having appropriate lighting and ventilation, in order to lead ahealthy life.
(2) To help pupils understand the growth and development of the body:a. The body changes with age. There are individual differences in
the growth and development of the body.
b. When in puberty, the body undergoes changes in its figure andgradually shapes into an adult form, with the start of the6menstrual period and the first ejaculation. Young people develop
an interest in the opposite sex.
c. In order to promote the growth and development of the body, it isnecessary to have a well-balanced diet, appropriate exercise,rest, and sleep.
3. Handling the Content(1) With regard to in “A: Physical Fitness” of the Content, it should betaught over a period of two grades.
(2) With regard to item (1) in “F: Expressive Activity” of the Content, folk
dance may be added to the program in accordance with thecircumstances of the school and its local community.
(3) With regard to in “G: Health” of the Content, item (1) should be taught
in Grade 3 and item (2) in Grade 4.
(4) With regard to item (1) in “G: Health” of the Content, it should betouched upon that various activities, such as health checkups and school
lunch programs, are undertaken at schools.
(5) With regard to item (2) in “G: Health” of the Content, it should betouched upon that it is necessary for pupils to be aware of thedifferences in the growth and development of children and to positively
accept such differences.
[Grade 5 and Grade 6]
1. Objectives(1) To enable pupils to feel the fun and pleasure of doing various activities
by devising activities, to acquire basic motor skills in accordance withthe different characteristics of sports, and to improve physical fitness.
(2) To enable pupils to develop an attitude of cooperation and fairness,and of making an effort to the best of their ability, while paying
attention to health and safety.
(3) To enable pupils understand about mental health, prevention of
injuries and disease, and to develop qualities and abilities necessary
for leading a healthy and safe life.
2. Content
A. Physical Fitness(1) To enable pupils to feel the fun and comfort of moving bodies, and to
improve their physical fitness by doing the following exercises:7

a. Exercises for releasing body and mind, including light exercises
and rhythmic exercises to lead to an awareness of therelationship between the body and mind, to adjust one’s physicalconditions, and to communicate wit peer in each other.
b. Exercises to improve physical fitness, including those which
improve flexibility and coordination and improve the ability ofdynamic and continuous movement, in accordance with
objectives.
(2) To enable pupils to actively engage in exercises, while helping eachother, and to pay attention to the safe use of place and equipment.
(3) To enable pupils to devise ways of exercises in accordance with thecondition of the body and physical fitness.
B. Apparatus Gymnastics(1) To feel the fun and pleasure of the following activities and to enablepupils to acquire the relevant motor skills:
a. Mat activities, including basic turning skills and handstandskills in a stable motion, the development of such skills, andrepetition and combination of them.
b. Horizontal bar activities, including basic mounting skills, hipcircle skills, and jumping off skills in a stable motion,
development of such skills, and repetition and combination ofthem.
c. Vaulting box activities, including the basic handspring vaults ina stable motion, and development of such skill.
(2) To enable pupils to actively engage i n activities while observing
rules and helping each other, and to pay attention to the safe use ofplace, apparatus and equipment.
(3) To enable pupils to devise ways of completing tasks and tocombining skills, in accordance with their ability.
C. Track and Field(1) To feel the fun and pleasure of the following activities and to enablepupils to acquire the relevant motor skills:
a. Short-distance races and relay races, to run at full speed for a
fixed distance.
b. Hurdle races, to clear hurdles rhythmically.
c. Running long jump, to jump with a rhythmically run-up.

8d. Running high jump, to jump with a rhythmically run-up.
(2) To enable pupils to actively engage i n activities while observing
rules and helping each other, and to pay attention to the safe use ofplace and equipment.
(3) To enable pupils to devise ways of completing tasks and challenging
records and competitions, in accordance with thei r ability.
D. Swimming(1) To feel the fun and pleasure of the following activities and to enablepupils to acquire the relevant motor skills:
a. Crawl, to swim continuously over a long-distanceb. Breaststroke, to swim continuously over a long-distance.
(2) To enable pupils to actively engage i n activities while helping eachother, to observe swimming rules and to pay attention to safety.
(3) To enable pupils to devise ways of completing tasks and challenging
records, in accordance with their ability.
E. Ball Games(1) To feel the fun and pleasure of the following activities and to enablepupils to acquire the relevant motor skills:
a. In invasion games, including offensive and defensive plays inmodified transition with on the ball skills and off the ballmovements.
b. In net/wall type games, incl uding offensive and defensive plays
in modified transition through coordinated team attack anddefense.
c. In striking/fielding games, including offensive and defensive
plays in modified transition through attacks of hitting the balland defense formation.
(2) To enable pupils to actively engage i n activities while observing
rules and helping each other and to pay attention to the safe use ofplace and equipment.
(3) To enable pupils to devise rules and make operations in accordancewith the characteristics of the team.
F. Expressive Activity(1) To feel the fun and pleasure the following activities and to enablepupils to dance by expressing the image what they feel like toexpress and by dancing the characteristics of dance:

