Purpose：The purpose of this study was to develop an observational evaluation method for evaluating the process of rope jumping pattern development which can be adapted for use by elementary school teachers.

Method：The subjects in this study were 537 children (261 boys and 276 girls) from the first grade to the fourth grade. The rope jumping motions were recorded with a camcorder and evaluated by the method using five typical stages of motor pattern development in rope jumping. Evaluation results obtained from eight observers were compared to test the inter-class reliability of the method.

Results：The higher grade students were evaluated higher in both the rope jumping pattern and motor pattern scores. And the motor pattern score was higher among the girls than the boys. Furthermore, the range of the Cohen's coefficient of agreement in the scores was 0.76-0.95, and the ICC (3,1) of the score was 0.943. These results showed that the observational evaluation method had validity and reliability.

Conclusion：This study shows that rope jumping pattern in elementary school students develops with the student's grade. Also, the evaluation method of rope jumping pattern observation was found to be useful for teachers, and was appropriate for understanding the development of the pattern of elementary school students.

The purpose of this study was to examine the validity of using movement trajectory in throwing motions to evaluate motor development among children. Forty-nine elementary school students participated in the study (15 first graders, 17 second graders and 17 third graders). The manner in which the subjects threw softballs were recorded and analyzed, then the subjects were grouped according to their throwing movement trajectory types. The movement trajectories were classified into 4 types：unimodal-circle, unimodal-elliptic, bimodal-circle, and bimodal-elliptic types. We did statistical comparisons in the throwing distance among the four groups. The correlation between the ellipse ratio and the throwing distance was also computed. It was found that throwing distance in the bimodal trajectory group was significantly longer than that of the unimodal trajectory group. There was a significant correlation between the ellipse ratio and throwing distance. Therefore, this evaluation that expected motor developmental stage from movement trajectory in throwing motion is suggested as new motor developmental evaluation. Its clinical utility was also discussed.

［Objective］ The Objective of this study was to clarify the relationships among physical fitness, academic achievements, psychological stress scale scores and lifestyles (eating breakfast, sleeping time, time spent for watching television and game). It was done for the subjects of 175 junior high school students in 2014.

［Methods］ We used the following statistical analyses：the Pearson product-moment correlation coefficient, the one-way analysis of variance, the Bonferroni's method for performing multiple comparisons, the chi-square test by cross tabulation and the logistic regression analysis.

［Results］ the primary results were as indicated below.

1) Academic achievements of boys with higher physical fitness were a little high, and their stress degree was low. They could also perform well on different physical activities such as sit up and standing jump.

2) Academic achievements of those who have breakfast everyday were also high, and the stress degree was low. The stress degree of those whose sleeping time a day is less than 6 hours was relatively high.

3) According to the logistic regression analysis, among the factors that influenced academic achievements, physical fitness and breakfast showed large influences.

As a result, it seems that it is preferable to develop the class of the health education and physical education that considers the physical strength improvement and the breakfast intake.