In Japan’s school clubs, cases of violence and bullying by coaches and senior members are frequently reported. This is not just about isolated incidents—it is a structural problem rooted in a complex mix of historical background and systemic flaws. Compared to sports management overseas, Japanese school clubs stand out for their closed nature and rigid hierarchy, making their abnormality even more apparent.
Historical Background and the Entrenchment of Violence in Japanese Clubs
After postwar educational reforms, school clubs in Japan were originally intended to develop students’ character and cooperation. However, during the period of rapid economic growth, a “victory-at-all-costs” mindset took hold. The belief that “strict instruction produces good results” spread, and corporal punishment and intimidating behavior became justified. From the 1970s to the 1990s, violent instruction was commonplace, and this created a structure where it was passed down as a “tradition.” Even today, this value system has not been completely eliminated, making violence and bullying easier to persist.
How Japan Differs from the Rest of the World
Overseas, community clubs outside schools are responsible for sports activities, and licensed coaches provide instruction. In Japan, however, teachers often serve as club advisors without specialized training. The strong cultural emphasis on seniority also creates an environment where problems are difficult to report. The following table shows the differences between Japan and Europe/USA:
| Item | Japan | Europe/USA |
|---|---|---|
| Coach Qualification | Mainly teachers, no license required | Professional license mandatory |
| Corporal Punishment | Sometimes tolerated | Completely banned by law |
| Organizational Structure | Closed, school-based | Community club-based |
| Seniority System | Strongly hierarchical | Mixed by ability and age |
Structural Causes of Violence
Violence and bullying are not random incidents but stem from multiple interrelated causes:
| Cause | Description |
|---|---|
| Closed Operation | Activities take place entirely within schools, with little external oversight |
| Hierarchical Culture | Seniority is absolute, making dissent difficult |
| Performance-First Mindset | Prioritizing victories leads to excessive training and pressure |
| Deterrents to Reporting | Victims and parents fear negative impacts on school recommendations or advancement |
Overseas Initiatives and Their Results
Other countries have established institutional measures to prevent violence:
| Country/Region | Main Initiative | Result |
|---|---|---|
| UK | Mandatory coach licensing & ethics training | Reduction in serious incidents |
| USA | Independent third-party reporting & investigation | Early intervention reduces harm |
| Australia | Application of child protection laws to sports | Increase in legal sanctions |
These measures could be introduced in Japan, and institutionalizing them would contribute to preventing recurrence.
Concrete Proposals for Improvement in Japan
- Create a coach qualification system
Mandatory training in sports coaching, human rights protection, and psychological care. - Introduce an external auditing system
Regular third-party evaluations and improvement guidance. - Promote community-based clubs
Expand opportunities outside school to reduce isolation. - Strengthen victim protection
Establish anonymous reporting and counseling systems. - Diversify evaluation criteria
Include effort and cooperation alongside results.
Key Elements for Building a Violence-Free Environment
| Element | Specific Action |
|---|---|
| Human Resource Development | Coach training programs & regular seminars |
| Oversight | Checks by external committees |
| Mindset Reform | Shift from victory-at-all-costs to growth-focused |
| Victim Response | Prompt reporting, investigation, and protection |
Conclusion
Violence and bullying in Japanese school clubs are structural problems rooted in historical background and systemic flaws. International comparisons reveal that Japan’s closed structure and rigid hierarchy stand out, highlighting its abnormality. Improvement requires both institutional reform and a change in mindset. The school clubs of the future should be places where the safety and dignity of each student are protected, and society as a whole must drive this transformation.
