大学体育授業にて学修成果を高めるための条件：

While learning outcomes in university physical education (PE) courses have previously been identified, details of the factors influencing them are very limited. In this context, the present study was conducted to examine the conditions that influence the learning outcomes of university PE courses, focusing on “learner characteristics” and “learning/ teaching behavior”as potential factors. A questionnaire survey was conducted among university students who had taken general PE courses. The study assessed learning outcomes using the Perceived Benefits Scale in university First-Year PE classes (PBS-FYPE). “Learner characteristics” were mainly assessed using the Japanese version of the Ten Item Personality Inventory (TIPI-J), ENcode, Decode, COntrol, REgulate communication skill scales (ENDCOREs), and the Bidimensional Resilience Scale (BRS). In addition, “learning/teaching behavior” was mainly assessed using the Experience Scale in University Physical Education Classes (ESUPEC), the motivational climate scale in PE classes, and the teaching behavior of PE teachers. A total of 1,499 (803 male and 696 female, mean age: 19.1 ±0.9 years) participants completed the questionnaire. The findings, based on decision tree analysis using classification and regression trees (CART), suggested that aspects of PE class learning/teaching behavior such as challenge, cooperation, and enjoyment experience were the factors that had most influence on perceived benefits, rather than “learner characteristics”. However, PE teacher “empathy/ consideration”, student “degree of lesson willingness” and the class “mastery climate” were also identified as potential influencing factors. In particular, the CART analysis yielded a score of ›9.5 for “acquisition of exercise skills and training methods” and ›29.5 for “empathy/ consideration”. The study highlighted the importance of focusing on the content of the lessons and the teaching methods that satisfy the sport experience of students and thus enhance perceived benefits. To further understand the causal relationship between such factors and learning outcomes, longitudinal surveys and intervention studies will be necessary. The present findings should help to improve the design and delivery of university PE courses, and thus enhance the learning outcomes of students.