BACKGROUND: Elucidating the situational awareness of tactical behavior required of forwards (FWs) in order to score goals in soccer can provide useful suggestions for the construction of soccer coaching methods.

PURPOSE: The purpose of this study was to clarify the situational awareness of world-class female soccer FW players, especially those involved in FW movements to get behind the defensive (DF) line.

SUBJECT: A world-class female soccer FW player, winner of the 2011 FIFA Women's World Cup and the 2014-15 UEFA Women's Champions League, whose playing style was characterized by FW movements to get behind the DF line.

ANALYSIS: Transcendentalist reflective analysis with borrowing questions from others was used. In order to evoke the sense of motion experience of author A regarding the FW's movement to get behind the DF line, we conducted the first reflection analysis using borrowing questions by author B. Then, we conducted the second reflection analysis using borrowing questions by author B and author C in order to elucidate the ground structure of the sense of motion experience. Next, a second reflective analysis was conducted using orrowed questions by Authors B and C in order to elucidate the ground structure of the awareness of the sense of motion.

RESULTS: Dynamic orientation characteristics related to the ability of female soccer FW players to grasp the situation were identified.

In dieser Studie wird der Prozess der phänomenologischen „Affektion“ bei der Genese der kinästhesiomorphe des Handabstoßens beim Kastenspringen anhand eines konkreten Fallbei spiels eines Kleinkindes analysiert. Konkret wurde gezeigt, wie der Einsatz eines Schaumstoffs als Markierung und die Aufgabe, „den Schaumstoff mit dem Gesäß zu zerdrücken“, zur Genese der kinästhesiomorphe des Handabstoßens des Kindes beigetragen haben.

Die Studie hebt hervor, dass eine empathische Perspektive des Lehrers bei der Bewegungsanleitung von Kleinkindern von entscheidender Bedeutung ist und dass konkrete Zielobjekte und präzise Anweisungen besonders wichtig sind.

Diese Arbeit liefert Einblicke in die Rolle des Lehrers bei der Erfassung des entscheidenden Moments für die Genese der kinästhesiomorphe von Kleinkindern und trägt zur Erweiterung der Methodologie der Bewegungsanleitung im Kleinkindalter bei.

Artistic gymnastics has been included in the Modern Olympics since the first Games, held in Athens in 1896. The rules have been revised on a number of occasions over the course of time, equipment standards have changed, and the apparatus have improved. Many techniques have thus been generated due to the development of artistic gymnastics. The progress and development of these techniques has served as a foundation for the development of artistic gymnastics, and the development of sports technology (“Sportliche Technik” Fetz，1972，p.287) has had a major impact on the process whereby these techniques have been generated.

On the basis of historical source materials, this study aims to elucidate trends in the technical development of the turning and flipping skills group on the balance beam by examining factors such as the impact of changes in equipment standards, scoring rules, and technical skills.

Since 1960, the following points have become evident in regard to the flipping skills group.

・After the 1964 Tokyo Olympics, the balance beam changed into a rhythmic and dynamic event due to the development of techniques, improvements in equipment, and scoring rules that discouraged static performances, and the balance beam became a rhythmic and dynamic event, and the techniques of the flipping skills group changed. There is a strong trend toward speeding up technology.

・After 1976, the techniques in the flipping skills began to be performed as a series of techniques rather than as single techniques. Particularly in 1979, as the scoring rules required a series of techniques that directly combined techniques, and with the development of the technique for “backflip”, the flipping skills were treated as a central element of acting. becomes.

・Since 1993, the role of the flipping skills were limited to its value as a run-up. there has been an ongoing rising trend in enhancing artistic value of performances by combining existing skills with acrobatic elements. Since 1960, this study revealed the following points in regard to the turning skills group.

・Until the 1990s, 360° turns were performed in competition.

・Since the 1990s, due to the influence of scoring rules, the upper limits of evaluation points were abolished, resulting in a marked tendency of making existing skills more structurally complex.

In this way, in order for the balance beam event to remain as an event in gymnastics in the future, it is necessary to have a fundamental understanding of the event itself. Furthermore, it will be necessary to revise the rules to encourage the generation of original shapes based on an understanding of the essential event characteristics of the balance beam mentioned above, as well as to improve the equipment and change the equipment standards.

Ziel dieses Beitrags ist es, zu untersuchen, wann und wie sich „leibliches Wissen“ herausbildet und erscheint. Zu diesem Zweck wurde die Exemplifizierung des „Stillens“ zwischen Müttern und Neugeborenen aufgegriffen und durch das Verfahren des Abbaus, aufbauend auf vorange gangenen Diskussionen der phänomenologischen Bewegungslehre, untersucht.

