In conclusion, results suggest that incorporating Nakama-oni that promotes helping behavior in physical education enhances children’s helping behavior-related self-efficacy. The results suggested that: 1) children experienced helping behavior more often in Nakama-oni, compared to normal tag and 2) participation in Nakama-oni enhanced children’s helping behavior-related self-efficacy. Sixty elementary school children in the fifth grade played both Nakama-oni and normal tag.
Thereafter, the frequency of helping behavior in Nakama-oni was checked, and the effect of participation in physical education through Nakama-oni on children’s helping behavior-related self-efficacy was discussed. In this study, children were instructed to play “Nakama-oni (helping tag)”, a tag game variant promoting helping behavior through physical education.
With a breakdown in classroom discipline, bullying and social withdrawal have become social problems in recent years there is a heightened expectation toward physical education for developing proper social attitudes and cultivating morality.
