The purpose of this study was to interpret S. Shinohara's thought of physical education. In general different people may interpret the same thing in different ways. But interpretation of the thought of physical education had it's own history. Therefore the procedure adopted in this investigation is as follows:
1) Key concepts of S. Shinohara's thought of physical education were clarified.
2) Some preceding studies were examined.
3) S. Shinohara's thought of physical education was historically interpreted.
The results were summerized as follows:
1) Key concepts of S. Shinohara's thought of physical education were “body” “mind” “urge” and “will” which unify an urge. In accordance with these he thought “physical education was intentional formation of the body”.
2) Until now some studies of S. Shinohara's thought of physical education were in the context of human development theories and anthropological studies. [criticized as the thought that body was instrument of mind.] Another study was interpreted that his thought was not in the context of human development theories but in one of “self-expression theories”.
3) We thought “physical education was socio-cultural formation for all individuals”. In accodance with this standpoint we thought physical education was in relation to objective side and subjective side of culture. Consequently S. Shinohara's thought of physical education was interpreted as the axis of co-ordinates in Japnese theories of physical education.

View full abstract

An increasingly important phase of our modern Physical educatoin program is the teaching of the tennis activity. There is a wide ageement that the best method of guidance for acquisition of tennis ability does increase the studentf's understanding of that activity. Therefore, it is important and necessary to construct the teaching method according to scientific principles. At first step, the purpose of the present study is effects of the two different stances (closed and open) on the ability of the forehand drive stroke. For the above mentioned purpose, a series of the backboard tests has been designed and recorded in the video tape. Furthermore, for analysing behavioral differences between the closed and the open stance, EMG activities and strain curves were also recorded. The main findings of this study are summarized as follows:
1) The score of the backboard test in the closed stance was higher than that of the open stance.
2) From obtained results in movement analysis, movability of the knee and the hip joint in the closed stance was larger than of the open stance.
This phenomenon was outstandingly observed in the supporting (right) leg.
3) Onset times of changing force prior to the ball contact in the supporting leg were significantly different between the two different stances.
Those results Suggest that the method of the closed stance for the forehand drive stroke is better that of the open stance, and that the closed stance is the basis and the most important skill in tennis ability. This has been supported by the motor behavioral evidence of the present study.

View full abstract

The present study was made to elucidate some factors which seemed to be involved in variable jumped distances of the running long jump by age and sex, and also to clarify age changes in these factors.
Six hundred and thirty school children aged 8-12 years (second-sixth graders) were asked to perform the running long jump from an arbitrary approach distance. Out of these 630, 526 presented an ordinary movement pattern of taking-off on one leg and landing on both legs and were employed as experimental subjects. Fourteen factors were found by motion analysis to be involed in the jumped distance; 2 factors were by the physical structure of each child. These 16 factors were analyzed in terms of multiple regression.
The results obtained here are as follows:
1) Except for the 9-year-old children, approach velocity, jumping height, and angle of landing were found to be factors generally responsible for deciding the jumped distances.
2) Generally, approach velocity tended to contribute more highly to the jumped distance than either the jumping height or the angle of landing.
3) However, approach velocity tended to contribute less and jumping height tended to contribute more to the jump distance respectively, when both the male and female subjects were 10 years old or older. Approach velocity showed a tendency to contribute increasingly to the jumped distance and the angle of landing to contribute decreasingly to the jumped distance until the male subjects became 10 years old.
4) In the 11-and 12-year-old males tested, the angle of the knee joint in the free leg at the moment of the take-off was found to be responsible for the jumped distance. In the 11-and 12-year-old females tested, on the other hand, the angle of the hip joint-toe line from the horizontal plane in the take-off and the angle of the both thighs in the touch-down were involved in the jumped distance.

View full abstract

The cognitive structures on the 15 positons of rugby football by the coaches were analyzed by INDSCAL (Individual Differences Scaling). The coaches of WASEDA university rugby football club (N=17) served as subjects. The results of INDSCAL analysis were interpreted as follows: 1) dimentsion of formation, 2) dimension of tactics. It will be very important to take these dimensions into consideration in investigation of the positions of rugby football. Especially, the second dimension will require careful discussion in inquiry of coach guidance contents, because the second one will be more important in actual matches of rugby football.
In addition, the 17 coaches were divided into 3 clusters by the weights of INDSCAL subject space, applying hierarchical cluster analysis. These clusters were discussed by taking into consideration the coaches' positions that they had played as an active member of the team, their rugby careers and roles that should be carried out as members of the coaching staff, etc.
It was indicated that coaches' cognitive structures on rugby football positions would be influenced by their positions and roles within the coaching staff.

