Author(s): HOMARE, O., TOSHIHIRO, N., Institution: HOKKAIDO UNIVERSITY OF EDUCATION GRADUATE SCHOOL, Country: JAPAN, Abstract-ID: 1931

Introduction
During physical education classes, students are acutely conscious of the attention directed towards them during physical activities. This awareness significantly influences their preferences and aversions towards physical education activities. Previous study indicates that implementing relaxing exercises¹⁾ and providing positive feedback at the start of the school year²⁾ enhance students sense of adjustment to the classroom environment. This study focuses on students who harbor a dislike for physical education, a sentiment that tends to intensify during middle school years. However, the factors and structural aspects influencing their adaptation to the classroom environment remain unclear. Therefore, the purpose of this study is to clarify the factors and structures that help students who dislike physical education adapt to the classroom.

Methods
In this study, we conducted a questionnaire survey of 263 first- to third-year junior high school students regarding their goal orientation and sense of adaptation to the classroom. Based on the scale of goal orientation, the subjects were divided into two groups: a group with a tendency to dislike physical education and a group with a potential to dislike physical education³⁾． Afterward, we conducted a covariance structure analysis from the scale related to classroom adjustment and clarified the structure for the two groups.

Results
The results of covariance structure analysis showed positive paths for the factors of “friendship” and “motivation to learn in both groups. Differences between the two groups were found in terms of their perception of having fun and being good at other subjects and their sense of valuing their friends.

Discussion
A comparison between the two groups suggests that group activities that take into account friendships during physical education situations will help prevent dislike of physical education. It is necessary to come up with a way to feel fun when doing activities with friends. In addition, since they do not feel that they are good at other subjects, it is necessary to improve their motivation for other subjects and physical education.

Reference
１）Kawamura, Y., Inoue, K., & Kinugasa, M. (2019) The Influence of the “Exercises for Physical Release” of Semester Beginning on the Subjective Adjustment to the Class: Targeting Upper Grades of Elementary School. Osaka University of Education Bulletin, 67, Pp25-32.
２）Matsushita, R., Ishizu, K., & Shimoda, Y. (2011) Factors affecting the feeling of school adjustment among junior high school freshmen: from the aspects of self-esteem, anti-exclusion, and positive feedback. Toyama University, 5, Pp61-68.
３）Toyama, T., Nakasuga, T.(2018) Goal Orientations on Physical Education Class in Junior High School Students: Comparative of Perceived Physical Competence Score and Perceived Inferiority Complexes Score. Hyogo University of Education, 31, Pp33-38.