Die Ergebnisse zeigten, dass die Säuglinge in Bezug auf grundlegende Zeitigung und Triebintentionalität bereits im Alter von zwei Wochen eine vage instinktive Protention hatten. Es wurde außerdem festgestellt, dass sie Erfüllung und Unerfüllung in der Instinktintentionalität erfassen. Darüber hinaus wurde beobachtet, dass Säuglinge Grundlagen des primitiven leiblichen Wissens empfinden. Zudem wurde die Studie unter besonderer Berücksichtigung auf die Interleiblichkeit vertiefend weitergeführt. Die Ergebnisse zeigten, dass Mutter und Säugling bereits ab dem ersten Lebensmonat erfassen, ob zwischen ihnen in der Welt der passiven Intersubjektivität eine angenehme leiblichen Resonanz entsteht oder nicht. Auch die passive Intentionalität leistet einen Beitrag zur „Begegnung“ mit Kinästhese und wurde als der Ursprung des intersubjektiven leiblichen Wissens bestätigt.

Die Ergebnisse dieser Untersuchungen könnten für die zukünftige Entwicklung der Bewegungslehre der Säuglinge und Kleinkinder als wertvolle Grundlage dienen.

Systematic structural analysis based on the structure of gymnastics techniques can help to clarify the basis for evaluation in competitions and to help gymnasts and coaches in the field to effectively promote gymnastics training.

Therefore, this study attempted to clarify the position of this technique in the system and the value of its transmission for learning and teaching by conducting a systematic structural analysis of "Ri Se Gwang" in the jumping horse. Therefore, four analyses were conducted in this study to achieve this objective

1. clarification of structural problems and confusion in evaluation of "Tsukahara twist" and "Kasamatsu twist "

2. Systematic Structural Analysis of "Ri Se Gwang"

3. analysis of the developmental system of "Handspring sideward with 1/4 turn

" 4. analysis of the problematic nature of the "twist-back form"

As a result of the analysis, we were able to confirm the difference in the twist structure between "Tsukahara twist" and "Kasamatsu twist," and to propose a new classification notation of "twist continuation form" and twist back form. Based on this structural understanding, he proposed the notation " Kasamatsu with salto backward tucked " for this technique, which is called "Ri Se Gwang," and clarified its position in the system. This helped us to clarify the value of the tradition for learning and teaching "Ri Se Gwang"somersault for this technique, which is called "Ri Se Gwang," and clarified its position in the system. This helped us to clarify the value of the tradition for learning and teaching "Ri Se Gwang".

Die alpine Skilauftechnik, die Ende des 18. Jahrhunderts in den österreichischen Alpen begründet wurde, hat sich heute in Japan nicht nur als Sport mit Zeitmessung, sondern auch als Sport mit ästhetischer Bewertung etabliert.

Das Skilaufen mit Bewertung in Japan unterscheidet sich vom alpinen Skilauf mit Zeitmess Protokoll. Beim Skilaufen als „Wertungs-Sport“ wetteifert man um die Qualität -wie Genauigkeit, Rationalität, und Schönheit- des Schwungs.

Die Durchführung dieser Form des Skilaufens als Sportart mit ästhetischer Bewertung wird auf der Piste und Buckelpiste gemacht.

In dieser Arbeit soll eine strukturelle Analyse des Skilaufens auf der Buckelpiste als „Wertungssport“ vorgestellt werden, in der die Prinzipien der phänomenologischen Bewegungslehre （Kaneko, 2002） genutzt werden.

Hierbei werden die folgenden drei Punkte thematisiert: -Die Problematik, die technischen Informationen der Skilauftechnik auf die Buckelpiste zu übertragen.

-Den strukturellen Charakter der Begriffsbestimmungen auf der Buckelpiste zu zeigen.

-Die technische Struktur der Skilauftechnik auf der Buckelpiste zu übertragen.

Durch die Erarbeitung und Lösung der oben beschriebenen Aufgaben kann die weitere Forschung im Bereich der Skilauftechnik auf der Buckelpiste weiter voran gebracht werden. Darüber hinaus kann das Ergebnis dieser Arbeit dazu beitragen, die Grundlage einer zukünftigen genealogischen Analyse zu bilden.

In this study, we conducted corrective coaching for learners who had developed movement difficulties in the straddle vault due to past failures, examined from the perspective of the morphological movement theory. The results indicated that eliminating the original kinesthesia of "lowering arms from the front and pushing the vaulting box while falling forward" and generating new kinesthesia in the "first flight phase (from take-off on the springboard until contact on the vaulting table)" and the "second flight phase (from take-off on the vaulting table until landing)" led to improvements in the movement difficulties.

In the "first flight phase," the new kinesthesia of "swinging arms from behind and placing hands on the far end of the vaulting box" eliminated the original kinesthesia of "falling forward" and was shown to be a major kinesthesia for learners to perform the skill safely.In the "second flight phase," the new kinesthesia of "putting legs together and raising arms forward to land" played a similar role to the main kinesthesia in eliminating the original kinesthesia but served as supplementary kinesthesia for learners to perform the skill safely. Therefore, when instructing this kinesthesia, it was necessary to ensure that the main kinesthesia in the "first flight phase" was established and could be performed without conscious effort.

Additionally, appropriate "spotting" and "adjustments in learning steps" based on the learners' situations significantly contributed to eliminating and generating kinesthesia. As for spotting, we performed two different methods depending on the learners' situations and fear levels, which were only pulling the upper arm up or simultaneously pulling the learner's upper arm forward with one hand and pushing the thigh forward with the other. As for learning steps, we adjusted the initially planned "running approach to straddle vault" to a "walking approach to straddle vault" according to the learners' situations.

