Journal of Physical Education and Sport ® (JPES), Vol. 22 (issue 2), Art 41, pp. 321 - 330, February 2022
online ISSN: 2247 - 806X; p-ISSN: 2247 – 8051; ISSN - L = 2247 - 8051 © JPES

Original Article

Developing teaching materials that integrate judo games for physical education
lessons targeting lower elementary students (7-year-olds)
YUKITOMO YOGI1, MASAHIKO KIMURA2, TAKAMITSU MATSUI3, HIROSHI KUBOTA4,YOSHIHISA ISHIKAWA5, KOSEI INOUE6, KEIJI SUZUKI7, SEIKI NOSE8, SHODAI HASHIMOTO91
Faculty of Education, Kagoshima University, JAPAN2
Faculty of Education, Yokohama National University, JAPAN
3
Department of School Education, Teikyo University of Science, JAPAN
4
Faculty of Education, Tokyo Gakugei University, JAPAN5
Faculty of Education, Osaka Kyoiku University, JAPAN
6
Undergraduate School of Physical Education, Tokai University, JAPAN
7
Faculty of Physical Education, Kokushikan University, JAPAN8
Faculty of Human Sciences, Saitama Gakuen University, JAPAN
9
Kagoshima University Faculty of Education Elementary School, JAPANPublished online: February28, 2022
(Accepted for publication February 15, 2022)
DOI:10.7752/jpes.2022.02041
Abstract:
From 2012 onward, judo has been a compulsory element in physical education lessons in junior high school inJapan. However, because judo is only introduced in junior high school, it is not part of the systematic curriculumthat considers the stages of child development from elementary school on does not exist, unlike other sports,such as apparatus gymnastics and swimming, to which students are exposed in elementary school. Therefore,
this study seeks to develop a set of teaching materials that incorporate judo games teaching basic judo moves
into the physical education lessons of lower-elementary-school students (7-year-olds), and evaluate its usefulness
in ensuring systematic progression between physical education lessons in elementary school and junior highschool. The practical implementation of these lessons took place at an elementary school affiliated with anational university in Kagoshima Prefecture. The target students were 18 boys and 17 girls, for a total of 35
second-grade students. Six lessons were planned and implemented in February 2020. When evaluating theusefulness of the teaching materials developed, objective evaluation and subjective evaluation were considered
together with tests of physical skills and motor ability. The results of this study show that in formativeevaluation, used as a form of objective evaluation (Takahashi, 2003), there was an increase in assessment scoresfor the three elements—outcome, learning method, and cooperation—together with the total assessment scores.
When students were asked to subjectively evaluate themselves in seven categories, including showing moreawareness of their own bodies, adjusting the force used, and showing more awareness of other people’s bodies,
six categories received higher scores in the second half of the teaching unit. In the test of physical skills andmotor ability, at the end of the sixth lesson, both male and female students achieved higher scores in all three
categories tested. Thus, the teaching materials developed in this study, which incorporate judo games that teachbasic judo movements, have a strong possibility of being useful for physical education lessons targeted at 7-yearolds. The learning content developed in this study can be used beyond physical education lessons as it is genericand practical enough to be used as an instructional program in judo clubs targeted at children of similar age.
Key Words: Judo, judo instruction, physical education lessons, development of teaching materials
Introduction
In Japan, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) stipulates a setof curriculum standards to ensure that all schools in the country can maintain and provide education at a certain
level. This set of standards is referred to as the Courses of Study, which are revised approximately every 10
years, considering social changes, such as globalization, rapid informatization, and technological innovation,
among other factors, as a reconsideration of the qualities and skills essential for students to survive in today’s
world (MEXT, 2011). For physical education, both versions, 2008 and 2018, of the Courses of Study (MEXT,
2008a, 2018a) emphasize the cultivation of a foundation that will allow students to be enriched with sports forlife beyond their schooling years; they call for a systematic approach spanning the 12 years of education, fromelementary school to high school. More specifically, students’ developmental stages are divided into three
periods of four years each: the years between 6 and 9 are for the development of a foundation for various sports;
between 10 and 13, students experience sports across various areas; and the last four years, between 14 and 17,-----------------------------------------------------------------------------------------------------------------------------------321
Corresponding Author: YUKITOMO YOGI, E-mail: yogi@edu.kagoshima-u.ac.jp

