The purpose of this study is to investigate the process of the settlement process of the school athletic department which is the unique school education system of Japan which can not be found anywhere else in the world, It is aimed at finding satisfaction. For the purpose of this study, we analyzed literature on the process of settlement of school athletic activities, and recalled the activities of athletic clubs experienced in past high school for first grade students at K university for educational effectiveness and satisfaction, or responded through questionnaires Respectively. The analysis was performed with 108 coded data, and frequency analysis, T-test, and one-way ANOVA analysis were performed with significance level of α <.05. The results of the analysis are as follows: 1) The occurrence and settlement process of school athletic activities and the start of resurrection activities were centered on students of empire college and teacher school in 1919, I spread even more. After that, in order to nurture wealthy nations before 1945, group activities were expanded, and in accordance with the revision of the curriculum of the period with the theological middle school which was launched in postwar 1947, the recommendation (1951) arrival. Since the revision of the curriculum in 1958, it has been officially designated as a mandatory activity requiring more than one unit per week starting from the fourth grade of elementary school and participating in activities for all students from 1968 until middle / high school. It has been designated and operated as an essential area in the Japanese curriculum for over 30 years. Since 1998, the word `essential` has been abolished in the middle / high school, but the elementary school has been abolished. "In order to encourage voluntary and independent participation of students and to improve their motivation, sense of responsibility and solidarity, Is linked to one"s field of instruction. 2) Educational effect and satisfaction of the athletic activities, and gender differences were significantly higher in the female students with educational effect (p<.01) and growth effect (p<.01). At the exercise level, the growth effect (p<.05) and the satisfaction level (p<.01) were significantly higher at the regional and national tournament levels. Also, the higher the number of competitions in the annual competition, the higher the recognition of the educational effect (p<.05) and the difference was significant. In the major of the leader, it was confirmed that the satisfaction of students who were instructed by the leader of the major in the exercise group was significantly higher in all three items with educational effect (p<.05), growth effect (p<.01) and satisfaction (p<.05).