Research Centers and Institutes, Institute of Physical Education (Hiyoshi)


Assistant Professor (Non-tenured)/Research Associate (Non-tenured)/Instructor (Non-tenured)

External Links

Academic Background 【 Display / hide

  • 2008.04

    Niigata University, Faculty of Education, Course of Health and Sport Sciences

    Japan, University, Graduated

  • 2012.04

    University of Tsukuba, Graduate School of Comprehensive Human Sciences, Master's Program in Health and Sport Sciences

    Japan, Graduate School, Completed, Master's course

  • 2016.10

    University of Strathclyde, Faculty of Humanities and Social Science, School of Education

    United Kingdom, Graduate School, Completed, Doctoral course

Academic Degrees 【 Display / hide

  • Ph.D., University of Strathclyde, Coursework, 2020.11

  • Master of Health and Sport Sciences, University of Tsukuba, Coursework, 2014.03

Licenses and Qualifications 【 Display / hide

  • Postgraduate Certificate in Researcher Professional Development, 2020.11

  • Type-1 High School Teaching License for Physical Education , 2012.03


Research Areas 【 Display / hide

  • Physical Education and Sport Pedagogy

  • Education on school subjects and activities

  • Sports science

Research Keywords 【 Display / hide

  • Physical Education

  • Sport Pedagogy

  • Table Tennis


Books 【 Display / hide

Papers 【 Display / hide

  • Exploring pupils’ and physical education teachers’ views on the contribution of physical education to Health and Wellbeing in the affective domain

    Eishin Teraoka, David Kirk

    Sport, Education and Society (Taylor & Francis)   2021.06

    Research paper (scientific journal), Joint Work, Accepted,  ISSN  13573322

     View Summary

    Physical education is expected to play a significant role in developing pupils’ health. This is the case in Scotland, where physical education is located in a prioritised cross-curricular area of Health and Wellbeing (HWB). However, there is a lack of evidence on the extent to which physical education contributes to pupils’ HWB under the new curriculum. Given that there is a growing interest in exploring how teachers enact pedagogies as a response to mental health issues, this study seeks to examine the practices of teachers who identify as being committed to pedagogies of affect within a sample of Scottish secondary schools. The purpose of this study was to report how pupils and teachers talk about the contribution of physical education to pupils’ HWB, with a particular focus on the affective domain. The study on which this paper is based used qualitative methods within a grounded theory approach. Six physical education teachers who were from four different secondary schools participated in semi-structured interviews. Pupils were selected by the teachers and participated in focus group interviews. We outlined two main themes: (1) teachers’ and pupils’ practices in building confidence in pupils, which was exclusive to the female pupils and teachers; (2) teachers’ concerns with building relationships with pupils. A notable finding was that teachers who had an explicit and direct intention for affective learning among their pupils sought to build a trusting relationship with pupils as a basic concern to implement teaching for affective learning, rather than the need for an emphasis on lesson contents and specific teaching approaches. This study could be a valuable resource for teacher professional learning as the findings referred to teachers’ regular practices and their knowledge of the curriculum, especially for those who recognise a need to enact pedagogies of affect.

  • Pupils’ Motivational and Emotional Responses to Pedagogies of Affect in Physical Education in Scottish Secondary Schools

    Cara A. Lamb, Eishin Teraoka, Kimberly L. Oliver, and David Kirk

    International Journal of Environmental Research and Public Health (International Journal of Environmental Research and Public Health)  18 ( 10 ) 5183 2021.05

    Research paper (scientific journal), Joint Work, Accepted,  ISSN  16617827

     View Summary

    This paper reports on the findings of two studies concerned with pupils’ motivational and emotional responses to pedagogies of affect in physical education in Scottish secondary schools. Pedagogies of affect explicitly focus on learning in the affective domain, or what is known in Scot-land’s Curriculum for Excellence (CfE) as ‘personal qualities’. Personal qualities include motivation, confidence and self-esteem, determination and resilience, responsibility and leadership, respect and tolerance, and communication. In one study, led by Teraoka, the researchers explored the ways in which pupils responded, through focus group interviews based on Self-Determination Theory, to teachers who claimed to value and be committed to teaching explicitly for affective learning outcomes. In another study, led by Lamb, the researchers investigated the impact of an activist intervention on girls’ experiences of physical education, through their conversations in focus group discussions. Both studies reveal that pupils responded favorably, both in motivation and emotion, to pedagogies of affect in physical education, and that these responses offer a promising basis for future developments.

