The Great East Japan Earthquake occurred in 2011, and communities in the affected areas were destroyed. The ensuing isolation of refugees remains a big issue even today. In this research, we focus on an exercise class targeted at promoting communication between refugees and local residents and aim to determine the structure of an ideal exercise class intended to support refugees by analyzing qualitatively the results of semi-structured interviews conducted with 10 middle-aged people who took refuge in Tsukuba City, Ibaraki Prefecture, after the earthquake.
    We interviewed 4 male and 6 female middle-aged refugees, and selected and analyzed 76 stories of all the stories that emerged during the interviews. Based on the analysis results, we classified the meanings attached, by the respondents, to participating in an exercise class as follows: (1) Temporary escape from reality, (2) Physical activities, (3) Meetings and connecting with other people, (4) Part of daily life, (5) Passing time, (6) Motive to change, and (7) A source of entertainment.
    We thus conclude that participating in the exercise class promoted refugeesʼ psychological and physical wellbeing.
    We consider it necessary to construct various processes and incorporate them into the management of an exercise class for refugees, taking into consideration their inputs.

    The purpose of this research was to clarify the characteristics of positions and jump performances in elite male volleyball players. Fifty-nine professional and ninety-nine college volleyball players were participated in this study. The main results were as follows: 1) Height, standing reach height, and body mass were correlated with SPJ3 reach and SPJ1 reach. 2) SPJ3 height was correlated with RJ-index, RJA-index, SJ, CMJ, and CMJA. 3) Height, standing reach height, and body mass were significantly higher in MB than WS, L, S. 4) RJ-index was significantly lower in MB than WS, L, S. RJA-index was significantly higher in MB than WS, L, S. 5) SPJ1 reach height was significantly higher in the following order: position MB>WS>S>L. SPJ1 height was not significant difference between positions. SPJ3 reach height was higher in the following order: position MB>WS>S>L. SPJ3 reach height was not significantly higher in MB than WS. SPJ3 height was significantly higher in WS than MB. 6) Standing reach height and body mass were significantly higher TG than SG. SPJ3 reach height and SPJ1 reach height were significantly higher in TG than NG. RJ-index, SJ, CMJ, CMJA, SPJ1 height, and SPJ3 height were significantly lower in TG than NG. In the anthropometric characteristics and jump performance, it was observed many characteristics by position.

    The purpose of this study was to investigate the physiological and morphological characteristics of skilled long-distance runners in uphill running to employ the index of aptitude in uphill running. Eight long-distance runners were measured for body composition, girth, muscle thickness, jumping ability, leg power-force and aerobic capacity (velocity/work rate@ OBLA, maximum oxygen uptake). It was no correlation between value of uphill running aptitude index and body composition, girth, muscle thickness, jumping ability and leg power-force. While level running velocity at OBLA was not correlated with aptitude index in uphill running, maximum oxygen uptake was correlated with uphill running aptitude index. Additionally, pedaling power at OBLA and maximum oxygen uptake using a bicycle ergometer were correlated with uphill running aptitude index. In conclusion, skilled uphill running long-distance runners have higher ability of aerobic energy production and muscle endurance in lower limbs.

    The purpose of this study is to clarify the structure and coaching philosophy that leaders should have in order to further advance the talents of young dancers in Japan. In order to achieve this goal, we carried out interview surveys of 3 expert dance instructors who are active in Japan. As a result of quantitative analysis of what they said regarding coaching philosophy, the following 4 points were revealed.
1. The most exceptional dance instructors believe in the absolute necessity of shaping the “dancing body” through exhaustive and constant training.
2. They believe in instruction that promotes the dancer’s better understanding of his or her own body and the expressiveness that it can convey-in other words, the necessity of shaping the dancer’s expressive body.
3. In order to elicit the dancer’s self-confidence and proficiency, They believe it is important to instill a sense of dedication toward coming to terms with one’s own body as a dancer's body.
4. They believe that it is important to instill an awareness of the dynamic nature of dance, in other words to take the view of cultivating a frame of mind that enables the dancer to self-correct (through feedback) his or her own body and expressions in an objective fashion, thereby eliciting guidance that inspires the dancer’s dynamic performance.
5. The coaching philosophy of an outstanding dance instructors consists of four components: the formation of a body capable of dancing, the formation of a body capable of expression, the breeding of dedication, and the breeding of dynamism. It was thought that the philosophy has a structure in which all of these components are not independent of each other but instead interact, like the intermeshing cogs of gears.

