Published papers

There is a broad understanding that the primary benefit of in-person-teaching of university physical education classes develops students’ physical and mental health. However, to adapt to restricted mobility due to the COVID-19 pandemic, most universities had to cancel in-person classes in the spring term (first semester) 2020. While some universities decided to cancel physical education classes, others shifted online. There are concerns about the adverse effects on students’ mental health and social skills during this unusual situation. Subsequently, our university returned to in-person teaching of physical education classes from the autumn term (second semester) 2020. Within this context, in-person teaching is promising for the expected educational benefits of university physical education. Therefore, this study aimed to examine the effects of in-person physical education classes on students’ mental health and social skills. The study recruited 455 students (230 males and 225 females) in our university. A total of 316 students attended in-person physical education classes (PE group), and 139 students did not register for the classes (non-PE group). We administered web-based questionnaires to the participants pre- and post-the 2020 autumn term. The questionnaires consisted of a survey of physical activity opportunities, the WHO-5 Well-Being Index (WHO-5), and the Kikuchi’s Scale of Social Skills (KiSS-18). The results revealed the following: (1) The two-way mixed ANOVA results showed that the Time x Group interaction effect was significant for the WHO-5 and KiSS-18. Specifically, the PE group students improved in the WHO-5 score, while students in the non-PE group declined in the KiSS-18 score; (2) Concerning the status of belonging to university athletics club or sports club, the Time x Group interaction effect was significant for the KiSS-18. Expressly, the non-PE group who belong to university athletics club or sports club significantly declined in the KiSS-18 score; (3) The analysis including the type of sport showed no significant Time x Group interaction effect for the WHO-5 and KiSS-18. We concluded that attending in-person physical education classes had a significant positive effect on enhancing their psychological wellbeing and social skills. Notably, attending physical education classes, rather than the type of sport and belonging to a university athletics club or sports club, was one of the most influential factors in promoting and maintaining mental health and social skills.

This study aimed to investigate the relationship between the muscle shear modulus of the biceps brachii, urinary titin N-terminal fragment (UTF), and other damage markers after eccentric exer-cise. Seventeen healthy males performed five sets of ten eccentric exercises with dumbbells weighing 50% of the maximum voluntary contraction (MVC) at the elbow joint. Muscle shear modulus with range of interest set to only biceps brachii muscle measured by ultrasound shear wave elastography, UTF, MVC, range of motion (ROM), and soreness (SOR) were recorded before, immedi-ately after, and 1, 24, 48, 72, 96, and 168 h after eccentric exer-cise. Each marker changed in a time course pattern, as found in previous studies. The peak shear modulus showed a moderate negative correlation with peak MVC (r = –0.531, P < 0.05) and a strong positive correlation with peak UTF (r = 0.707, P < 0.01). Our study results revealed a significant relationship between muscle strength, shear modulus measured by ultrasound SWE, and titin measured by UTF, as a non-invasive damage marker after eccentric exercise to track changes in EIMD.

The study aimed to investigate the relationships between the shear modulus of the biceps brachii (BB) and brachialis muscle (BA) and the total of the two (BB+BA), and urinary titin N-terminal fragment (UTF), maximum voluntary isometric contraction (MVC), and other indirect markers. Fifteen healthy men performed five sets of 10 eccentric contractions using a dumbbell corresponding to 50% of MVC at 90° measured at baseline. The elbow joint of the left arm was extended from 90° to 180° (180° = full extension) in 5 s in the exercise, and was returned with support from the examiner to prevent concentric contraction. Shear modulus of BB and BA were measured by ultrasound shear wave elastography, and UTF, MVC, and range of motion of the elbow joint (ROM) were recorded before; immediately after; and 1, 24, 48, 72, 96, and 168 h after the exercise. After calculating the shear modulus of BB and BA, two values were added (BB+BA). The shear modulus peaked at 48 h, UTF peaked at 96 h, MVC and ROM changed largest at immediately, and muscle soreness peaked at 48 h post-exercise. Significant (p < 0.05) relationships were found between changes in BB shear modulus and BA shear modulus (r = 0.874), BB+BA shear modulus (r = 0.977), UTF (r = 0.681), and MVC (r = -0.538). Significant (p < 0.05) relationships were also observed between changes in BA shear modulus and BB+BA shear modulus (r = 0.957), UTF (r = 0.682), MVC (r = -0.522), and ROM (r = -0.600). Moreover, significant (p < 0.05) relationships were observed between changes in BB+BA shear modulus and UTF (r = 0.703), MVC (r = -0.549), and ROM (r = -0.547). These results indicate that shear modulus of each muscle (i.e., BB and BA) provide more precise information about muscle damage than UTF, MVC and ROM.

