The Japan Society of Sport Methodology (JSSM) changed the name to “Japan Society of Coaching Studies” (JSCS) on the 20^th anniversary of establishment (March 20, 2010). This journal was also renamed from current “Japan Journal of Sport Methodology” to “Japan Journal of Coaching Studies” in conjunction with this renewal. This article tried to dissert the historical overview the renaming process of the society as referring the trend inside and outside the country of the physical education and the sport world, and to speculate the future perspective of the academic society.
    The foundation root of this society starts from the installation (1950) of the presentation category of “coaching” in The Japan Society of Physical Education, Health and Sport Sciences (JSPEHSS), and then the special-interest group “Methodology of Physical Education” (Taiikuhoho) was formed in 1968 that was the mother body later to procreate the independent society “JSMS” in 1989. The renaming process was characterized from the method of educational “PE” to more universal “sport”, and then more pragmatic overall naming “coaching” every almost 20 years under the influences of the contents, the objectives, and the social environment.
    The suggestion in the future perspective obtained as a result of these is the following:
    1) The establishment of knowledge and the theoretical frame connected directly with those solutions with finding the problem and the task that faces on an actual guidance site of the physical education and sports is a pressing need. 2) Those main tasks are divided into the performance theory, the training theory, the competition theory, and the team organization theory. 3) As for the discovery of these problems, excavations of the task, and reasonable solutions, the field work that the researcher enters an actual coaching field have a great importance. 4) The proactive cooperation with the related various sciences is expected only developing our own theoretical system in conjunction with mastering own skills in the real field of coaching.

    The purpose of this study was to clarify the contribution of body segments in soccer throw-in. Subjects were twenty seven male university students majored in physical education. And also, these subjects were divided according to T score of ball velocity into two groups; (1) high speed group (average ball velocity: 15.6±0.9m/sec for 13males), (2) low speed group (average ball velocity: 13.9±0.6m/sec for 14males). Maximal arm swing velocities on limited body in soccer throw-in movement were obtained a custom-made movement velocity measurement system connected to the Speed Meter. Soccer throw-in movement on the sitting position was performed from a custom-made chair, the subjects were tied up with a belt in order to avoid the participation of lower limb during the upper body throw-in. And same as, lower limb and trunk were tied up in upper limb throw-in.
    Contribution of upper limb was higher than that of trunk and lower limb in soccer throw-in. Difference of contribution of body segments in soccer throw-in was not observed between high speed group and low speed group.
    From these results, it was suggested that contribution of upper limb was showed higher values in soccer throw-in. In addition, it was considered that ball velocity was influenced for physical factor in soccer throw-in.

    The aims of this study were to investigate the relationships between long jump records and mean velocities in two 5-meters sections during approach running (12-7m and 7-2m sections from the point of take-off), between records and horizontal velocities and vertical velocities after take-off, and between records and the loss of horizontal velocities at take-off, and to obtain some suggestions for coaching toward the long jumpers.
    The motions of 66 long jumpers (35 male and 31 female) were filmed and then approach running and take-off velocities were analyzed.
    The records had positively related to approach running velocities of both sections. We found that records were positively related to not only horizontal velocities but also vertical velocities after take-off. While, losses of horizontal velocities at take-off were negatively related to record. These results suggest that better long jumpers have higher running velocities from beginning of running approach, higher horizontal and vertical velocities, and lower loss of velocities at take-off.

    The aim of this study was to develop a sailing knowledge test for high school sailors and analyze the strengths and weaknesses of their sailing knowledge. The test consisted of 95 items derived from 6 areas: rigging the boat, sailing, racing, strategies, tactics, and weather conditions. Sixty of 95 questions had 7 options, and the remaining questions had 2 to 6 options. The test was administered to 112 high school sailors. To select more reliable and validated test items, we investigated the reliability of test questions using Cronbach’s alpha coefficient and the homogeneity of questions using principal component analysis. Thus the relationship between test scores regarding knowledge and actual race performance and current career was studied. To examine the strengths and weaknesses of their knowledge, we used a Customer Satisfaction (CS) analysis, which was originally devised for marketing research but was considered useful for the purpose of this study. Results were as follows:
1） Weather condition test items were not included in the revised test because they had no significant correlation with other test items. It was considered that high school sailors themselves did not have knowledge of weather conditions, but that coaches or teachers advised and compensated for weather conditions during races for high school sailors. This finding meant that weather condition test items did not have the same serial knowledge scale or dimension as other test items.
2） Correlations between a test score and race performance and between a test score and career were significantly high, and the correlation between a test score and race performance was higher than that between a test score and career. A remarkable decrease was found in partial correlations between a test score and race performance and between a test score and career, removing the influence of each of these items on the other item. This finding indicated that the general knowledge that influenced race performance did not come from short-term book learning, but rather was taught by coaches or teachers during ordinal practice or accumulated during the sailor’s career.
3） Similarities in test items with a high Degree of Needed Improvement (SHUTOKU-HITSUYOSEI) derived from the CS analysis were a) an incident in which high school sailors were unable to recognize the importance of because they did need not think/decide/perform it themselves or during exercises in their practice, b) an incident that required the need for a fundamental knowledge of physics, and c) an incident that coaches or teachers did not provide advice about in usual practice and that high school sailors could not understand unless they read rule books or treatises. Contrary to the fact that general knowledge required for high race performance is obtained through usual practice or the sailor’s career, sailors should be instructed to gain additional knowledge about these 13 items on their own, outside of their usual practice.

    The aim of this study was to quantify the muscle activity patterns during bounding movement on a G-ball. Ten male university students, who were unskilled at the bounding movement on a G-ball, were participated in this study. The subjects were required to execute bounding movement in a seated position on a G-ball. Electromyogram (EMG) of erector spine muscle (ES) at L4, which is directly related to the postural control in the bounding movement, and acceleration at C7 were recorded. Difference between peak timing in bounding cycle of acceleration and ES EMG was examined with both mean of inter- and intra-subject. No significant difference between the inter-subject mean of the peak timings was detected. On the other hand, significant difference between the peak timing of acceleration and ES EMG was detected in intra-subject mean of five subjects, and two of the five showed the preceded EMG peak relative to that of the acceleration and the other showed delayed EMG peak. Therefore, in unskilled bounding movement on a G-ball, three patterns of ES activities were identified; preceded peak, delayed peak and simultaneous peak relative to that of acceleration. We concluded that the knowledge of the variety of ES activity pattern in unskilled bounding movement could be a key of appropriate coaching for novice in G-ball exercises.

    The purpose of this study is to develop an exercise program which can improve elderly people’s dynamic balance function, with the viewpoint of increasing sports motivation. To examine the effect of the exercise program, the experiment was carried out, with 18 subjects of more than 65-year-old males and females who can deal with the normal lives by themselves, by 60 minutes per time, once per week, and for 16 weeks. After 16 weeks exercise program, the results of measuring Functional Reach Test (FRT) which is the index of dynamic balance function and other indexes of physical fitness involved with FRT showed significant improvement. From the results, it can be confirmed that this exercise program is effective to maintain and improve the dynamic balance function for elderly people. Also, the questionnaires to the subjects were used after 16 weeks exercise program. As a result, it showed the affirmative answers such as “it was pleasure.”, “it was effective.” etc., which suggests the effect of this exercise program to increase the motivation for elderly people.