During early childhood, children need to move their bodies spontaneously, mainly through various forms of play. To facilitate spontaneous physical play, it is necessary to be creative with environmental structures, and this is where physical play equipment performs an important role. This study focused on “bilibo,” a toy that does not come with instructions for use. The study was conducted amongst 5-year-old children who were given bilibo play equipment with minimal guidance on how to use the toy, and their physical play activities were captured and analyzed. The forms of play that emerged fell into 5 main categories and 14 subcategories depending on how the play equipment was used, and it became clear that the children had devised various forms of play on their own in response to the diverse characteristics of the bilibo play equipment. The study showed that the spinning games were the most popular with respondents; specifically, the children were frequently observed to sit in the bilibo play equipment and pivot, wobble it or spin it, and play imitative games using the bilibo.

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In this study, we aimed at obtaining a basic knowledge to effectively utilize a G-ball as a teaching material for ''Body Building Exercise'' by devising and instructing an exercise program using a G-ball, targeting 58 pupils in the third and fourth grades of an elementary school. For the research method, the formative class evaluation and the balance-capability measurement (sitting balance and rollover balance) were used. As a result, it became apparent in the formative class evaluation that the pupils tended to learn pleasantly, actively and friendly. In the balance-capability measurement, it was shown that the average point for the sitting balance increased significantly through the exercise instruction ( p‹.05). On the other hand, the average point for rollover balance did not show significant change before and after the instruction. But in both of the tests, it was observed that a pupil whose point was lower in the first period tended to get a higher point in the fourth period. From these results, it was suggested that a G-ball has a possibility to become a teaching material with which many pupils can learn pleasantly and actively, including the fact that even those pupils who are not good at G-ball exercise can achieve the goal of the task.

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The aim of this article is to elucidate skill-enhancement observed during skillful motions, viewed from a qualitative aspect, at the phase of turning back in the running, with data obtained through the practice of “quick shuttle run”, which is one of the movements to enhance skills in skillful motions. Targeting 6 graders in an elementary school, we implemented a play class in which quick shuttle runs were performed and we extracted 4 characteristic episodes at the phase of changing direction (turning) in progression of a series of motions of the children. As a result, it has become evident that, the upgrade of the quality of motion in the quick shuttle runs comes from an appearance of the “fused phase”, which is a combination of the final phase in an outward route and the preparation phase in a homeward route. It has become clear, furthermore, that the “fused phase” shows up not only during the shuttle runs performed within a prefixed “course”, but also during the shuttle runs performed in a “space” where the change of direction in various directions must be done instantly. It shows up through the “next-motion-anticipating” movement by the children, in a form matching the situation.

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Four kinds of Exercises for releasing body and mind was practiced for 24 college students (18±0.4 years old). After practicing each exercise, the comment was called for about that each college student noticed, having adjusted, and having alternated. "It rides on a rhythm by two persons." 16 students noticed about uniting a motion with a friend or a rhythm and the body having got warm, and 13 students adjusted about uniting a motion with a friend or music. Moreover, 12 students had described by considering uniting a motion with a friend, and teaching each other as exchange. In addition, it was realized to be exchange and adjustment to unite a motion with a friend. "3 — 6 persons' exercise" Ten students noticed about the device of movement, or the confidential relation with a friend, and 15 students adjusted about the device of movement, and the bodily posture. When the number which performs taking communication and movement increased, 12 students had described the pleasant thing as exchange. The devices of movement were realized to be awareness and adjustment. "Where do you came from?" Ten students noticed about the pleasure of exercising, singing. 14 students performed adjustment which unites a motion with a ball or a song. 12 students had described it to be exchange to hear singing by all the members, and a friend's song. It was realized to be awareness and adjustment to move according to the rhythm of a song. "Constructing -gymnastics " Five students noticed about a partner's motion influencing itself, and four students adjusted maintaining balance with a friend. 12 students had described communication as exchange.

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