アスリートが試合への準備を行うにあたっての理論および方法論は，専門的な法則性に基づく指針となるパラダイムや指導的理念となる専門的諸原則に基盤を置いている．それら専門的法則性とは，安定的で再現される関係性を示す．つまり，生まれ持った資質と，競技力の構成要素を高いレベルに向上させる可能性との関係，また，アスリートの身体に作用を及ぼすトレーニングの内的・外的要素と，その結果として起こる反応との関係性，動きの質的表徴と準備状態の様々な要素の関係性，準備状態の様々な面と試合活動の最適な構造との関係性などである．これら原則は，アスリートが試合への準備を行う中で，実際のトレーニングに起こり得る典型的な状況においていかにあるべきかということや，コーチングをどこまで創造的におこなってよいかの指針を示すうえで重要な役割を果たしている．またこれらの原則は，科学的研究によって導き出された結果を解釈するために重要であることはもちろんのこと，それと同様に，我々がしばしば遭遇する現代スポーツの実情からかけはなれた医学・生物学的分野におけるケースにも適用することが重要である．

    This study developed the Organizational Citizenship Behavior (OCB) Scale for sport. In preliminary Survey 1, aspects of OCB required of sport team members were examined based on coaches' practical experiences gained through free descriptions. A total of 71 descriptions were obtained, which were classified into six types. In preliminary Survey 2, items for assessing OCB required of sport team members were developed and 41 items were extracted. Participants were male university soccer club members (N＝301, Mean age, 19.82 years ± 1.12 years) belonging to five universities that had participated in the national soccer tournament in the past. In the main survey, exploratory factor analysis was conducted with responses to 41 items that were developed through the preliminary survey by male university soccer club members (N＝545, Mean age, 20.12 years ±1.08 years) that had participated in the national soccer tournament in the past. The results indicated five factors, consisting of 20 items: “Sacrificial behavior,” “Effective communication,” “Interpersonal support,” “Integrity,” and “Cleanness.” Reliability and validity of the 5 factors and 20 items were examined. The results indicated the reliability and stability of each factor, as well as the complete scale. The scale, developed through this study, was named as the “OCB scale for sport,” which is designed measuring individual OCB in sport teams.

    This study aimed to develop a cognitive scale and demonstrate cognition of team tactics for football players. The study used a questionnaire, answered by 1,256 male football players. The data collected was subjected to exploratory factor analysis, reliability analysis and confirmatory factor analysis by structural equation modeling. The results showed that football playersʼ cognition of team tactics comprised seven factors: orientation as dependence on ability, mastery, difficulty, understanding the strategy, emphasis on the result, importance of training and dependence on the coach. The result of the confirmatory factor analysis showed a sufficient construct validity of the model, which comprised 21 items within the seven factors. The results also showed the relative importance of the football playersʼ cognitive factors, in descending order: mastery, dependence on the coach, importance of training, equally understanding the strategy, difficulty, dependence on ability and emphasis on the result. The suggestions for coaching were as follows:
1. Junior high school and high school football players found it more difficult to understand team tactics than college football players.
2. Football players who did not think about using team tactics showed a lower cognition for the factor of orientation as mastery and understanding the strategy than those players who thought about using it.
3. Football players who were substitutes found it more difficult to understand team tactics than regular football players.

    This study aimed to clarify the structure of an effective 1:1 defensive strategy to prevent breakthroughs in handball by applying knowledge obtained from the practical wisdom of top-notch athletes, and to provide knowledge that can be applied to practice in improving the individual defensive strength of junior-level athletes. In order to achieve this, we conducted interviews with five internationally-acclaimed defensive handball athletes and qualitatively analyzed narratives relating to the structure of 1:1 defense strategies. The results were as follows:
    1） During 1:1 off-the-ball defensive scenarios, outstanding defenders position themselves specifically to cover the offensive player or ball, depending on the situation. They also close in before the opponent moves into a position to catch the ball, and feint to constrain the opponentʼs incoming speed. In on-the-ball situations, these athletes position and space themselves in ways that make quick shots and breakthroughs on the dominant arm side difficult, and engage in close play to prevent the opponentʼs shots or breakthroughs through feinting without receiving warnings or being ejected from the game.
    2） 1:1 defensive plays made by outstanding defensive athletes appear to involve plays that remove extemporaneousness, appropriate measures against the opponentʼs final play, and risk management in response to sudden situational changes, rather than an instantaneous reading of the offensive tactical strategy from movements and responding through extemporaneousness.

    As the first step in developing an ideal sprinting form, the present author created a method of teaching students how to walk in which they are instructed to focus their awareness on not kicking or pushing back against the ground when they walk (the non-kick-conscious walking form). Many children taught using this method reported that it enabled them to walk quickly and comfortably. The purpose of this study is to compare the effectiveness of three different walking forms (individualsʼ natural walking form, the kick-conscious walking form, and the non-kick-conscious walking form) through walking experiments. Ten healthy subjects walked on a split-belt force-measuring treadmill using three different walking forms for 5 minutes at a speed of 1.7m/s for each form. The results showed that when using the non-kick-conscious walki-ng form, subjects were able to walk with the same speed by less longitudinal ground reaction force than other two walking forms, it became clear that it is an efficient walking form. From this experimental result, this method of walking is a movement technique that may prove effective for physical education taught at schools.

    This study reports a coaching case of a men's hammer throw athlete (abbreviated to “T athlete” after this) who had a problem with the acceleration of the hammer during the turn phase. T athlete’s personal record was 45.75m at the start of coaching. The theme of the training program was “hammer throw without using preliminary swings”. And T athlete practiced to accelerate the hammer during the turn phase. The training was carried out for about three and a half months. The procedure of the approach was divided into two stages. The approach ① was the 1st training process until T athlete learned “the hammer throw without using preliminary swings”. The approach ② was a training process after learning “the hammer throw without using preliminary swings”. During the approach ①, T athlete was able to learn the timing to accelerate the hammer from the right back during “the hammer throw without using preliminary swings”. In addition, the approach ② conducted the inclined plane of the hammer orbit of the actual throw to get closer to the one of “the hammer throw without using preliminary swings”. Finally, T athlete improved the personal record approximately 7m (45.75 to 52.67m). “The hammer throw without preliminary swings” is considered to be effective as one of the convincing training method to improve the turn technique of hammer throw.