This study presented a new perspective on corrective coaching for movement difficulties in the straddle vault. We hope that the findings of this study will be effectively utilized in coaching physical education.

This study explores the independent activities focused on “body movement” and “psychological stability” of a student with intellectual disabilities and cerebral palsy at special education schools, who have lost confidence in participating in physical education and sports activities. Specifically, the independent activities employed the shuttle run, consisting of a straight 15m run with a turn and three round trips, as a practical task. Students engaged proactively in skill training aimed at improving body movements, which he found challenging in sports and physical education. A teacher provided advice and support grounded in the student's kinesthetic horizon structure. Additionally, improvements in body movement led to restored confidence in participating in sports activities, which was considered a form of psychological stabilization. As a result, the student improved his shuttle run time by 20.51 seconds. Moreover, this improvement enabled the student to regain the confidence to participate in previously avoided activities, such as basketball games, where they began to engage actively. Thus, his confidence regarding participation in physical education and sports activities was restored; further, he showed willingness to participate in basketball games despite their prior refusal. These transformations suggest the effectiveness of incorporating sports kinematics insights into independent activities to overcome difficulties in physical education and body movements. Moreover, such improvements can positively impact psychological stability, indicating their potential for restoring confidence in sports and daily life activities.

Under the current rules of gymnastics, in order to obtain a high score, it is necessary to make the techniques performed in the performance as difficult as possible. In vaulting performances, athletes now aim to execute the moves with the highest D-score possible. The "Yurchenko Stretched 3/1 Twist" which is the subject of this study, has a high D-score of 5.6, but there have been few successful examples of this jumping technique both in Japan and abroad. For this reason, there have been few studies on the technical training of the "Yurchenko Stretched 3/1 Twist".

In this study, the author's own process of mastering the "Yurchenko Stretched 3/1 Twist" was described purely from a phenomenological standpoint, and the essential meanings involved in the generation of the knacks were clarified. As a result, the following factors influenced the development of the "Yurchenko Stretched 3/1 Twist" technique in the author.

1. By altering the structure of kinetic awareness of "round off" in the auxiliary run, and reducing the content of awareness of the pushing off, the “outward thrusting hands” (support of both arms with fingertips pointing outward) became more familiar.

2. The start of the twist could be accelerated by having the left and right thrusting hands have different functions, and this was found to make it easier to perform the side bending of the body necessary for the twist.

It is hoped that the results of this study will provide gymnasts and coaches who are trying to master this technique with a prior understanding of the technique and will make their training more efficient.

This study proposes hypothetical perspectives to be checked to smoothly facilitate efforts by athletes and coaches to improve skill by furthering changes in the athletes’ understanding of their movements, based on the process of a female college shot-put athlete who was struggling to improve her skill. Through analysis of the athlete’s case study, the following five perspectives to be checked were derived.

(1)Has the target image been set by fixing on a single image (block of images) in which the important points of the skill to be improved are easy to understand, and which is appropriate to the athlete’s physical characteristics?

(2)When copying the target image, is the athlete checking and understanding kinesthetic consciousness rather than just copying the form of the movement?

(3)During copying, are the perspectives for assessing whether the image has been achieved clarified from the two aspects of movement form and kinesthetic consciousness?

(4)When making efforts to improve skill, is there linkage of the externalization, correspondence, segmentation, and articulation of intention and feeling in the kinesthetic consciousness?

(5)When pursuing improvements to skill, is it clarified whether the understanding is subjective or objective, and are these verified against each other?

These findings of course relate to a particular individual. Although these findings relate to aparticular individual, athletes and coaches may be able to draw on them to improve skill.

This paper, drawing on the insights obtained from Kaneko’s notation theory in understanding the essential structures of jumping techniques in aerobics competitions, presents a diagram to systematize such techniques. The focus is on posture display techniques.

The study, to achieve this objective, first identifies all the jumping techniques listed in the scoring rules of aerobics competitions. These techniques are then classified into several groups of related techniques based on basic words. All the jumping techniques are classified into several groups according to “basic posture words” and “basic exercise words,” which are the basic words that indicate the basis for naming the basic form of the techniques. These structures are compared with one another based on the prescriptive words and arranged from simple to complex.

However, it is difficult to systematize the structures of jumping techniques by relying exclusively on the nature of the task of each technique identified in previous studies. In aerobics competitions, jumping techniques that involve twists include those that have different structures during the aerial phase to the final phase, and these techniques are executed differently. Thus, the acquisition of various techniques requires that their structures be compared from a technical standpoint. Therefore, this study also considers the technical components of exercise in examining the position of each of these techniques in their systematics.

The author believes that the systematization of the structures of the techniques will make it possible to clarify their systematics based on the nature of the task and technicality, which constitute the essential structures of the techniques. It is only on the basis of such systematics that the teaching of techniques can be organized and systematic and step-by-step teaching can be considered. The future goal, following the results of this study, is to present a system diagram for all jumping techniques and establish a teaching system that encompasses all of them.