YUKITOMO YOGI, MASAHIKO KIMURA, TAKAMITSU MATSUI, HIROSHI KUBOTA,
YOSHIHISA ISHIKAWA, KOSEI INOUE, KEIJI SUZUKI, SEIKI NOSE, SHODAI HASHIMOTO--------------------------------------------------------------------------------------------------------------------------------------are positioned as a period to connect students to lifelong enjoyment of sports. For students attending junior highschool (ages 12 to 14), the learning objectives are categorized on the basis of each of the three school years andexplicitly stated. In particular, it is clearly stated that for the first and second years of junior high physicaleducation, it is important to ensure continuity with elementary school physical education.
However, martial arts, such as judo, are only introduced in junior high school, which means that asystematic curriculum from elementary school that considers students’ developmental stages does not exist,
unlike sports in other areas, such as apparatus gymnastics and swimming. As the basic attitude of the Courses ofStudy revised in 2018 (MEXT, 2018c) clearly refers to “systematic instruction throughout 12 years of schooling,which is based on students’ developmental stages,” the fact that such a curriculum does not exist must be seen asa problem. Martial arts lessons, including judo, became compulsory in physical education from 2012 onward.
Based on a report by Ryutsu Keizai University (2020), judo is the most common martial art taught in Japanese
junior high schools, followed by kendo and sumo in that order. Simultaneously, bearing in mind the mandatory
nature of the judo lessons, Uchida (2011) points out the danger to students because of the higher occurrence ofserious injuries or incidents leading to death in this sport than that in others. Other studies related to accidents injudo also exist (Murata, 2011; Hamada & Mizuochi, 2010; Fujisawa et al., 2016). According to MEXT (2012), a
notable feature of serious injuries in judo is their relatively higher frequency in first-year junior high students andfirst-year high-school students. To improve this situation, it is important to construct a systematic curriculum
based on students’ developmental stages.
Miyashita (1984) indicates that the best time to learn physical movements in sports is from middle
elementary school (ages 8 and 9) to higher elementary school (ages 10 and 11), when annual growth reaches its
peak. It has also been reported that it is essential for students to acquire various kinds of physical movements
before reaching this stage. MEXT (2008b) produced a pamphlet that explicitly states that lower-elementaryschool years and junior-high-school years, due to the rapid development of the brain and the nervous system, arethe best time to acquire basic physical movements, where the various senses, such as looking, listening,
touching, and feeling, are put to work, participating in sports where students have to maintain physical balance
while moving their locomotive organs, such as arms and legs, adjust how much force to use, and so on. If weconsider the points noted by Miyashita (1984) and MEXT (2008b), it is crucial to develop teaching materials forstudents beginning lower elementary school in the case of a sport such as judo that does not have a systematic
curriculum in place.
In judo, participants attempt to directly tackle each other to throw their opponent off balance while
defending themselves against being thrown (MEXT, 2013). Both noncontact sports, such as track and field,
swimming, and apparatus gymnastics, and contact sports, such as ball games in the forms of basketball, soccer,and handball, have been implemented as mandatory sports in Japanese physical education. From 2012 onward,
the martial arts judo, kendo, and sumo have been added to the mix. These sports require participants tophysically tackle their opponents, attack, and execute techniques, while defending themselves from theiropponents’ techniques, with a high level of direct body contact. When considering a systematic curriculum forjudo under the existing curriculum, the most appropriate method of establishment would be to develop teachingmaterials that encourage the acquisition of basic movements associated with junior high school judo within“sports games that aid in the acquisition of various types of physical movements” under the “general physicalfitness” category of elementary school physical education, which specifies that students discover their own
mental and physical conditions and experience various kinds of physical movements such as testing their
physical strength enjoyably, while engaging with other people.
After judo became a mandatory sport in physical education, research on junior-high-school students
and judo has been conducted (Ozawa et al., 2014; Ozaki & Suganami, 2014; Kawato, 2015; Yogi & Kyan,
2021b). However, other than the report by Yogi et al. (2020), there does not seem to be any research that sees theexisting lack of a systematic curriculum between elementary school and junior high school as a problem andtherefore focuses on developing teaching materials for physical education in elementary school. Yogi & Kyan
(2021a) conducted a survey that targeted physical education teachers in junior high schools, demonstrating thatmany teachers are concerned about the dangers that accompany judo instruction. Moreover, it also found thatmany teachers consider it desirable to provide systematic instruction for judo in elementary school.
The above study from Yogi et al. (2020) attempted to develop teaching materials that focus on thebasic judo movements of gripping and falling to be put to use under the category of general physical fitness inphysical education in elementary school. However, given that teaching materials for physical education inelementary school should be generic and widely transferrable to other domains, it is necessary to develop
