Present paper aims to draw attention to the potential problem of the concept of body and culture, subsisting from the emergence of modern European physical education theory to the coming of P. de Coubertin's Olympism, in the realm of the French history of pedagogical philosophy, and to represent it as an origin of theoretical problem that our Society has been confronting with. The outline of discussion is as follows: 1. The education in the period of the Ancien regime looked Health or Physical performance as Moral profiles of particular beings. Body is attributed to private-ness. 2. On arrival of the Enlightment, Body, amalgamated with the Performance culture in the Ancien regime education, is conceived as the Physical, and it is the beginning of a peculiar type of theory for educating the Physical. 3. The Physical grasped by new pedagogy becomes not only a blank depriving the Body of its given traditional bases of Performance culture, but also a functional spot of the physics' time axis. 4. Guts Muths' pedagogy grappled with above conceptual problem of compatibility of the Physical as nature with the culture. His way of thinking provides our Society of Physical Education with the prototype. 5. Attempting to build up a practical moral science by rigid method of physical training and by codification of motorics, Amoros' pedagogy suffered from dilemma of "funambulism" which persisted between the highest exploitation of physical functions and the formation of moral conduct. 6. In the modem education theory, the problem of the Performance culture was requested retrospectively to the ancient Greek culture, while there were no alternatives during 19th century. 7. Looking for the deepest entity of the Physical, and deeply influenced by the philosophical trends of the 20th century, the New physical education theories came up to investigate the monistic totality of the non-intellectuals in the Physical, whereas it becomes more and more difficult to apprehend the humanity going over the scientifism and the philosophism. 8. P. de Coubertin's Olympism challenges to restore the Physical to the humanistic culture. He wrote a civilization history of 'sport instinct', on the other hand, he intended to describe psycho-motor representation tied the muscle up the awareness in order to identify proper live time axis of body with overarching historical time axis. This would be considered, however, as aggravation of the theoretical problem of modem education of the Physical and the Culture.

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A study was conducted to identify the most important factors involved in the process by which athletes overcome troubles while taking into account the limitations of the subjective socialization theory as a methodology. This study was undertaken by first examining the methodology, which consisted of the subjective socialization theory based on the context of lifelong socialization or resocialization. As a result, Erikson's theory of ego identity was confirmed to be a useful methodological framework. Secondly, we examined the way that athletes tend to overcome troubles based on the above framework by the "life history approach". The materials used were a biography written about Ruy Ramos (a famous former professional soccer star) as well as his own autobiography. These materials were selected because they demonstrate how he overcame some difficult problems. His example was also considered useful for understanding the limitations of the subjective socialization theory. The main findings of this study were as follows. 1) Not only "subjecthood" (autonomy) but also feelings (spirit or heart) and emotional support from others are the most important factors determining whether athletes can overcome their problems. In addition, Ramos' example suggested that an athlete's ego identity plays an important role in overcoming troubles. 2) The theory of ego identity, namely, the subjective socialization theory is useful for understanding the subjective process of athletes overcoming troubles and their resocialization. Unfortunately, this methodological framework cannot be utilized to understand feelings because it is based on a rational "modem subject". Such a study therefore also requires researchers to apply the above framework in a flexible manner.

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A study was conducted to examine gender and age differences for factors related to life satisfaction levels in terms of the family, daily life-style, health, personal relationships, environment and life design. Data were collected from 1,320 healthy people aged 60 years or more in the community (665 males and 655 females). The main results obtained, using data with high reliability (a coefficient = 0.88), were as follows: Men had a higher satisfaction level for family and health factors than women. The satisfaction level for men aged under 75 was high and this trend was especially marked for the health factor in men and for all factors in women. The satisfaction level for women aged 75 or older was lower for all factors than that for men, and the trend was marked for health and personal relationships. Because gender and age differences in life satisfaction level vary from one factor to another, the satisfaction level should be evaluated accordingly.

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ケアハウスに入所している高齢者を運動軍と対照群に分け,3ヶ月間にわたって週に2〜3日の頻度で実施した運動教室が,対象者のIADL,抑うつ度,生活満足度・主観的幸福度および身体的体力レベルなどのQOLにもたらす影響について検討することを目的とした。1)運動郡のトレーニング前1ヶ月間の外出頻度,外出延べ時間,総歩数,および1日あたりの平均歩数は,個人差が大きく,いずれの項目においてもトレーシング前後で有意な変化は見られなかった。2)老研式活動能力指標および主観的健康度,毎日の気分,人間関係,生活満足度,および主観的幸福度は,トレーニング期間前後において両群とも有意な変化は見られなかった。しかし,今後希望する事柄がないと答えた者が,58.3%から20.8%に減少し,有ると答えた者が41.7%から79.2%に増加して有意な増加が認められた(p0.05)。3)GDS合計スコアはトレーニング期間前後において,運動群では有意な現象が認められ,その変化量は対照群のそれに比べて有意に大きかった。4)運動群においては握力,長座体前屈,閉眼片足立ち,および開眼両足立ちの握力中心の平均速度,移動距離に統計的な有意な変化は見られなかったのに対して,膝伸展筋群による最大等尺性筋力、反応開始時間、前身反応時間,ステッピングおよび開眼両足立ち時の圧力中心の平均速度,移動距離の成績はトレーニング前後で有意の向上した。また,特に膝伸展筋群による最大等尺性筋力,ステッピングおよび閉眼両足立ち時の圧力中心の移動距離のトレーニング期間前後の変化量は,対照群に比べて有意に向上していた。5)運動群では生活体力の歩行能力以外の項目においてトレーニング後に有意な変化が見られ,起居能力の変化量は対照群の値に比べて有意の大きかった。以上のことから,施設入所高齢者に対する3ヶ月間という比較的短期間の介入的運動指導の実践は,対象者の運動実施の意向を基に群分けを行ったこと,またそれによって両群間に人数的な偏りが生じたことに考慮すべき点はあるが,抑うつ殿改善や筋力,平衡性,敏捷性といった体力要素と起居能力といった生活体力の一部の向上を引き起こし,部分的ではあるがQOLの改善に一定の有効性を有する可能性が示された。

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本研究では,(1)ゲーム性が高いこと,(2)能力的に関係なく誰もが実践できること,(3)教師の専門的な指導の関与が少ないこと,という条件を満たすオーバーハンドスロー能力改善ののための学習プログラムを考案し,小学2・3年生男女を対象に週3回1日12-20投(学習段階により異なる)で3週間にわたる授業実践を通して,その有効性について検討した。結果は次のように要約できる。1)2年生男子・女子,3年生男子・女子いずれにおいても有意な遠投距離の向上が認められた。2)男子においては学習前の遠投能力水準が低い者ほど,大きな遠投距離の向上が認められた。男子には学習により遠投距離が低下したものが12名いたが,このうちの4名は,学習前の遠投能力が優れた児童(平均+1標準偏差以上)であった。女子においては,学習前の投能力水準と遠投距離の伸びの間には有意な関係が認められなかった。3)2年男子,3年男子においては遠投距離の向上は投射初速度の増加によるものであったが,女子は投射初速度,投射角度の両要因の増加に影響を受けたものと推測できる。4)2年生男子・女子,3年生男子・女子いずれにおいても,脚の準備動作や主動作中の体幹動作などに習熟が認められた。しかし,いずれのグループにおいても腕の準備動作には習熟が認められなかった。以上のことから,小学2・3年生の男女にはオーバーハンドスローの学習効果があること,本研究で考案した学習プログラムは,一部に改善の余地があるものの,全体的には遠投距離を向上させるのに有効であることが確認できた。

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