Adoption and implementation of educational innovation has often been made through model schools selected for research. The process of organizational reaction to innovation depends on the situation at individual schools. To describe and explain the individual differences, it is necessary to understand their perspective and intentions. The purpose of this study was to find factors which help promote innovation in school physical education in a process of dynamic responses through management organization. A comparison of paired cases was employed. By this method, one set of elementary schools, which were assigned by the government as research models for physical education, were selected. Differences in the process of organizational reaction were then compared for each school's history. The main results were as follows: 1. Self-confidence arising from a good result and building of members' independence directly contributed to continuance of research on physical education. Furthermore, the level of "community knowledge" contributed to these factors. School R tended to share innovation, whereas school Y shared only explicit knowledge. 2. The mechanism of conflict resolution influenced the community level of semantic knowledge. Exhaustive discussions among members and an adviser on innovation were held in an attempt to adopt innovation. In addition, the belief and motivation for school research shown by the headmaster of school R greatly influenced the building of a nationwide information network. 3. How initiative leaders deal with school physical education research was a dominant factor in promoting "community knowledge". School R made structural innovations because of its understanding that the assigned research was for school education. School Y was only partially able to improve due to limited thinking in the development of physical fitness. 4. There were qualitative differences in obtaining and using human resources between the two schools. School R had a flat structure that considered human relations and had the will to carry out school research. However, school Y emphasized specialized physical education that made teachers depend upon each other. These differences were caused by the management creed of each school headmaster.

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A study was conducted to investigate the characteristics of sprint motion in top-ranking elementary school sprinters. The subjects were 10 first-class elementary school sprinters (sprinter group), and 31 standard elementary school children (control group), all aged 12 years. Measurements were performed for sprint speed, step frequency, step length, and sprint motion in terms of angular kinematics for both groups. In addition, the isokinetic peak torques at 60 and 180 deg/s were analyzed. The results obtained were as follows: The mean values of body height and mass were larger for the sprinter group than for the control group. Isokinetic peak torques during knee extension and flexion (angular velocity; 60, 180deg/s) were greater for the sprinter group than for the control group. The sprint speed, step length, and step frequency of the sprinter group were significantly greater than those of the control group. On the other hand, the support time of the sprinter group was significantly shorter than that of the control group. The relationship between sprint speed and sprint motion in the sprinter group was as follows: The maximal thigh lift angle (θT) showed a negative correlation (r = - 0.369) with sprint speed, and the ankle joint angle at the moment of foot contact (θA-on; r = - 0.619) and the minimal angle of the ankle joint during the foot contact phase (θA-min; r = - 0.372) showed a negative correlation with sprint speed. However, the maximal extension velocity of the ankle joint (ωA) showed a positive correlation (r = 0.326) with sprint speed. Although sprint motion in the sprinter group showed specific features, the correlation between sprint speed and sprint motion was not significant in either group. In particular, positively and negativity were contrary in the relation between θA-on, θA-min and ωA and sprint speed in the sprinter group, compared with the correlations in adult sprinters. The relationship between sprint speed and sprint motion showed that sprint motion in the sprinter group was not always similar to that in adult sprinters.

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連続その場跳躍の垂直床反力を男性7名の被検者について測定し,マス-スプリングモデルを基に分析した.跳躍動作は,股・膝関節をできるだけ伸展し,足底屈のみで行うものであった.身体を質点と下腿三頭筋による線形スプリングからなる単純なモデルと仮定した.床反力の実測値とモデルを基にした推定値の差は,床反力の最大値の10-14%の範囲にあり,小さいものであった.床反力が体重レベルを越える局面の時間から,モデルを基に身体のバネ定数が推定された.その値は,2.4×10^4-10.4×10^4N/mの範囲にあり,連続跳躍のピッチに伴い変化した.バネ定数から計算した跳躍高は,7名中6名が実測値に近いものであった.これは,マス-スプリングモデルの妥当性を示すものである.

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This paper reviews some of the previous research on the attitude of PE teacher's toward inclusion of disabled children into regular PE classes. When inclusion classes are planned without the necessary consideration and support for disabled children, they tend to become a negative experience for both children with and without disabilities. However, many studies have revealed that disabled children can be included in regular PE classes without a negative influence on non-disabled children if proper support is provided in the form of equipment, volunteers, and PE specialists. Although most PE teachers have been reluctant to implement the inclusion policy, their attitude becomes favorable once they have experienced it. Attitude varies according to the type of disability. It is necessary for teachers to have interest, knowledge and skills to plan and implement appropriate strategies in classes. However, very little is known about teacher training systems for inclusion classwork. More research needs to be conducted to develop successful inclusion classes. A tentative system for teacher training in inclusion classes is proposed.

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