teaching activities that include learning contents stipulated under the category of general physical fitness in the
Courses of Study for elementary school physical education (2018b). Therefore, this study develops teachingactivities that incorporate judo games, teaching basic judo movements under the component of sports games,
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YOSHIHISA ISHIKAWA, KOSEI INOUE, KEIJI SUZUKI, SEIKI NOSE, SHODAI HASHIMOTO--------------------------------------------------------------------------------------------------------------------------------------which build various kinds of physical movements in the category of general physical fitness, targeted at lowerelementary-school students (7-year-olds), and evaluates their usefulness.
Material & methods(1) Learning content for physical education that incorporates judo games
In the Courses of Study section on physical education in elementary school (MEXT, 2018b), students
are expected to experience basic physical movements enjoyably through moving, manipulating various
equipment, maintaining balance, and testing their own strength and physical abilities, while also being aware of
their own mental and physical condition and engaging and interacting with other people.
This is to be achieved through sports games that build various physical movements aimed at lowerelementary-school students under the category of general fitness ability. Four kinds of sports games aredescribed: games involving maintaining balance (posture, rotating, lying down, standing up, and so on), games
involving moving (crawling, walking, running, etc.), games involving manipulating equipment (gripping andholding equipment, and so on), and games to test physical strength (pushing or pulling another person, and soon). It is important to develop teaching materials for sports games suited to students’ developmental stages thatconnect these four kinds of game with the basic movements of judo, such as posture, sparring, slide stepping,and breaking falls, as mentioned in the Courses of Study section on physical education in junior high schools(MEXT, 2018c).
This study is a collaboration among five researchers who specialize in physical education pedagogy
and two teachers from the collaborating school implementing the developed lessons. This team of seven planned
six lessons of 45 minutes each, where basic judo movements could be incorporated into the four kinds of sports
games, i.e. games about maintaining balance, moving, manipulating equipment, and testing physical strength,
while considering issues such as child developmental stages and safety (Table 1). The lessons were planned for
all four kinds of sports games to be experienced in each lesson. They were conducted by dividing the activity
location (gymnasium) into four activity areas, among which the students rotate, spending 10 minutes in eacharea.
The rag walk, an activity related to slide stepping, a movement taught in junior-high-school judoclasses, was incorporated into games about moving. The students were instructed on how to execute the rag
walk. First, the student stands on two rags, with one foot on each. They then have to move forward andbackward with their feet never leaving the rags they are standing on (Table 1, Photograph 1). For games aboutmaintaining balance, the judo games incorporated were rolling touch and standing balance, related to the judo
movements to be learned in junior high school (side break fall and posture/sparring, respectively). For rolling
touch, cone markers with a diameter of 15 cm were placed on either side of a 1.8 m mat. Students were
instructed to roll sideways and touch the markers on each side in quick succession (Table 1, Photograph 4). For
standing balance, the students were asked to stand facing a partner while holding a ball as shown in Photograph
2. They had to maintain their balance and move the ball vertically and horizontally without dropping the ball
(Table 1, Photograph 2). When learning throwing techniques in junior-high-school judo lessons, students are
instructed not to release their hands (neither the lifting hand nor the pulling hand) in the process of throwing theiropponents, to prevent injuries and accidents.
The game of belt pulling (grip strength) is related to this, so it makes sense to incorporate the activity
into games regarding testing physical strength in elementary school. During this activity, students are instructedto adjust the amount of force used (tugging or loosening) while holding on to a judo belt (Table 1, Photograph3). Games related to manipulating equipment included the belt pulling and standing balance activities mentioned
above. The students were instructed so as to be able to manipulate equipment, including gripping and holding,through the use of the ball and belt as equipment (Table 1, Photographs 2 and 3).
The elementary school Courses of Study (MEXT, 2018b) section on physical education states thatallowing students to enjoy and participate in sports games can lead to the intended outcome of increased physicalstrength. The four sports games are calibrated at a difficulty level beginning at students’ current levels ofstrength. The level of difficulty can be adjusted according to their progress, allowing them to continue tochallenge themselves while enjoying their activities as their lessons progress. In addition, the equipment used inclass was as follows: 5 judo belts, 6 soft volleyballs, 20 rags, 4 mats, and 8 cone markers.
Table 1 Lesson plan incorporating judo games---------------------------------------------------------------------------------------------------------------------------- 323
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YOSHIHISA ISHIKAWA, KOSEI INOUE, KEIJI SUZUKI, SEIKI NOSE, SHODAI HASHIMOTO--------------------------------------------------------------------------------------------------------------------------------------Lesson

