Inappropriate coaching such as violence and power harassment have occurred in competitive sports in Japan. These problems are thought to be caused by the characteristics of competitive sports, such as strong master-slave relationships and the virtue of perseverance. Previous studies have indicated that athletes accept inappropriate coaching in order to develop their careers and improve their athletic performance, including these characteristics. On the other hand, it is possible that athletes respond in various ways, such as by making accusations or rebelling, in light of problems such as neurosis and early retirement. Thus, when athletes are confronted with inappropriate coaching, they may not simply accept it obediently, but may choose various ways of responding to complex factors, but it has not been clarified how athletes actually judged and chose the ways of responding.

Therefore, the purpose of this study is to clarify how athletes respond to inappropriate coaching and the factors that influence their responses. The research method was an interview survey of top athletes at the end of their careers. Retrospective interviews were conducted with three former top athletes at the international competition level and analyzed by SCAT.

The results revealed three types of risk responses: risk aversion, risk reduction, and risk retention. In particular, the risk retention revealed a variety of factors, not only the obedience due to the master-slave relationship as pointed out in previous studies. Based on these results, it is necessary to pay attention to what factors athletes choose risk retention, rather than simply focusing on obedience, in order to improve inappropriate coaching in competitive sports. The results also suggest that inappropriate coaching may be increased when top athletes choose non-strategic retention.

This study aims to develop tools supporting issue setting for elementary students, on the subject of "Library Improvement", based on the problem that conventional problem-setting is challenging due to problem abstraction. The tools — (1) observation and (2) analysis — are based on design thinking theory. Preliminary practice using (1) and (2) shows a shift in students' questions from books and library itself to environment, psychology, and behavior, improving positive question-generation attitudes. The second practice, using only (1), shows that many question student generate use "why", however, the same tendency in factors of questions as the preliminary practice, enhancing subject understanding attitudes. Comparing both practices emphasize the need, in elementary schools, to prioritize subject understanding through observation, fostering positive question attitudes initially, followed by gradual adoption of an analytical process to enhance perspectives and positive attitudes.

As harassment, such as power harassment and sexual harassment, in competitive sports has become a serious social problem in Japan in recent years, there is a need to develop educational approaches to protect the integrity of athletes. This study developed educational materials to promote awareness of harassment issues among top athletes and verify the effectiveness of these materials. To help athletes understand their behavior more objectively and to be more aware of what might be perceived as harassment, teaching materials on “sexual harassment” and “power harassment” situations were developed to educate them on perception differences. Then, a training session was conducted with top athletes to evaluate the teaching materials, and pre- and post-questionnaire surveys were conducted for individual and group events. This analysis revealed significant differences in the
mean scores for “awareness of sexual harassment and power harassment” in both individual and group events. In addition, significant differences were found in “relevance of sexual harassment and power harassment to oneself” in the individual category. This suggests that these materials had raised athletes' awareness of the parties involved in harassment issues.

In recent years, several predicaments have affected the sporting world, which has focused its attention on enhancing and preserving sport integrity. Although educational approaches are considered important, the reality of attitudes toward sport integrity remains unclear because of the lack of survey on problematic situations related to sport integrity. The purpose of this study is to clarify the actual situation and factors of sport integrity attitudes of athletes and coaches by using the scenario assumption method for 10 problems related to sport integrity. The results of the cross-tabulation showed that the sport integrity attitude of "sexual harassment," "violence," and "discrimination/prejudice" was low relative to the 10 troubles. The results of factor analysis suggested that the factor structure of attitudes toward sport integrity was divided according to the clarity of judgment criteria, and that there were two types of situations: situations with clear judgment criteria and situations with unclear judgment criteria. In addition, both players and instructors tended to be more sympathetic to problematic behaviors in scenes with unclear judgment criteria than in scenes with clear judgment criteria.

This study sought to determine the information literacy needed in Japanese school education. Fifty-three employees from two major Japanese IT companies completed a questionnaire focused on the possible information literacy that could be included in future school curricula. The analysis found that “information morality and security” skills were considered the most important and that it would be best to develop these qualities and skills in the early stages of compulsory education.