本研究では、新型コロナウイルス感染症（COVID-19）に伴う外出自粛や遠隔授業の実施等による活動制限下における塾生の心身の健康に関する実態・意識を把握し、さらに、秋学期に再開した体育実技の実施がこれに与える影響・効果について検討することを目的とした。
運動実施状況および心身の健康に関する調査として、①運動実施状況及び生活状況、②精神的健康状態表（WHO-5）、③社会的スキル尺度（Kiss-18）、④国際標準化身体活動質問表（IPAQ）、⑤ライフスキル尺度（目標設定・考える力・謙虚な心・感謝する心）についてアンケートを実施した。2020 年10 月と12 月にWeb による調査を行い、561名から回答を得た。この内、有効回答は548名となり、体育実技履修者は380名、非履修者は168名であった。
秋学期に定期的に運動を実施した割合（体育実技を除く）、新たに5人以上友人が増えた割合は履修者が非履修者よりも高値を示した。WHO-5、KiSS-18の1回目と2回目の平均値の比較において、体育実技履修者と非履修者の間には分散分析によって交互作用が認められ、WHO-5は履修者で向上、KiSS-18では非履修者でやや低下の傾向が示された。また、体育会に所属しない塾生に限定した比較においては、IPAQの身体不活動時間、ライフスキル（目標設定・感謝する心）においても履修者（273名）と非履修者（113名）の間に交互作用が認めら、履修者に改善が認められた。さらに、体育会に所属しない1年生に限定した比較では、ライフスキルの4項目すべてに改善が認められた。
以上の結果から、秋学期における体育実技の履修が運動実施状況の改善、幅広い校友関係、良好な精神的健康状態、社会的スキルの獲得に寄与し、体育会所属者を除いた分析では、ライフスキル得点の向上にも体育実技が効果的であったことが示された。
The study aimed to shed light on the status of Keio University students' health and wellbeing under public restrictions and distance learning during the COVID-19 pandemic. Subsequently, we explored the effects of attending physical education (PE) classes in the autumn term on the students' health-related outcomes.
We administered five web-based questionnaires to 561 students in October and December 2020. The questionnaires consisted of: (1) a survey of physical activity participation and living conditions; (2) the WHO-5 Well-Being Index (WHO-5); (3) the Kikuchi's Scale of Social Skills (KiSS-18); (4) International Physical Activity Questionnaire (IPAQ); and (5) the Appraisal Scale of Required Life Skills including the factors of setting goals, thinking carefully, being humble, and appreciating others. The number of valid respondents was 548 students. 380 students attended PE classes (PE group), and 168 students did not register for PE classes (non-PE group).
The results revealed that the PE group had a higher participation rate in regular physical activity and sport outside of physical education than the non-PE group. Additionally, the PE group had a higher percentage of students who made five or more new friends in the autumn term than the non-PE group. The two-way mixed ANOVA results showed that the Time x Group interaction effect was significant for the score of WHO-5 and KiSS-18. The results indicated that the PE group students improved in the score of WHO-5, while students in the non-PE group tended to decline in the score of KiSS-18. We conducted the same analysis with the data from students who were non-member of the Keio University Athletic Association (PE group = 273 students; non-PE group = 113 students). The results showed that a significant Time x Group interaction effect was found for the Life Skills' score (setting goals and appreciating others) and inactive time from the IPAQ, indicating that the PE group students improved their life skills and reduced inactive time. We concluded that students attending physical education classes in the autumn term had a significant positive effect on participation in physical activity and sport, friendship, psychological wellbeing, and social skills. For those who were non-member of the University Athletics Club, their life skills developed significantly through physical education.