    The purposes of this study were to examine a model of practical wisdom for individual tactics in baseball batting and also gain knowledge contributing to a batting training. The study conducted a semi-structured interview with 7 batting experts who could tell us about their batting experience in the past. Modified-Grounded Theory Approach was used as an analysis method for the interview data. As the analysis results, 4 categories and 12 concepts were generated. The generated categories were (1) Formation of competing image, (2) Sophistication of competing image, (3) Selection of tactics, and (4) Formation of batting view. The following 4 items were revealed by the generated models. (1) A batter can reduce a burden to consider tactics when maintaining a wide range of basic tactics. (2) A batter selectively gains a necessary technique for carrying out tactics. (3) A batter selectively gains useful information for carrying out individual tactics by understanding information through a batting experience in the past. (4) A batter develops a practical wisdom of individual tactics by reflecting on batting experience. The following 3 items were presented as a suggestion to a batting training. (1) Understand a feature for a wide range of techniques and use basic tactics as taking advantage of the feature. (2) Engage in purposefulness practice by securing tactics used in game and technical issues required in tactical execution. (3) Competing image with pitcher should always be updated by reflecting on batting experience in terms of between pitches, after at-bat, and after the game.

    In the “Streaks” research, examinations were conducted by performance results of athlete in the game. Gilovich et al. (1985) couldnʼt establish the existence of “streaks”. Other research were same results (Silva,1988; Adams, 1992; Albright,1993; Koehler and Conley, 2003; Clark,2005a; Clark,2005b).They canʼt establish from performance results of athlete. Thus, Asai and Sagawa (2013) were conduct research by new research method. Their method was used video-experiments with questionnaire. Participants were looked at volleyball game by video, and answered degree of “Streaks” in the questionnaire when every rally end. They noticed that “Streaks” relation with game situation. By the way, Asai and Sagawa(2013) were researched “Streaks” about one team. But, “Streaks” is measured by game situation of two teams. Because Teduka (2008) said that “Streaks moved closer to one team. ”. This means there is one “Streaks” in a game. Asai and Sagawa (2013) indicated that there is two “Streaks” in a game. Thus, Which team has “Streaks” ?
    We improved method of Asai and Sagawa(2013) and used investigation of “Streaks” by improved method of Asai and Sagawa(2013). ANOVA with the aim is to reveal difference between every rally in detail. As a result, we indicate that when team of no “Streaks” get one point, “Streaks” will moved closer to team of no “Streaks”. This frame of mind (i.e. there is one “Streaks” in a game) is equitably view. This is new perspective of “Streaks”.

    Here we report a case study on coaching in handball with the objective of providing knowledge useful for practice. To this end, coaching by an instructor (author) who directed a college female handball team was examined and discussed, focusing on the teamʼs defense and fast break tactics. The following aspects became clear: 1) When employing a tactical concept, it is necessary to properly understand the risks of the tactics itself, and be thoroughly prepared to compensate for them. 2) Defense and offense tactics have a mutual influence on each other; therefore, how adopted defense tactics might affect the teamʼs offense tactics need to be considered. In terms of coaching, it is important to incorporate tactical training into overall training.

    The purpose of this case report were to describe and study coaching for fielding grounders about baseball that the author has experienced, and to provide knowledge that help the other coaches to learn．A player that the author coached was a member of college baseball club, and he was an infielder. He had a problem that he cannot move to the batted ball aggressively when a grounder was hit in him, so he was not able to move for good catching position. For these problems, he often juggled a grounder and was also not able to shift to the following throwing motion smoothly. The author proposed some drills for him, and tried to induce him to judge behavior of a grounder early and to catch a grounder on an easy hop to catch such as short hop. As a result, he has come to be able to move to the batted ball aggressively and improve fielding performance during regular season. The knowledge gained from this case report can be helpful to other coaches when they coach infielders about fielding grounders.

    This case report presents the process by which a beginner coach practiced across seven months (214 days), from April to October 2014. The subjects were forty-seven male and female college and graduate students in the jump team of a university athletics team; the author was the assistant coach of that team. The results of the learning process of the beginner coach are examined in this case report as follows.
    In April, the beginner coach felt primarily anxiety, as the coach had only begun coaching. However, we overcame the various problems encountered in the process of coaching practice by reflecting on and thinking about a series of processes in the training plan, training practice, and training assessment. By building a relationship of trust with the athletes, the beginner coach began to be asked coaching questions more often by the players. Therefore, beginner coach became more confident about coaching. In order to transform into a coach who can respond to every question and situation, a beginner coach must practice and reflect on the coaching process every day; it is essential to continually repeat this series of processes. In order to share the knowledge that comes from coaching practice and to co-create a learning group of professionals who coach, it is important for the coaches leave records on the coaching practice. Finally, it was understood that coaching requires considerable time and resources, and even beginner coaches face challenging economic burdens, such as tour costs while coaching.