Bewegung zu lernen und die erworbene Bewegung zu korrigieren, bedeuten eine Bewegung in verschiedenen Dimensionen durch unseren eigenen Körper zu erwerben. In diesem Sinne sind sie Ereignisse, die zu meiner transzendentalen Eigensphäre gehört. Daher kann man sagen, dass die Ereignisse, in der der Lernende die Übung lernt und korrigiert, nicht nur von den Lehrfähigkeiten des Lehrers abhängt, sondern auch in hohem Maße von den eigenen Vermöglichkeiten des Lernenden beeinflusst wird. Damit Lehrer die Physiogenese des Lernenden fördert, sind kinästhetische Begegnungen zwischen dem Lehrer und dem Lernenden wichtig. Die Basis für diese kinästhetische Begegnung ist das Prinzip der transjektiven Erfahrung und das Prinzip der Komprehension.

 Tatsächlich ist es für den Lehrer jedoch nicht einfach, nach dem Prinzip der transjektiven Erfahrung zu beobachten, auszufragen und zu vertreten mit der virtuellen Selbstbewegung und zu versuchen, den kinästhetischen Abstand zum Lernenden auf der Grundlage des Komprehensionsprinzips zu bestimmen. Dies ist eine besonders schwierige Aufgabe bei der Korrektur von Bewegungen, die auf unangemessene Weise stabiliziert wurden. Bei einer solchen festen Bewegungskorrektur fasst der Lehrer zuerst den vereinheitlichen Sinneskern als Noema, der sich in der kinästhetischen Leiblichkeit des Bewegungssubjekts versteckt wird, und muss den verheitlichen Sinneskern, der als nächstes überarbeitet werden soll, als Zielbild festgelegt werden. Und wir müssen an den noetischen Moment arbeiten, um den neuen noematischen Sinneskern aufzufassen.

 Als Gegenstand dieser Betrachtung wurde ein Fall gebraucht, in dem sich der Lernende später selbst korrigierte, obwohl der Lehrer dies nicht korrigierte. Darum versucht der Autor, die Wahrheit über die Rekonstituierung der Bewegung des Lernenden durch die ausfragende Analy

se zu erklären. Insbesondere wird die Bedeutung der Auffassung des noetischen Momentes in der passive Synthesis erwähnt.

Aus den Ergebnissen der Betrachtung wurde klargestellt, dass ein kinästhetisches Bewusstsein des Lernenden letztendlich als Noesis fungierte und zur Rekonstituierung der Bewegung im passiven Horizont führte. In dieser Arbeit konnte der Fall, dass der Lernende die Korrektur der Bewegung im passiven Horizont erlangte, nur durch die reflektierende Analyse geklärt werden.

 Zukünftig sollte jedoch in einer Fallstudie geklärt werden, welche Art von noetische Moment der Lehrer erwogen und genutzt hat, um die Bewegungsformung und die Bewegungskorrektur zu führen. Infolgedessen könnten wir eine effektive Lehrmethode mit sensomotorischen Analogon in der Praxis erwarten.

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 The area of physical development exercise was announced in 1998 with the revision of the course of study, and is now fully implemented. Today, after more than 20 years, various innovations have been made at elementary, middle and high schools. There are many examples of exercise, for example, radio gymnastics, playing tag, rope jumping, exercise using implement and balls. These exercises in physical education make them happily familiar with exercise and contribute to improving their physical fitness.

 In 2019, there were no analyses for the occurrence of movement and phenomenological movement analysis in the area of physical development exercise. This paper is aimed at solving this problem.

 This study was conducted as follows;

 The first, we present the class practice of exercise using hoop in the teacher training course of the university. The chapter shows the relationship between the author’s own “kinästhese” and the learner’s “kinästhese”. The second, in describing the teaching practice, the types of movements and variations of forms were shown. And we added consideration from the viewpoint of Kaneko’s theory of structural system. Finally, we considered the teaching practice from viewpoint of phenomenological movement theory.

 Through these considerations, It gained knowledge about exercise using hoops in The area of physical development exercise.

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 This study aimed to clarify how coaches and players generated improvisational combinations, focusing on the sky play in the fast break phase of handball. Phenomenological analysis was used to survey coaches and players about kinesthesis. The study found that combinations can make use of the movements of parts and misdirect opponent. In order to generate a combination, individual movements must be made according to the coach’s game plan. Repeated practice of the play is required in order to improve performance and kinesthetic intersubjectivity according to the situation. In that case, the use of kinesthetic language can create empathy between the coach and the player. Players can then confirm the coach’s message and relay it to other players. The receiving player then interprets it based on the information gathered by their visual and auditory senses.

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 The trends of elements in artistic gymnastics have been changing over time. The technique and value of each element in artistic gymnastics have also been changing. If the value and evolution of each element are not properly understood, elements and techniques currently being used cannot be understood accurately, and consequently, it would be difficult to determine the direction in which these elements need to be developed further. In order to understand the value associated with gymnastics development, research on the historical transition of elements and techniques is necessary.

