This study aims to explain how childcare workers help young children foster creative movement. We examined the case of a forest kindergarten in Bavaria, Germany, by adopting three research methods: literature research on state-established early childhood education plans, participant observation surveys, and interview surveys administered to teachers. According to the Bavarian Early Childhood Education Plan, the teacher’s role in dance education is to “support the development of ideas” and involves “putting ideas together”. In the interviews, a teacher said, “If the kindergarten teacher is imaginative, the children will be stimulated by it, and they will be able to imagine their own movements and create their own movements.” Meanwhile, the observational study demonstrated how the expression of children’s movements was elicited by their teacher’s improvised expression. We conclude that the childcare workers themselves became expressive and that their very existence stimulates the children, draws out their ideas, and nurtures their creativity.

The purpose of this study is to clarify the “enjoyment” of ballet lessons felt by middle-aged and older women who continuously practice ballet as a health sport. Women in participating ballet lesson answered an open-ended questionnaire asking, “What do you enjoy about ballet lessons?”. After that, responses from 26 participants who were in their 40s or older, had a lesson history of more than one year, and had lessons more than once or twice a week were extracted. Responses were analyzed using SCAT, a qualitative data analysis method.

As a result, “approaching their admiration” “favor for ballet movements” “concentration through mastery of movements” “relationship with music” “improvement in technique and sense of self-growth” “practice of physical and mental health management” “favor for instruction” concepts were derived. And the constituent factors of “enjoyment” in continuing ballet as a health sport became clear.

Elementary school teachers in Japan feel anxious regarding physical education (P.E.) classes, given the insufficient emphasis on the specialty of P.E. during their instruction. Therefore, it is necessary for teachers to acquire such instruction skills at the elementary school teacher training stage. This study aimed to examine the ideal state of P.E. classes in the elementary school teacher training course by clarifying the teacher training student’s confidence in instructions and their attitude toward movement observation and practical skills in the six strand. It was discovered that the training students’ confidence in their ability to improve the skill of the children was insufficient, as was their awareness of having acquired practical skills and the ability to observe the movement and skills of the children. In particular, awareness of these aspects in relation to the area of Expressive Activity was low. In addition, it was believed that being able to execute the model performance and judge the quality of skills were tied to confidence in improving students’ skills. Furthermore, it was revealed that among the six strands, skills acquisition in strength-building, track and field, and Expressive Activity proved particularly problematic. For this reason, intensive skill acquisition learning was suggested to be necessary.

In this study, we watched 8 types of movements to understand what the college students perceived, and to clarify the “perspective” the movements.

As a result of analyzing the free descriptions obtained by the questionnaire based on the semantic content, a total of 8 superordinate categories were obtained: “ flow/part”, “ skill/ability”, “ thought/feeling”, “ natural phenomenon”, “life event”, “don't know”, “doubt/discomfort”, and “premonition of the movement. Based on these results, suggested that there are five perspectives in which perceive movements: “unclear”, “visual”, “imaginative”, “technical/ability”, and “feeling of discomfort”.