One of the characteristics of ball games is that players are expected to be able to respond to complicated and everchanging situations. For this reason, the methodology for studies of coaching in ball games should be different from that for experimental studies. We, therefore, propose the “retrospective” method for case studies about coaching in ball games. Such studies consist of the authorʼs daily practice of coaching. If some success has been achieved by an original approach, qualitative and quantitative data of the approach are collected. Data about the backgrounds of coaches and players are also necessary. Interpretation of the results of the approach is the most important point in such studies. It is necessary to interpret the results as comprehensively as possible. It is also necessary to convince peers by explaining bad as well as good aspects of the approach.

    This study aimed to provide insights that will help to improve the coaching skills of baseball coaches by revealing the practical coaching knowledge that is exhibited by an outstanding coach and examples of the coaching he has provided to excellent players. In this study, an interview was conducted on a baseball coach who instructed two active Major League players during their high school years, and the responses given were then analyzed and interpreted qualitatively. As a result, the following findings were obtained.
1) The outstanding coach acquired practical knowledge of coaching in search of an edge and realized conflicting coaching practices in a single method.
2) The outstanding coach planned and practiced a method of encouraging his player to become aware of the challenges faced by the player by setting up games with appropriate opponents and encouraging the player to work independently, based on a prediction of the outcome, and the outstanding coach himself had a sense of urgency for his players' growth.
3) Even in cases where an elite player achieved his mid-term goal suggested by the outstanding coach, the outstanding coach conducted critical reflection, reviewed goal setting, and developed a model that emphasized the achievement of long-term goals, including personality development for the realization of the Athlete First.
4) The outstanding coach was aware that the experience of winning led to rigid coaching, and he recognized the importance of providing flexible coaching to the players in front of him without emphasizing too much on experience.

    This study examined the relationship between the outcomes and playing opportunities of the match immediately after the survey (next match), and the collective effectiveness and group cohesiveness of high school and university rugby players. The sample comprised 530 players from 9 high school teams, and 820 players from 9 university teams. They were classified into four groups according to the next match outcomes (before winning/before losing) and match playing opportunities (roster/non-roster). The Japanese translations of the Collective Efficacy Questionnaire for Sports and the Group Environment Questionnaire were used to measure collective efficacy and group cohesiveness, respectively. A two-factor analysis of variance was performed with winning or losing, and playing opportunity of the next game as the independent variable, and the score on the scales as the dependent variable. Results showed that the collective efficacy was higher in the group of high school players on the roster, before winning the next game. In contrast, group cohesiveness was not related to the next match outcomes for both high school and university players. In addition, both high school and university players had higher values in the roster group for both collective efficacy and group cohesiveness, regardless of the next match outcomes. Therefore, collective efficacy was related to winning or losing the next game only for the group of high school players on the roster.

    This study aimed to convert the practical intelligence of ball handler who play an integral role in “pick play” into useful knowledge for the field of practice in order to improve individual tactical skills in situations where multiple players are confronted. To achieve this goal, we conducted an interview study on pick plays with one male basketball player who excelled at the international level, and qualitatively analyzed his narrative. The following results were obtained.
1) In the preparation phase of a pick play, he analyzed the situation according to the gap and space created by his own initiative, and formulated a behavioral strategy that could resolve the situation regardless of the opponent's response. They can be viewed as tactical thoughts that constantly lead the opponent into unfavorable scenarios by updating the opponent's assessment during the game.
2) Once he knew the reaction of the defender he was facing, he played with selective attention to the next screener defender or situation confronting him. In doing so, he read the semantic structure of the opponent's defensive actions as signs, which helped him formulate a rational method of attack.
3) He was able to understand the characteristics of his teammate's screener and the matchup with the opposing defender facing the screener in a two-on-two game, and he played to exploit the differences in height, size, speed, and spatial weakness.
4) By using a variety of dribbling variations, the player could prevent the opponent from easily predicting his response to the play, and apply the tactic even in other, similar situations.

    In this study, seven modern dance experts investigated the actual state of breathing during continuous movement. As a results, the breathing of all subjects coincided with the timing of movement and the timing of respiratory phase. It was also found that in many cases, the person exhaled at a railroad crossing or railroad crossing, and then inhaled at a subsequent movement. In addition, we conducted a questionnaire survey on breathing instruction that modern dance experts have received so far. As a result, it was suggested that the breathing of the five people who received breathing guidance is likely to be influenced by the breathing guidance that they have received so far, and that the breathing guidance affects the actual breathing. Regarding the content of the instruction, it was mainly partially instructed in the practical training, and in the basic practice, only one dancer received breathing instruction.

    This study aimed to clarify the characteristics of experiences in athletic club and life skills of college baseball club members with national level competitive abilities. First, with regard to experiences in athletic club and life skills, we conducted the characteristics of the entire subjects in this study. Subsequently, we examined the differences in experiences and life skills based on differences in competitive abilities. We also analyzed the relation of athletic club experiences on life skills. We conducted a questionnaire survey that targeted 379 members of college baseball clubs, and analyzed the data of 301 members. As a result, college baseball club members generally scored high on support from others for sports club activities and etiquette and manners for life skills. On the other hand, the score of setting goals for life skills was low. The roster players who are registered as members in the official game tended to have higher scores for self-disclosure than the backup players. Furthermore, the roster players also scored higher on life skills, setting goals, thinking carefully, being humble, and maintaining physical health and well-being. Finally, while experiences in relation to support from others as well as effort and endurance had a positive influence on many life skills, the experience of daily life guidance from leaders had a negative influence on some life skills.