Despite the known beneficial effects of creatine in treating exercise-induced muscle damage (EIMD), its effectiveness remains unclear. This study investigates the recovery effect of creatine monohydrate (CrM) on EIMD. Twenty healthy men (21–36 years) were subjected to stratified, randomized, double-blind assignments. The creatine (CRE) and placebo (PLA) groups ingested creatine and crystalline cellulose, respectively, for 28 days. They subsequently performed dumbbell exercises while emphasizing eccentric contraction of the elbow flexors. The EIMD was evaluated before and after exercise. The range of motion was significantly higher in the CRE group than in the PLA group 24 h (h) post exercise. A similar difference was detected in maximum voluntary contraction at 0, 48, 96, and 168 h post exercise (p = 0.017–0.047). The upper arm circumference was significantly lower in the CRE group than in the PLA group at 48, 72, 96, and 168 h post exercise (p = 0.002–0.030). Similar variation was observed in the shear modulus of the biceps brachii muscle at 96 and 168 h post exercise (p = 0.003–0.021) and in muscle fatigue at 0 and 168 h post exercise (p = 0.012–0.032). These findings demonstrate CrM-mediated accelerated recovery from EIMD, suggesting that CrM is an effective supplement for EIMD recovery.

A noninvasive, immediate, and convenient method for assessing muscle tissue status during exercise-induced muscle damage (EIMD) has not been established. This study was designed to assess and determine parameters suitable for measuring EIMD after eccentric exercise, using multi-frequency bioimpedance analysis (BIA). Thirty-five young male participants performed dumbbell exercises with their left arm, and their BIA parameters were measured at various time points up to 168 h post exercise using a multi-frequency BIA device. At all-time points, intra and extracellular water content was greater in the left arm than in the right arm, whereas the impedance, reactance, resistance, and phase angle were lower in the left arm than in the right arm. Established EIMD indices, such as maximal isometric voluntary contraction, were measured and used in correlational analyses. Only reactance was correlated with biomarkers, indicating muscle damage (r = − 0.56 to − 0.49). Furthermore, reactance was found to correlate well with indirect indicators of EIMD, suggesting that it may be a suitable marker for evaluating EIMD. However, the relationship with the limited evaluation indices employed in this study is constrained. Future studies should investigate the correlation between reactance and direct damage indicators, such as structural damage, observed in biopsies.

This study aimed to examine the status of the conventional policy on the perspectives and practices of assessment in physical education at Japanese universities, and to analyze their responses to the shift to remote classes during the COVID-19 pandemic. An online survey was administered, which included the following items: the status of physical education classes for liberal arts; the forms of teaching and the reasons for offering them in the fall semester of 2020 and the spring semester of 2021; and the existing policy regarding assessment methods and the response to the shift to remote classes. Valid responses provided by 131 universities (19.2%) were included in the analysis. The assessment criteria could be classified into four categories: techniques and skills, knowledge and understanding, attitude and motivation, and attendance. The most common assessment methods corresponding to each were practical skill tests, reports and written tests, teacher observation, and attendance counts. However, many respondents stated that the distribution and methods were left up to individual faculty members in charge, which was considered a challenge for the Assessment Policy initiative for authentic assessment. The number of universities that conducted only in-person physical education classes during the pandemic was 51 (38.9%) in the fall semester and 61 (46.6%) in the spring semester, and more than half of them shifted to remote classes. New measures regarding assessment methods were taken in 54 universities to adapt to the situation during the pandemic. These included ‘restructuring the assessment criteria’, ‘distribution, and methods; providing supplemental methods using conventional criteria’; and ‘increasing the ratio of assignments and reports’ compared to the past. This study sheds light on the actual assessment practices in university physical education and provides information on new measures for assessment methods due to the adoption of remote classes, which can lead to promoting higher education reform.

The aim of the present study was to qualitatively analyze the implementation of rubric-based performance assessment within university practical physical education, highlighting its advantages and challenges. In higher education, the need for visible learning outcomes has drawn attention to rubrics as a tool for ensuring transparency and consistency in performance assessment. In particular, the grading of practical physical education has often been subject to individual teacher discretion, raising concerns over the lack of clarity in assessment criteria. On the other hand, rubrics are considered effective for ensuring the quality of learning outcomes by offering a multifaceted assessment of student performance and achievements. This study employed the CIPP model (Context, Input, Process, Product) as a theoretical framework to analyze the responses of both students and teachers to the introduction of rubrics in practical physical education classes. Semi-structured interviews with the authors and focus group interviews with students were conducted at one university, focusing on 3 different forms of practical physical education, and the data were analyzed using reflexive thematic analysis. The findings indicated that rubrics had a key advantage of clarifying grading criteria, enabling students to understand the course objectives better and offering them more opportunities to improve their learning outcomes through selfassessment. Additionally, rubrics served as an effective tool for teachers, allowing them to adjust their teaching in line with the evaluation criteria and provide structured feedback to students. On the other hand, challenges were identified, such as the abstract nature of some of the rubric criteria, which made them difficult for certain students to understand. In particular, assessment of skills such as followership and collaboration was considered complex. Furthermore, instructors reported that they had limited time to offer sufficient feedback during the course, leading to a lack of mutual understanding of the assessment criteria between teachers and students. The present study findings are significant in demonstrating that rubric-based performance assessment can promote active learning and enhance fairness and transparency in the grading process of practical physical education. Future challenges include the need to establish a more robust feedback system to ensure that both instructors and students fully understand and effectively utilize the rubric criteria. Additionally, it is important to create a flexible rubric framework that accommodates diverse learning styles and encourages creativity in student performance.