Until now Michiaki Nagai has been regarded as a deserving person of school physical education reform, and there have been many studies about his school physical education theory. But no analysis has been made on the subject of his national physical education theory. Nagai who took a leading role in a school physical education reform from the late Meiji era to early years in the Taisyo did not have school physical education in mind as a problem limited to school. He described on his book titled "The Essence of School Gymnastics" published in 1913 that we could not realize a people of strong physique until the physical education should be practiced equally in families, schools, the military, and among the public with connection with and support from each other. In this paper an attempt is made to examine the process of development of his national physical education theory and to make clear its purpose, contents and method. The present study can be summarized as follows: 1) Nagai studied abroad to work out a policy for national physical education. And then with the experiences he would try to present a national physical education theory in an appropriate form to our country. The purpose of Nagai's national physical education is, physically, to build up a strong and active body with which people could survive a civilized society in which only the fittest can survive, and spiritually, to cultivate the samurai mentality that was a characteristic of our race, and then to encourage a foundation of Emperor's system through upbringing people of 'spirits'. 2) Nagai paid attention to the fact that in Europe and America, each government enforced public physical recreation as a public measure a long time ago, and planed to connect a school physical education both with public physical recreation and military physical education. In Europe and America people, very aware of the importance of physical education, exercised a family gymnastics vigorously. Nagai learned the contents and methods, and then he tried to execute national physical education in a way that family physical education was closely connected with physical education at schools and military institutions, and public physical recreation in Japan, too. But in our country people were retarded in awareness of the importance of public physical recreation and the economic situation was poor. So Nagai planed to fill up school physical education and to connect it with public physical recreation. 3) Nagai's plans of public physical recreation work were, firstly to found suitable facilities for physical recreation available for people from childhood to old age, secondly, to open school facilities, and thirdly, to invigorate young men's associations. And he thought that school teachers should take the lead and promote the plan in cooperation with the army and municipal authorities to attain these objectives. On the measures for public physical recreation, he took a serious view of young men's physical education. It was for the sake of the vitality of the nation and for the military in a broad sense, and for individuals in a narrow sense. 4) Nagai insisted on practice of family gymnastics to make up for a difficulty of public physical recreation work. He hoped that at first people of middle class and upper became an example of family physical education and then they should spread it to lower class. 5) Especially Nagai's serious point of view on exercise practice was to make people recognize a necessity of exercise rather than to make them take an interest in it. He insisted to practice national physical education as a discipline with an educational intention. Therefore Nagai's methods and contents of national physical education laid stress on a gymnastics.

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The educational movement "Kyouiku-gijyutsu-housokuka-undou" started in 1984. This movement emphasizes practical teaching methods without the sufficient examination on the objectives and the contents of school subjects; thus aims at the generalization of the normally diversified teaching skills. The purpose of this study is to especially examine the plans for physical education lessons in this movement. The fact that this movement has not sufficiently examined the objectives and the contents of education does not signify that the plans for physical education lessons in this movement is detached from the various philosophies of traditional physical education lessons. This inconspicuous relation between the plans for physical education lessons in this movement and the theories of physical education lessons of the past will be the focal point of this study. The analysis conducted in this study on the objectives proposed by Youichi Mukouyama, the founder of this movement, exposed an evident similarity between the Mukouyama's way of thinking on physical education lessons and one of the past philosophies of physical education "education-through-the-physical" which had been popular from 1945 to 1970's in Japan. Consequently, his way of thinking implicitly reflects the philosophies of "education-through-the-physical". This implies the possibility that the teachers like Mukouyama who don't examine the objectives or contents of education could not escape the influence of the educational paradigm of the past and are constricted to the reproduction of the deficient traditional lessons.

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The managerial behavior theory was applied to analyze sport organizations in this paper. The purposes of this study were 1) to clarify the factorial structure of managerial behaviors in sport organizations, 2) to examine some situational factors determining managerial behaviors, and 3) to investigate the influence of managerial behaviors on the effectiveness of sport organizations. Data were collected from 176 chairmen of the board of directors in sport organizations by a mail questionnaire. It contained 35 managerial behavior statements in daily job accomplishment and 45 items about organizational climate, organizational learning style, task trait, task environment, and organizational effectiveness. A factor analysis and multiple regression analysis were applied to analyze the data. Major findings were summarized as follows: 1) 8 factors (initiative of strategic innovation, external negotiations, consideration, initiating structure, supervision through information, fostering followers, performance emphasis, and upward influence) were extracted as sub-dimensions of managerial behaviors. 2) Some situational factors affected leadership behaviors (consideration, initiating structure, and performance emphasis) and initiative of strategic innovation. However, on the whole, the degree of the effect of situational factors on managerial behaviors was relatively low. 3) 7 factors (sub-dimensions) of managerial behaviors determined the effectiveness of sport organizations. Particularly, initiative of strategic innovation, fostering followers, external negotiations, and performance emphasis positively determined the organizational effectiveness of sport organizations.

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