This study was designed to investigate whether or not adapted sports education should be adequate for one of the education programs of the university general education curricula.
Physical education class (PE) at Faculty of Health Sciences of NF University was mainly opened for freshman, and its main theme was “getting attitudes to enjoy sports all through the life” including
cooperative learning between students without impairments and students with impairments. All the students took two sports classes, i.e., one was adapted sports class and the other was one of ordinary
sports classes. As for ordinary sports classes, students could select their favorite class among volleyball, tennis, futsal, table tennis, basketball, or marine sports. Adapted sports class consisted
of two parts, i.e., lecture and physical exercise, and the educational contents were based on the curriculum for the certification of the initial rank of instructor of adapted sports. This
certification was established and run by the Ministry of Health, Labour and Welfare of Japan. There were several ranks for the instructor, i.e., initial instructor, intermediate instructor, advanced
instructor, adapted sports coach, adapted sports doctor, and adapted sports trainer. Our faculty was authorized to certify initial and intermediate instructor, and after students got credit of adapted
sports class, they could get certificate of initial instructor. From 2013 to 2015, five hundred and forty one students including 12 students with impairments (5 wheelchair users, 3 hearing
impairments, and 4 physically handicapped) took those classes. Free comments about learning adapted sports were collected at the last time of adapted sports class. Text analysis was performed
concerning those free comments and principal component anlysis was performed using extracted categories.
Classes selected by students were as follows; volleyball (110), tennis (87), futsal (77), table tennis (97), basketball (92), aerobic dance (40) and marine sports (38)(number of students in the
parenthesis). Among them, three hundred and ninety nine students wrote free comments concerning adapted sports learning. Based on the text analysis, 8 categories were extracted, i.e., Good experiences
(30.0%), Adapted sports (23.1%), Impairments (21.3%), Life long Sports (20.6%), Learning (12.8%), Understanding (9.0%), Good chance (5.6%) and Career (5.2%). Based on principal component analysis 2
factors explained 34.8% of the total variance. From 2013, we started new learning system in PE, i.e., all the students should learn adapted sports. This was because experiences about adapted sports
would promote to make the eye of students open toward persons with impairments. Based on the text analysis, many students seemed to be very agreeable to learning adapted sports at university.
Adapted sports education seemed to be very adequate as one of the educational program of university general education curricular.