1
Thinking about the future
Explaining thelearning activity

Experiencing
various kinds ofgames
・Body movement
・Balance of thebody
・Testing strength
・Manipulating
equipment

Learning
activity

Encouraging
students to try out
even more kinds of
movements

2

3

4

5

6

Having fun with force as of now → Enjoying a challenge
H aving fun w hile w orking on various m ovem ents w ith classm ates
[Movements related to slide
stepping](Movements
forward/backward/sideways, etc)

[Movements related to side breakfalls](Balance)(Photograph 1 Rag walk)(Photograph 4 Rolling touch)[Movements related to stance andsparring](Balance, manipulation ofequipment)[Movements related to grip strength](Testing force, manipulation ofequipment)(Photograph 2 Standing balance)(Photograph 3 Belt pulling)

Making use ofwhat waslearned to
enjoy
activities

Experiencing
pleasure in
improving
movements,
makingconnections tosubsequent
learning

・Space: Set up areas for the four activities that incorporate basic judo movements and exercises that create
opportunities for diverse physical movements. Students will rotate through the stations and spend about 10 minutesin each station.
・Fun: Vary the number of players and times each activity is repeated. Change partners and groupings.
Incorporate elements of play and competition, respond to the actual situation and proceed in stages.
・Learning format: Begin with individual activities and gradually progress to pair and group activities according to
the content of the exercises.

Objective

・Go over the・Able to cooperate with classmates and take part actively.
exercise content
・Able to set goals and work toward solving issues.
and check that
・Understanding how to execute good movements for belt pulling, rolling touch, and rag walk.
students understand・Able to maintain balance, move, and use force.
how to play together
・Able to play so as to enjoy sports games more.
safely and have fun.