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a. Expression, including dancing with improvisation and making asimple sequence by explori ng the image what they feel like
expressing from various ideas.
b. Folk dance, i ncluding dancing to the music with simple steps
postures and movements by learning the characteristics of thedance.
(2) To enable pupils to actively enga ge in activities, to practice andperform by appreciating each other’s good points and helping eachother, and to pay attention to the safe use of place.
(3) To enable pupils to devise ways of practice and performance
towards completing tasks of their own and those of the group.
G. Health(1) To help pupils understand mental development and to cope withworry and anxiety.
a. The mind develops with age through various life experiences.
b. The body and mind influence each other.
c. There are various ways to cope with worry and anxiety, such as
consulting adults and/or friends, playing with friends, doing
exercise.
(2) To help pupils understand about injury prevention and first aid.
a. It is necessary to note the risks around them, act safely withaccurate judgment and to develop a safe environment, in orderto prevent injuries caused by traffic accidents or risks in theliving environment.
b. First aid must be applied immediately.
(3) To help pupils understand about prevention of disease.
a. Causes of disease include pathogens, and factors related to thebody’s immunity, lifestyle, environment, and combinations ofthese factors.
b. To prevent diseases caused by pathogens, it is necessary to
prevent pathogens from entering the body, and to enhance thebody’s immunity.
c. To prevent diseases caused by lifestyle factors, it is necessary todevelop a healthy lifestyle through precautions, such as awell-balanced diet and dental-health maintenance.
d. Behaviors such as smoking, dri nking, and drug abuse are10

harmful to health.
e. Various health-related activities take place in the community.
3. Handling the Content(1) With regard to in “A: Physical Fitness” of the Content, it should betaught over a period of t wo grades. Also, with respect to item (1)-b in “A:
Physical Fitness” of the Content, instructions should emphasize
improving flexibility and coordination.
(2) With regard to item (1) in “D: Swimming” of the Content, an in-water
start should be taught. Also, the backstroke may be added to program inaccordance with the conditions of the school.
(3) With respect to item (1) in “E: Ball Games” of the Content, basketballand soccer will be chosen for (1)-a, soft-volleyball for (1)-b, and softballfor (4) c. However, teachers can replace them with handball or other ballgames in accordance with their respective type. Moreover, (1)-c can beomitted in accordance with the conditions of the school.
(5) With regrad to item (1) in “F: Expressive Activity” of the Content,
rhythmic dance may be added to program in accordance with thecircumstances of the school and its local community.
(6) With regrad to “G: Health” of the Content, items (1) and (2) should betaught in Grade 5 and (3) should be taught in Grade 6.
(7) With regard to item (1)-a in “A: Physical Fitness,” and item (1)-c in “G:
Health” of the Content need to be taught in coordination with eachother.
(8) With regard to drugs in item (3)-d in “G: Health” of the Content,emphasis should be placed on the effects of organic solvents on the bodyand mind. Also, it is necessary to touch upon stimulants and otherrelated drugs.
III. SYLLABUS DES IGN AND HANDLING THE CONTENT
1. In designing the syllabus, consideration should be given to the following:(1) It is necessary to consider the circumstances of the school and its local
community, to give instruction appropriate for the pupils’ experience of
movement and sport and skill level, and to help pupils take theinitiative to solve problems in activities.
(2) Care should be taken so as not to devote excessive school hours to theteaching of any portion of the Content.

11(3) About 8 school hours should be allocated to “G: Health” of 2. Content,
during the two years of Grade 3 and Grade 4, and about 16 school hours
should be allocated to “G: Health” of 2. Content, during the two years of
Grade 5 and Grade 6.
(4) With respect to S “G: Health” of 2. Content, for Grade 3 and Grade 4,
and “G: Health” of 2. Content, for Grade 5 and Grade 6 (herei nafterreferred to as “Health”), classes should be offered in a cluster of hours at
an appropriate time, so as to increase the effectiveness of teaching.
(5) Based on the objectives of moral education listed in Subsections I-2 ofChapter 1 “General Provisions” and in Subsection I of Chapter 3 “Moral
Education”, instructions concerning the content listed in Subsection II
of Chapter 3 “Moral Education” should be given appropriately. The
instructions should be in accordance with the characteristics of physicaleducation and should be related to the period for moral education.
2. In the handling of the content listed in Subsection II, consideration should
be given to the following:(1) With regard to item (1)-a in “A: Physical Fitness,” it is necessary to give
instruction in each areas of each grades to make use of the intents ofthis item.
(2) Teaching of “D: Playing in Water,” “D: Floating and Swimming” and “D:
Swimming” may be omitted if it is difficult to provide appropriate
swimming facilities; however, swimming rules must be taught.
(3) In order to acqui re ways of actions, such as gathering together, forming
lines and shortening and lengthening the line, and to enable pupils to
act as an efficient and safe group, instruction should be given
appropriately in each area (excluding “Health”) of every grade,including “A: Physical Fitness.”(4) Snow games, games on ice, skiing, skating and playing on the beach innatural surroundings should be actively taught in accordance with thecircumstances of the school and its local community.
(5) Consideration should be gi ven to instruction on diet, exercise, rest, andsleep among the Content concerning “Health,” based on the perspectiveof dietary education and linked to the development of a healthy lifestyle.
At the same time, related instruction should also be given in theteaching of the Content listed under each heading of Grades 3 andhigher, excluding “Health,” as well as in the teaching of the school lunch

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programs.
(6) When teaching “Health,” teaching methods should be devised byincorporating learning activities that make pupils use the knowledge
they have acquired.

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