  • Affective learning in physical education: A systematic review

    Eishin Teraoka, Heidi Jancer Ferreira, David Kirk, and Farid Bardid

    Journal of Teaching in Physical Education (Human Kinetics)  40 ( 3 ) 460 - 473 2021

    Research paper (scientific journal), Joint Work, Accepted,  ISSN  02735024

     View Summary

    Purpose: The purpose of this study was to carry out a systematic review of intervention programs that have addressed affective learning outcomes within physical education and to explore pedagogical practices in alignment with teaching, lesson content, and learning outcomes. Method: The literature search was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Included were 26 peer-reviewed pedagogical studies of physical education programs that addressed affective outcomes and reported fidelity of implementation. Results and Discussion: Affective outcomes were grouped into four themes: Motivation, emotional responses, self-concept, and resilience. The findings showed that offering choice, encouraging peer feedback, asking deductive questions, focusing on personal improvement, and differentiating are effective teaching strategies that were widely used to support affective learning in children and adolescents. This review highlights the importance of fidelity of implementation to understand how intervention programs are delivered.

  • 活動制限下における塾生の心身の健康と身体活動に関する実態調査


    慶應義塾大学体育研究所紀要 60 ( 1 ) 19 - 27 2021

    Research paper (bulletin of university, research institution), Joint Work, Accepted

  • Affective experiences and benefits of participation in table tennis for youth and adults: a review of literature

    Eishin Teraoka

    Proceedings Book of the 16th ITTF Sports Science Congress (International Table Tennis Federation)     124 - 129 2019

    Research paper (international conference proceedings), Accepted

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Papers, etc., Registered in KOARA 【 Display / hide

Presentations 【 Display / hide

  • コロナ禍における対面体育実技の実施が身体不活動時間とライフスキルに与える影響ー大学1年生を対象とした調査からー


    日本体育・スポーツ・健康学会 第71回大会(オンライン), 2021.09, Oral Presentation(general)

  • 情意領域の学習成果を促す教師行動を観察・評価する試み


    日本スポーツ教育学会 第40回学会大会 (オンライン) , 2021.01, Poster (general)

  • Teachers' and pupils' views on health and wellbeing in and through physical education in Scottish secondary schools

    Eishin Teraoka and David Kirk

    2020 Yokohama Sport Conference (Online) , 2020.09, Oral Presentation(general)

  • Exploring and developing pedagogies of affect in Scottish secondary schools

    David Kirk, Cara Lamb, and Eishin Teraoka

    SERA Connects and EERA Network 18 Research in Sport Pedagogy (Online) , 2020.08, Symposium, Workshop, Panelist (nomination)

  • Behind physical education teachers’ need-supportive teaching and pupils’ views of teachers’ behaviour for affective learning

    Eishin Teraoka, Farid Bardid, David Kirk

    2020 American Educational Research Association Annual Meeting (San Francisco, USA) , 2020.04, Oral Presentation(general)

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Research Projects of Competitive Funds, etc. 【 Display / hide

  • 体育分野における教師の欲求支援行動を引き起こす背景要因


    科学研究費補助金(文部科学省・日本学術振興会), 若手研究, Research grant, Principal Investigator

Awards 【 Display / hide

  • John Anderson Research Awards

    2017.07, University of Strathclyde

    Type of Award: Other Awards

     View Description

    Two-year value of stipend and tuition fee


Courses Taught 【 Display / hide






Memberships in Academic Societies 【 Display / hide

  • 日本体育・スポーツ・健康学会, 

  • British Educational Research Association, 

  • 日本スポーツ教育学会, 


Committee Experiences 【 Display / hide

  • 2021.04

    日本卓球協会 / スポーツ医・科学委員会 通信委員