(2) Target participants and period
To implement the lessons produced by this study, we collaborated with an elementary school affiliatedwith a public university in Kagoshima Prefecture. The target students were 18 boys and 17 girls, for a total of 35
second-grade students (7-year-olds). All six lessons were conducted within the first two weeks of February 2020.
Regarding ethical considerations, we received informed consent from the school principal andparticipating teachers. Agreement was gained from the participant students and their parents/guardians based on
an explanation that they would not be disadvantaged in any way through cooperation, that they could request
explanations of the survey from the researchers, and that the data collected would be analyzed as representative
group values without identifying specific individuals.
(3) Survey
Miyashita (1998) notes that in questionnaire surveys targeted at young children, it is necessary to
reduce the overall number of items in the survey and to give due consideration to content and format. In addition,
Sakurai (1998) emphasizes the importance of making the language used easy to understand. As an assessment
method for the usefulness of the teaching materials developed, this study used the formative evaluation tool
developed by Takahashi (2003) for physical education, with a scale objectively verified for its appropriatenessand reliability used to grasp the changes in the students. In addition to the objective evaluation mentioned above,other questions were generated in reference to the students’ level; this form of subjective evaluation wasincorporated to grasp the students’ changes from multiple perspectives. Furthermore, a test of the students’physical skills and motor ability was created to assess whether any changes occurred in the students’ level ofphysical fitness because of the incorporation of judo games into physical education lessons.
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YOSHIHISA ISHIKAWA, KOSEI INOUE, KEIJI SUZUKI, SEIKI NOSE, SHODAI HASHIMOTO--------------------------------------------------------------------------------------------------------------------------------------1) Formative evaluation
The questions were taken from a formative evaluation tool for lessons developed by Takahashi (2003),
with the language used simplified to make it easier for the students to understand the questions. The subscaleconsists of four factors: outcome, motivation and interest, learning method, and cooperation, for a total of ninequestions. In addition, an overall assessment score can be calculated on the basis of the mean value of the four
factors. The category “outcome” (three questions) enables evaluation of the degree to which students realized theobjectives of physical education with regard to accomplishment, understanding, and emotional effects, as well as
their mastery of technical skills. The second category, “motivation and interest,” consists of two questions
evaluating the degree of satisfaction of the students’ desire for physical activities. The two questions in the third
category, “learning method,” evaluate the level of self-initiative and rationality in learning. The last category,“cooperation,” consists of two questions that evaluate the students’ interpersonal relationships with their peers.
Students selected one of three options to each question (yes, neither yes nor no, and no) by circling therelevant option. During statistical processing, a “yes” response was given 3 points, a “neither yes nor no”
response was given 2 points, and a “no” response was given 1 point. The questionnaire was administered at theend of every lesson.
2) Subjective evaluation
Tsutsui et al. (2014), considering the educational effectiveness of sumo targeted at elementary-school
students from second to fifth grade, used five items: “awareness of my own body,” “awareness of changes in mybody,” “force adjustment,” “awareness of other people’s bodies,” and “awareness of other people’s feelings.”
This study added two more items (“physical education is fun” and “physical education improves my physicalfitness”) for a total of 7 items. The language used in the questions was simplified for easier student
understanding.
Students responded to the questions with one among three options (yes, neither yes nor no, and no) by
circling the relevant option. In statistical processing, each “yes” was assigned 3 points, each “neither yes nor no”
answer was assigned 2 points, and each “no” was assigned 1 point. For each question, students who answered“yes” were asked to write down the reason. This subjective evaluation was performed twice, once in the first halfand once in the second half of the learning unit.
3) Test of physical skills and motor ability
The test was administered to students from the collaborating school whose aggregate scores for theirschool physical fitness tests were considered average for their level. A total of 10 students were selected, 5 boys
and 5 girls. The test included three items—grip strength, rag walk, and rolling touch. The test was conducted at
the end of the second and sixth lessons, of a total of six lessons. The grip strength of both hands was measured
and the average score was calculated. The dynamometer used was GRIP-D, made by Takei Scientific
Instruments. For the rag walk, students had to stand on top of two rags (27 cm by 18 cm) and walk for 10 mwithout allowing their feet to lose contact with the rags. The time taken to move 10 m was measured. For the
rolling touch, cone markers with a diameter of 15 cm were placed on either side of a 1.8 m mat. The students
were given 10 seconds to roll horizontally on the mat and touch the markers on either side alternatingly as fast as
they could. The number of touches was recorded. The two markers were placed 1.5 m apart. A Seiko stopwatch
was used to measure time for the rag walk and the rolling touch.
(4) Analysis
The mean value for each factor was obtained for the formative evaluation, and the changes from thesecond lesson to the sixth lesson were calculated. In addition, the second and third lessons were treated as thefirst half of the lesson unit, and the fifth and sixth lessons were treated as the second half. The mean values of theevaluation results from each half were calculated and a paired t-test was performed. The scores for each question
in both halves of the lesson unit were obtained to represent subjective evaluation, and a Wilcoxon test was
performed. A paired t-test was also performed between the scores of the three items in the physical skills andmotor ability tests conducted at the end of the second and sixth lessons. All statistical processing in this study
was performed using Excel 2016 and SPSS Statistics 25. The statistical significance level was set at P < 0.05,
and P < 0.1 was taken as trending toward significance.
Results(1) Formative evaluation
Figure 1 shows the trends in the subscale and aggregate scores of the formative evaluation after eachlesson. Generally, it can be observed that outcomes, learning method, cooperation, and overall score show an
upward trend as the lesson unit progresses. However, the factor of motivation and interest, while scored highly,
remains largely unchanged. In addition, when a t-test was conducted to evaluate any statistical difference in thescores of each factor between the first half (lessons 2 and 3) and second half (lessons 5 and 6), it was found that---------------------------------------------------------------------------------------------------------------------------- 325
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YOSHIHISA ISHIKAWA, KOSEI INOUE, KEIJI SUZUKI, SEIKI NOSE, SHODAI HASHIMOTO--------------------------------------------------------------------------------------------------------------------------------------the scores in the second half were statistically significantly higher than those in the first half for outcomes,
learning method, cooperation, and overall score (Table 2).
Figure 1 Changes in subscale and aggregate scores of the formative evaluation after each lesson unit (n = 35)

Table 2 Comparison of formative evaluation scores between the first and second halves of the lesson unit (n = 35)
First half of unit

FactorOutcomes

Second half of unit

Mean

SD

Mean

SD

2.44

0.71

2.77

0.56

t value

P value-5.25< 0.001

Motivation and interest

2.94

0.26

3.00

0.00

-2.58

Learning method

2.55

0.59

2.96

0.19

-7.25

< 0.001

Cooperation

2.71

0.30

2.95

0.28

-4.21

< 0.001

Overall score

2.66

0.46

2.92

0.26

-7.53

< 0.001(2) Subjective evaluation
Table 3 shows the scores obtained in each half of the lesson unit for each of the 7 categories undersubjective evaluation (awareness of own body, awareness of changes in the body, force adjustment, awareness ofother people’s bodies, awareness of other people’s feelings, enjoyment in physical education, and increased
physical fitness due to physical education). For the following six items, the scores in the second half were
statistically significantly higher than those in the first half: awareness of own body, awareness of changes in thebody, force adjustment, awareness of other people’s bodies, awareness of other people’s feelings, and increased
physical fitness due to physical education. There was no significant difference for enjoyment in physicaleducation: all students answered “yes” (3 points) in the surveys for each half of the unit.
Table 3 Comparison of subjective evaluation scores between the first and second halves of the lesson unit (n = 35）
Item

