Professional preparation in physical education has undergone many changes in the last ten years. Whereas in earlier years the term referred principally to teacher education, it has now broadened to include other areas re1ated to sports, health, and physica1 education such as Commercial Sport Management, Movement or Sport Science, Sports Journalism, Health Education, Athletic Training, and Dance. Before describing these curricula I feel it is necessary to give some background regarding changes in the U. S. A.

抄録全体を表示

The purpose of this study is to examine the subject of " school gymnastics " which was embodied by the 1909 revised " school law ". The subject of " school gymnastics " made it's sudden appearance in place of the previous "normal gymnastics and military drill" in 1909 and disappeared by 1911. "Teaching method of school gymnastics" edited by Korean Gakubu (the Ministry of Education) gives us a clue to understand the reason why " school gymnastics " was adopted as a schoo1 subject so suddenly. The book was published in 1910 but the preface, which showed the aim of the book, had already been written in 1908. In the preface they declared their dissatisfaction at " military drill " and expressed their wishes to spread " school gymnastics " as a scientific one. " Military dril1 " widely spread to schools including private ones in those days was regarded as a hotbed of anti-Japanese movement. The Ministry of Education adopted " schoo1 gymnastics "as a countermeasure to this movement.

抄録全体を表示

The term "situational judgement" has been used often in the field of ball games in our country. However, the study on situational judgement in ball games has been hardly deve1oped. This is partly caused by unclearness of the object of study, as situational judgement and situational judgement ability, at the conceptual level. Then it was attempted in this paper to consider and clarify three basic concepts, i.e., situational judgement in ball games, situational judgement ability in ball dames, and game situation, from such an uncultivated field. From another point of view, this paper can be regarded as an attempt to present some theoretical frameworks for the study on situational judgement in ball games. (1) Situational judgement in ball games was considered synonymous with decisionmaking in the game, and defined as "to make a decision what to play in the game". Next, the process of situational judgement in ball games was considered from the information processing approach, and a conceptual linear model of the process, which contains selective attention to outer game situation, recognition of game situation, anticipation of game situation, and decision on play, was presented. Finally, situational judgement in ball games was classified into ones of four levels according to the hierarchy of the decisions in the game. (2) Situational judgement ability in ball games was defined as "the ability to make situational judgement, i.e., to make a decision what to play, in the specific ball game". And it was discussed that situational judgement ability was an indispensable element of skill in each ball game. Next, four abilities at each sub-process of the above-mentioned process model were identified as the constituents of situational judgement ability in ball games. Finally, a few quasi-synonyms, as tactical ability and game sense, were discussed. (3) Game situation was defined as "the unity of all stimuli having influence on a player in the game". And their stimulus elements were shown concretely under the objective ones (outer game situation) and the subjective ones in order to understand the concept more clearly. Next, game situation was classified with reference to situational judgement from two different view points, the one is that it is static game situation in which tha game is started after stoppage or dynamic game situation in which the game is evo1ving; the other is that it is the game situation in which the plays to choose from can be standardized theoretically or the game situation in which such plays cannot be standardized theoretically. Combinding these two taxonomy, game situation was classified under four categories. About the frameworks presented in this paper, more theoretical consideration should be expected, and in parallel their validity and practical usefulness should be verified by the corroborative studies in future.

抄録全体を表示

The purpose of this study is to investigate the effects of the attributional instructions and achievement motivation on motor performance. The level of achievement motive (high or low achievement motive) was combined factorially with both attributional instruction (ability or effort) condition and trial condition (six trials) in a 2×2×6 design with repeated measures. The ability instruction condition was introduced by saying," The task performance will be influenced by your ability," prior to its trial, and the effort instruction condition was introduced by saying, "The task performance will be influenced by your effort". Forty-four male university students performed the mirror drawing test in one of the above four conditions. After the 2 nd, 4 th and 6 th trials, they made causal attributions for their outcomes and then evaluated the degrees of affection and expectancy at the next two trials. The main findings were as follows; (1) The ability instruction group attributed their outcome to good luck more than the effort instruction group. (2) All groups of different conditions showed significant increase in effort attribution, and decrease in task difficulty attribution. (3) The affective response (positive affection) in the effort instruction group was higher than that in the ability instruction group. (4) In the ability instruction condition, the expectancy in high achievement motive group was higher than that in low achievement motive group. But in the effort instruction condition, the expectancy in high achievement motive group was lower than that in low achievement motive group. (5) In the low achievement motive group, the speed in the effort instruction condition was superior to that in the ability instruction condition. In the high achievement motive group, however, the speed in the effort instruction condition was inferior to that in the ability instruction condition. On the whole, these findings supported Weiner's attributional model. Several issues on the application of attribution change program were discussed.

抄録全体を表示

In order to measure the anaerobic threshold of pubescent boys, 11 boys (13.3±0.3 years of age) and 10 adult contro1s (23.2±1.6 years of age) participated in the incremental bicycling exercise, during which the anaerobic threshold was identified as the point at which blood lactate began to increase steadily and rapidly. The anaerobic threshold as expressed in terms of work rate, % of maximal oxygen intake and heart rate averaged 120 watts, 72.7% and 164 beats/min, respectively. These values were 40 watts lower, 10% and 15 beats/min higher than that in adults. With an al1owance of small error, anaerobic threshold in boys could also be estimated from non-invasive ventilatory response, i, e, the point where ventilatory equivalent of carbon dioxide began to increase.

抄録全体を表示