 Therefore, in this study, by organizing the trends in the historical development of elements and techniques related to the pommel horse, we clarified factors associated with the development of pommel horse elements. Our findings are potentially useful for developing a systematic theory of gymnastic elements. The evolution of the two-leg system of elements and techniques was described by Sano and Watanabe（ 2019）.Therefore, in this study, we decided to organize the history of technological developments with a focus on the remaining one-leg and handstand systems.

Our findings and conclusions are presented below.

 In one-leg systems, almost no new elements were seen until around 2000. However, after elements that complicate the structure of existing elements were developed.

 The “handstand systems” was born as a result of achieving maximum amplitude in one-leg and two-leg systems. However, since the latter half of the 2000s, the “objectification of rules” and “higher element value point” trends have become popular, and therefore, new element development methods that combine movements of each aspect are becoming more common.

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 In ball games, the phenomenon of “being incapable of carrying out” a tactical movement despite knowing the tactics of the game is problematic. To resolve this problem, research was conducted to obtain basic knowledge on the process by which this phenomenon occurs.

 Study I was conducted using the interview technique. This study determined that the tactical movement in which a player uses one side of his or her body to hold off a defender attempting to steal the ball was wisdom. This tactical movement was regarded as one a player gradually masters as the groundwork for a modified scheme. Furthermore, a player is considered to go through five phases of acquiring proficiency, as identified by Kaneko, in the process of acquiring wisdom of post play.

 In Study II, the technique of episode description by participant observation developed by Ku jiraoka (2005) was adopted. This study resulted in the identification and description of processes of occurrence as follows: (1) empathy for a lack of understanding of the modified scheme, (2) introspective analysis for exploring the modified scheme, (3) tolerance for the accidental occurrence of and preference for the modified scheme, and (4) instruction on encouragement for refining the modified scheme.

 The clarity of the modified scheme and the importance of coaches familiarizing themselves with learners to provide instruction of wisdom were regarded as essential. Furthermore, in the phase where a learner’s understanding is still limited, eliciting the sense of movement that tells a learner they are “incapable” of a movement is considered to have merit in understanding the learner’s own sense of movement rather than complex verbal instruction.

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 The purpose of this study is to analyze the bodily awareness of physical movement from the viewpoint of movement theory of sports. More specifically, we showed the guide which leads to success of “Chiarlo” on the parallel bars.

 We pushed forward an exercise based on the exercise program made from the viewpoint of movement theory and the authors’ exercise experiences. After the acquisition of this skill, we showed the bodily awareness of physical movement to lead to the successful techniques.

 First, from the first phase to the second one, it is crucial to look at a position of 30cm to 40cm anterior to the supporting hands. Second, at the third phase, it is important to stretch out the waist as fast as possible to alter the trajectory of the participant’s waist in “basket to handstand.” Moreover, it is important to synchronize pulling the rail inside by the right hand with pushing the rail outside with the left hand at this point, and to catch the right rail at the right under the participant’s body and to push it straight up. Finally, it is important to put the weight on the right hand, and to grasp the rail with the left hand to keep balance in the “handstand in one rail.”

 These techniques lead to success in executing “Chiarlo” with stability and accuracy.

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 In dieser Abhandlung handelt es sich um eine rückläufige Entwicklung im Kunstturnen, also „die Störung der Bewegungsausführung“, die gewöhnlich im Lernverlauf eines Kunststücks vorkommt. Man kann ruhig sagen, dass das Phänomen auch einen Inkongruenz zwischen Wollen und Können bedeutet. Auf dem Wege nach höherem Fertigkeitsniveau kann der Turner also eine Bewegung (Kunststück) nicht mehr genügend ausführen.

 Der Zweck dieser Abhandlung besteht darin, dass die Aspekte beim Coaching des Turners mit „die Störung der Bewegungsausführung“ durch die Betrachtungen eines konkreten Beispiels (“Tkatchev” am Reck des Verfassers) vom Standpunkt der phänomenologisch-morphologischen Bewegungslehre des Sports aus ins Klare gebracht werden sollen. Der Verfasser kam zuvor zu einem Zustand, in dem er “Tkatchev” nicht ausführen kann, obwohl er es bisher ohne Schwierigkeiten durchführen konnte.

 Daraus ergab sich, dass beim Coaching des Turners mit „die Störung der Bewegungsausführung“ die folgende Aspekte wichtig sind: 1. Die Unterdrückung des Bewusstseins vom „NichtTun-Können“, 2. die Verstärkung des kinästhetischen Bewusstseins vom „Tun-Können“.

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 The purpose of this study was to determine the effects of side-stepping practice on the skipping movement. The method of the practice as follows.
1. The sending foot and chase foot are shifted to the side.
2. A series of side steps are executed in the left-right direction.
3. Three rightward side steps are executed, and then the original position is returned to through three subsequent leftward side steps.
4. Continual side steps are executed in a zigzagging forward-moving manner.
5. The forward zigzag motion is maintained while the number of side steps is gradually decreased.
6. The number of side steps is decreased, from three to two time.
7. While side stepping, the legs are alternated in mid-air; this automatically results in a skipping motion.
 Through this method, three children who were initially unable to execute a skip were able to execute one after 10 to 15 minutes.

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