First half of unit

Second half of unit

P value

Mean

SD

Mean

SD

Awareness of own body

2.31

0.80

2.77

0.60

< 0.013

Awareness of changes in the body

1.83

0.79

2.80

0.53

< 0.001

Force adjustment

1.86

0.77

2.29

0.96

< 0.030

Awareness of others’ bodies

2.40

0.77

3.00

0.00

< 0.001

Awareness of others’ feelings

1.83

0.75

2.49

0.82

< 0.002

Enjoyment in physical education lessons

3.00

0.00

3.00

0.00

Improving physical fitness through physical education

2.29

0.75

2.69

0.68

< 0.008(3) Physical skills and motor ability test
Table 4 shows the scores for each of the three items (grip strength, rag walk, and rolling touch) in thephysical skills and motor ability test conducted after the second and sixth lessons, along with the t-test results.
The male students showed an improvement in their scores in all three items after the sixth lesson, withsignificant differences for all items. The female students showed an improvement in their scores for rag walk,with a statistically significant difference. While their scores for grip strength and rolling touch improved, thedifference was not statistically significant. However, the statistical tests demonstrated a trend toward
significance.
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YOSHIHISA ISHIKAWA, KOSEI INOUE, KEIJI SUZUKI, SEIKI NOSE, SHODAI HASHIMOTO--------------------------------------------------------------------------------------------------------------------------------------Table 4 Comparing the results of physical skills and motor ability tests at the end of the 2nd and 6th lessons (n=10)First half of unit

Second half of unit

Mean

SD

Mean

SD

Grip strength (kg)

10.26

1.77

11.04

Rag walk (seconds)

9.69

1.72

Rolling touch (number of times)

6.60

Grip strength (kg)GenderMale(n=5)

Female(n=5)

Item

t value

P value

1.83

-5.75

< 0.005

6.16

0.63

4.59

< 0.010

0.89

9.00

1.87

-2.95

< 0.042

10.48

1.34

11.28

0.82

-2.27

< 0.086

Rag walk (seconds)

10.68

1.67

7.63

2.93

3.50

< 0.025

Rolling touch (number of times)

5.80

0.84

6.60

1.14

-2.14

< 0.099

Discussion(1) Formative evaluation
The results of the formative evaluation show that the scores for the three factors of outcomes, learning
method, and cooperation, along with the overall score, improved as the lesson unit progressed, with a statisticallysignificant improvement between the first and second halves of the lesson unit.
The factor “outcomes” evaluates the students’ degree of accomplishment and understanding and theemotional effects thereof (Takahashi, 2003). The four games (rag walk, standing balance, belt pulling, androlling touch) were designed to develop progressively from simple movements to more complicated ones
according to the students’ progress, enabling them to continue enjoying participation in these activities. Throughthis process, students are thought to understand and master the relevant movements for these four games they areexperiencing for the first time, allowing them to feel strong affirmative emotions and a sense of achievement.
“Learning method” assesses the students’ self-initiative and rationality with regard to learning (Takahashi,2003). Because this study targets young children, it was decided that instead of focusing only on one game every
lesson, the lessons should adopt the format of a rotating system, where the students spend 10 minutes at each offour stations to allow reasonable development in the activities. This is to ensure that the students do not getbored, considering their developmental stage. From the responses of the students during the reflection held at theend of each lesson, and from the comments in parent–teacher journals, the following can be seen: “We get toplay different kinds of games every lesson, so I look forward to them,” “PE is exciting,” “It was fun because I
got to play a lot.” This suggests that the format of rotating through various learning activities for sports games
targeted at young children may be able to improve their “learning methods.”
The reason why the scores for cooperation were higher in the second half than they were in the firsthalf was likely the effort that was put into the learning format. The lessons had the students initially acquire thebasic movements for the sports game individually on their own before moving on to pair or group activities toincorporate more elements of play and competition. Specifically, group activities such as tag or group relays
were progressively incorporated into the rag walk. Likewise, in the other games, the students were also firstengaged in individual activities before moving on to pair and group activities, a learning format design that isthought to be effective. No statistically significant differences were found between the scores for motivation andinterest in the first half and second half. However, an improvement was seen from 2.94 in the first half to 3.00 in
the second half. In Hasegawa et al. (1995), the diagnostic criteria for formative evaluation are divided into fivelevels for each factor (Table 5). Comparing the criteria with the scores obtained in this study during the second
half of the lesson unit, we can conclude that this study can be considered an “outstandingly excellent lesson,”based on the scores for all factors and the overall score.
Table 5 Comparison between diagnosis guidelines for formative lesson evaluation (Hasegawa et al. 1995) andscores from the second half of the unit in this study
Factor/evaluation