View full abstract

There are three basic types of forward handspring, followed by a forward somersaults that are performed on the floor, a forward handspring followed by a tucked forward somersault, a forward handspring followed by a piked forward somersault and a forward handspring followed by a stretched forward somersault. They are different forms of movements in the second position from forward handspring as first position. Each forward handspring, followed by forward somersaults are a composite movement consisting of a forward handspring and a forward somersault. The forward handspring, followed by a tucked forward somersaut develops into a forward handspring, followed by a piked forward somersault, and they develop into a forward handspring, followed by a stretched forward somersault: the basis for these basic movements.
This study attempts to determine the technical points of difference in the three basic types of forward handspring, followed by a forward somersault and to determine an efficient take-off for the forward somersaults develops into a stretched forward somersault. Althought the first part is technically similar there are differences in the take-offs due to the differences in the second part. In the landing from the forward handspring for a forward somersault in the first part when the heels and toes touch the floor the forward somersault is performed by bending the body backwards, leaping from a backward falling posture into th preparation for the leap. From this posture the spring is performed by returning the backward bending upper body toward the position which completes the leap. The motion here resembles the rebound of a bow, with the legs hitting the floor.
This enables the upward leap and subsequent forward rotation for the forward somersalt in second part. In a forward handspring follwed by a stretched forward somersault, the differences are mainly in the utilization of the efficiency of rotation after the take-off from the other two types. And, the differences are in the leap into the forward somersault in the second part and the movement of the upper body to assist the leap by using the legs.

View full abstract

Sports for the handicapped are now becoming popular, and athletic games events are gradually and widely increasing.
Our interest has been focused on research concerning the agility in physical fitness of the handicapped, despite the limited number of available studies. The purpose of this study is to observe agility by measuring whole-body reaction time in hearing impaired children, and to compare it with the normal reaction time. The results were as follows:
Reaction times evoked by auditory and visual signals in the hearing impaired were slower than that of normal children. The visual signal tended to shorten the reaction time, as compared with auditory signals. Both reaction time and performance time of the hearing impaired boy tended to be faster than that of the hearing impaired girl. These results indicate evidence of decreased agility in the hearing impaired, and the necessity to improve sports deducation techniques for the handicapped.

View full abstract

The purpose of this study is to examine strength in match and authority-power structure of Rugby Football clubs from the viewpoint of human relationships by means of questionaire. The subjects were 3, 010 members of 100 Rugby Football clubs from universities and colleges all over Japan. Main findings are summarized as follows.
1. As far as human relationships between the captain of the club and its members are concerned, the more strength in match the club possesses, the more dependent its human relationships are on the captain's power and authority, while the less strength in match it possesses, the more friendly human relationships exist between the captain and its members. This observation is mostly true with human relationships between school juniors and seniors.
2. In order to examine human relationship structure, two classification systems were invented: one is of mean value type and the other of profile type. When examined by means of these two systems, human relationship structure between the captain and the club members showed the above-mentioned tendency, that is, the more strength in match the club possesses, it tends to be of power-authority pattern and, on the contrary, the less strength in match the club possesses, it tends to be of low leadership pattern and of close friendship pattern. As far as human relationships between school juniors and seniors are concerned, when seniors are authoritative without being friendly to juniors, the latter tends to lose even respect to the former.
3. Human relationships between school juniors and seniors, when examined in their respective authority power structure, show the following characteristics: friendly human relationships are strong in outsider excluding oligarchy pattern, less strong in outsider including oligarchy pattern, least strong in outsider control pattern, and close relationships are revealed to exist between human relationships and authority power structure.
4. The relation between human relationship structure and authority power structure was examined by way of mean value type and the observations made are as follows. In no clubs of outsider control pattern, the captain has strong power and great authority, while in those of outsider including oligarchy pattern, the captain has both; those of outsider excluding oligarchy pattern have comparatively more friendly human relationships than the other two mentioned above. However, when examined by way of profile type, the captain of the club even of outsider control pattern has not only power and authority over but also friendly human relationship with club members.

View full abstract