To clarify developmental characteristics and sex differences in elementary school students, the approach run velocity and jumping movements during the long jump performed by second- (16 males and 15 females), fourth- (18 males and 18 females), and sixth (20 males and 16 females) -grade students were kinematically analyzed. In addition to measuring the distances achieved by the students, their movements from the start of the approach run to landing were video-recorded. Using recorded images, the mean approach run velocity in each 3-m section of the track was calculated, and factors associated with jumping movements were examined.
Sixth-grade students (males: 2.83±0.45 m, females: 2.25±0.32 m) achieved the longest distances, followed by fourth- (males: 2.41±0.41 m, female: 2.07±0.29 m) and second- (males: 2.15±0.27 m, females: 1.64±0.26 m) graders, in this order, with significant differences. As for the approach run velocity in the last 3-m section, both male and female sixth- and fourth-graders maintained their velocities until take-off, while those of male and female second-graders decreased. When preparing their bodies for take-off, both male and female six-graders straightened their upper bodies more quickly than second-graders to increase their initial vertical velocities at take-off. On the other hand, in both males and females, landing movements did not improve with age. On examining sex differences in jumping movements, decreases in the velocity during take-off, as well as the forward force when landing, were less marked among males at all grades.

The purpose of this study is to analyze the causal structure of the Promotion Process of Initiative Problem-solving Ability (PPIPA). Study is focused on high school physical education utilizing Structural Equation Modeling (SEM). Subjective problem solving skills on physical education was measured by a questionnaire survey, answered by 651 male high school students (2010: 1^st, 2^nd, 3^rd grades. 2011: 1^st grade. 2012: 1^st grade).
The causal structure model of the PPIPA in the physical education was hypothesized to be a cyclic causal loop consisting of 4 major domains: 1. intrinsic motivation, 2. initiative action, 3. achievement satisfaction and 4. self-recognition.
Standardized Cronbach's α coefficients of reliability and validity were statistically moderate for the causal structure analysis. The causal coefficient between the domains of intrinsic motivation and initiative action ability was. 36, followed by. 65 between the domains of initiative action ability and achievement satisfaction. 52 between those of achievement satisfaction and self-recognition and. 50 between those of self-recognition and intrinsic motivation. These causal coefficients between the domains of the model were statistically significant (P＜. 05).
The degree of the model fitting indicator GFI was .902, followed by .883 for AGFI, .959 for CFI, .926 for NFI, .042 for RMSEA and 1571.486 for AIC.
It was inferred that the causal structure model of the PPIPA at physical education was statistically valid from the degrees of the model-fitting indicators.

Floating toes have been a suspected cause of falls and are thought to affect foot form and exertion of toe muscle strength. This study examined foot form and toe muscle strength in children with and without floating toes. The subjects were 372 boys and girls aged 5-10 years old. We measured their height, weight, toe muscle strength, foot length, foot width, heel width, center of gravity position, and the internal and external arches of both feet. Floating toes were found in 17.4％ of the boys and 10.9％ of the girls and occurred most frequently with the fifth toe in both sexes. No significant differences in age, physique, toe muscle strength, or foot form were found in the groups with and without floating toes, suggesting that floating toes are neither related to foot form nor to toe muscle strength.

We evaluated the effect of learning appropriate movements through 4-week (8 sessions) tee ball lessons to improve fifth-grade elementary school students' throwing performance by examining changes in the distance the ball was thrown and movements from the perspective of kinematics. There were 18 males and 18 females, a total of 36 students. The distance the ball was thrown increased from 17.2±4.5 to 18.3±4.2 m among the males and from 11.4±3.8 to 12.4±3.2 m among the females, suggesting that their throwing performance improved through the learning of appropriate movements, consequently increasing the distance. The results also indicated the necessity of instructing males to throw the ball at increased angles of trunk rotation and posterior trunk tilt with elbow extension to improve the sequence of movements from the trunk to extremity, while maintaining a large projection angle, and females to projects the ball diagonally upward to increase the projection angle as points of guidance.

The purpose of this study was to clarify the change in a year of initiative problem- solving ability (IPSA) in physical education (PE). Male high school students in second and third grader answered the questionnaire survey.
In 2010: 139 second grader. 2011: 144 third grader. Total of 283 students. The survey was conducted during the health and physical education.
Referring to the questionnaires by Nishijima et al. (2000), we prepared a questionnaire consisting of four domains: intrinsic motivation, initiative action, achievement satisfaction, and self-recognition.
Result: 37 out of 38 items became higher in longitudinal change of IPSA in PE. Significant differences were found in 8 items among them. It was suggested that the development of IPSA was confirmed through PE program.

This study aimed to explore whether the living experience of parent-child camping would be able to create a basis where all adults would watch over and raise all children, and what contribution the camping experience would make in relation to child-raising support. Questionnaire responses from parents who participated in a camp suggest that sharing the living experience through camping and living in large-sized family groups may be expected to create support systems for helping children beyond one's own immediate family environment. Questionnaire responses on realizations or opinions of discoveries made through participation were arranged into the following categories: “I learned about group lifestyles by interacting with others,” “Others cared for me or were nice to me,” and “Camp became a place where I could feel safe.” Parent-child camping experiences can play a large role in creating a great opportunity to facilitate intergenerational interactions outside one's own family, as well as developing strategies to create a community where all adults watch over and communally raise all children. Furthermore, how participants wanted their family to live during the parent-child camping experience was arranged into the following categories: “I want to create opportunities for collaborating with others outside the family in daily life,” “I want to create opportunities for interacting with others of different ages, outside of the family”, “I want to be involved in the development of the children of other families.” Compared to before camping, the “emotional scolding” item in the nurturing skill scale on the questionnaire was significantly decreased after camping. Changes in parents' behaviors that may occur as a result of the camping experience may contribute to a reduction in aggressive behaviors in children.