Outcomes
Motivation and interest

5

4

3

2

Particularly
outstanding
lesson1This study (n = 35)

Good lesson

Normal lesson

Worse thannormal lesson

3.00–2.70

2.69–2.45

2.44–2.15

2.14–1.91

1.90–1.00

2.77

3.00

2.99–2.81

2.80–2.59

2.58–2.41

2.40–1.00

3.00

Particularly bad Score in the second
lessonhalf of the unit

Learning method

3.00–2.81

2.80–2.57

2.56–2.29

2.28–2.05

2.04–1.00

2.96

Cooperation

3.00–2.85

2.84–2.62

2.61–2.36

2.35–2.13

2.12–1.00

2.95

Overall score

3.00–2.77

2.76–2.58

2.57–2.34

2.33–2.15

2.14–1.00

2.92

Two possible methods can be used to evaluate a lesson: having other teachers observe, record, andevaluate the lesson, and having the participants evaluate it. Yoshino (2021) suggests that it is important for theevaluation of physical education lessons to allow student evaluation. On a related note, Takahashi et al. (1989,
1991) also suggest methods of diagnosis of physical education lessons, including observing and recording the---------------------------------------------------------------------------------------------------------------------------- 327
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YOSHIHISA ISHIKAWA, KOSEI INOUE, KEIJI SUZUKI, SEIKI NOSE, SHODAI HASHIMOTO--------------------------------------------------------------------------------------------------------------------------------------learning process as well as having the students evaluate their lessons. While it may be desirable to use bothmethods to evaluate the teaching materials developed, this study chooses to focus on the second method, having
lesson participants do the evaluation. Takahashi (1992) notes that it is not a contradiction to use these twodifferent methods to obtain an evaluation. From this, it can be inferred that the learning activities developed inthis study, where judo games are incorporated into sports games that create opportunities for diverse physicalmovements, were excellent lessons well received by their participants.
(2) Subjective evaluation
With the exception of the item on lesson enjoyment, a statistically significant increase was seen inscores between the first half and the second half of the lesson unit for 6 out of 7 items.
The rag walk activity, which requires students to stand with their feet on two rags and walk quickly,
was incorporated into the lesson with the intention of helping students acquire physical movements related toslide stepping in judo. Standing on the rags and then walking quickly forward, backward, or sideways without
their feet leaving the rags helped to elicit from the students the movements of slide stepping, a basic judo
movement connected to various footwork. Because students do not use the slide stepping movement in daily life,
it is thought that this sports game helped make them more aware of their own body movements. Moreover, after
the students familiarized themselves with the rag walk to a certain extent, the incorporation of hide-and-seek andrelay matches also helped them become more aware of others’ feelings.
In standing balance, the students hold two balls between their hands while facing partners, without
letting the balls fall. This was done to have them acquire movements related to the proper judo posture andsparring practice. Students must sense the force coming from their partner through the ball and adjust their own
force to ensure that the ball does not fall. Through moving up and down in a position with a stable center ofgravity and keeping their arms horizontal while adjusting to their partner’s movements, they acquired the
movements connected to sparring in judo. It is thought that this game helped the students become better atadjusting their force, noticing changes in their bodily movements, and becoming more aware of their own bodies
and others’.
In the belt pulling game, students hold on to a belt together with a partner, where one pulls and theother is pulled. This activity was done so as to help students acquire the movement of consistent gripping (hikite
and tsurite, the position of the two hands when tackling an opponent) when executing throwing techniques in
judo. Students try their best to pull and make their partner move through the belt. This helped them to acquire themovements needed to apply gripping force. In addition, by incorporating variations such as having both students
pull the belt like a tug of war, or having groups compete against one another in the format of a match, students
were progressively exposed to different ways of pulling on the belt. It is thought that this allowed them to feelthat their physical strength had increased, while competing against one another also increased their awareness ofothers’ bodies and feelings.
In rolling touch, students lie on their backs in the middle of a mat and roll toward the markers on theirleft and right to touch them. The incorporation of this activity was intended to help them acquire the movements
related to executing a side break fall in judo. Challenging the students to roll to each side and touch the markers
as fast as they could, in competition with others, facilitated the students’ acquisition of the movements relevant
to executing a side break fall. It is thought that this sports game helped students become more aware of their own
bodies and also the changes in their bodies.
(3) Physical skills and motor ability test
For the physical skills and motor ability test, 10 students (5 of each gender) with average aggregate
scores were selected and tested after the second and sixth lessons. The test had three items, namely grip strength,
rag walk, and rolling touch.
There are two kinds of grip strength: active grip strength, the intentional application of gripping force,and passive grip strength, resistance to an external force (Komata & Miyazaki, 1999; Ono et al., 1964). In the
new physical ability test, a dynamometer is used to measure active grip strength. Ueda et al. (2020) reported thatafter elementary-school students were asked to do exercises such as gripping balls and pushing carts for around 5
minutes before a thrice-weekly physical education class for 5 weeks, both male and female students showed anincrease in active grip strength. In this study, after performing the belt pulling activity for 10 minutes per lessonin six lessons over 2 weeks, the male students showed a statistically significant improvement in their grip
strength, while the female students showed a trend toward significance. There has been a notable downward
trend in the grip strength of elementary-school students and junior-high-school students since the 1990s (Yogi &Kokudo, 2014, 2015). This may be due to the change in daily lifestyle, which has reduced the need to use grip
strength to grasp and grab physical objects. Therefore, the game of belt pulling incorporated into this study
involves not only providing opportunities to grab and pull a belt as strongly as possible but also creating
opportunities for students to use their full strength in pair and group activities. This is probably why students
performed well during the test. The rag walk, where students must control rags with their feet while walking,
was a little difficult to execute during the first half of the lesson unit, but with repeated practice, it became moremanageable. For this activity, through repeated practice, students acquired the movement of walking quickly
without lifting their feet, which allowed them to improve their scores for the test. In addition, it was observed
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YOSHIHISA ISHIKAWA, KOSEI INOUE, KEIJI SUZUKI, SEIKI NOSE, SHODAI HASHIMOTO--------------------------------------------------------------------------------------------------------------------------------------that some students could control the rag with only one foot while moving during this activity. This kind of
movement is similar to the footwork of kendo. This suggests that although this activity was developed to havestudents acquire the basic movements of judo, with some modifications, it can be adapted to teach the slide
stepping movements in other kinds of martial arts as well.
For rolling touch, a statistically significant improvement was seen in scores for the male students aswell as a trend toward significance for the female students. As with the rag walk, with repeated practice, students
became more adept at this exercise. The repeated practice of rolling sideways to touch the cone markers helped
students learn how to maintain their balance while rolling, leading to higher performance scores on the test.
Limitations of this study
The survey used in this study employed a self-reported questionnaire. Considering the age of thestudents, the homeroom teacher explained the questionnaire carefully and monitored the progress of the students;
however, it is likely that individual differences in understanding were present. In addition, it is undeniable that
their responses on the questionnaire may have included exaggerations and understatements because of theinfluence of social desirability. Another limitation of this study was the constraints posed by the collaborating
school (number of specimens, number of lessons, period, equipment, and so on) within which the lessons had tobe conducted. However, a thorough evaluation from multiple perspectives, including both objective andsubjective evaluation and a physical skills and motor ability test, was carried out when assessing the usefulnessof the teaching materials developed in this study. Therefore, the representativeness of the results in this study isassured to a certain extent.
Conclusions
This study developed and evaluated the usefulness of a set of learning materials and activities thatincorporate basic judo movements into four games with opportunities for diverse physical movements over six
lessons. The results show an improvement in scores for the three factors of outcomes, learning method, andcooperation as well as the overall scores for formative evaluation as the lessons progressed. When students wereasked to subjectively evaluate themselves in seven categories, including showing more awareness of their own
bodies, adjusting the force used, and showing more awareness of other people’s bodies, six categories received
higher scores in the second half of the teaching unit. In the test of physical skills and motor ability, at the end of
the sixth lesson, both male and female students achieved higher scores in all three categories tested. The results
suggest that the teaching materials developed in this study, which incorporate judo games that can help students
acquire basic judo movements, are effective as materials for physical education lessons targeted at 7-year-olds.
This study, together with Yogi et al. (2020), an earlier study on developing teaching materials for judo games
targeted at lower-elementary-school students, successfully demonstrates the usefulness of incorporating judo
games into physical education lessons in elementary school, which had previously not been considered. In
addition, it is thought that the learning content developed in this study is broad enough to be put into practice inmany areas. Thus, it is useful not just for physical education lessons but also as an instructional program for judoclubs that target children of around the same age.
Acknowledgment This work was supported by JSPS KAKENHI Grant Numbers JP20K02740.
Conflicts of interest If the authors have any conflicts of interest to declare.
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