The use and abuse of drugs by top athletes is recognized as a major issue among those who are organizing and supervising the sports world. The International Olympic Committee (IOC), especially, has been making great efforts to eliminate the specific drugs from the sports world since 1968. Despite of the reinforcement of doping control regulations, fewer athletes still use the banned drugs or new drugs secretly in order to improve their performance.
It is fact that the reinforcing regulations have produced new problems, e.g. what constitutes a reasonable penalty, a generally accepted laboratory method for testing for new drugs or ways (e.g. abortion and blood doping), and what constitutes an invasion of an athlete's privacy. These problems would not arise or exist without the proclamation and enforcement of doping control regulations. Therefore, the purpose of this study is to prove the justification of doping control regulations from the points of equal assessment in sports contests and of the social influence that the athletes have.
There are the arguments proposed against the regulations which suggest that they limit the liberty of choice, that they don't foster a true morality, and that they are paternalistic even though there are many people in favor of them. After we were aware of the caution which had been insisted by M. Brown & P. Foulquie, we examined the probable consequences of two cases. The first case was where doping for performance-enhancement in sports contests was not prohibited, the second was where such doping was prohibited. The probable consequences of both cases could not be assessed equally in sports contests because there were (are) fewer athletes who use the banned drugs (or ways).
From the point of the social influence that the athletes have, we discussed two propositions which had been limiting the liberty of choice. The one proposition was that ‘doping is harmful to other athletes’, and the other was that ‘doping is harmful to public well-fare’. On the former proposition, we pointed out that it applied to contact sports. On the latter proposition, we found that its validity was proved by the reason why top athletes were taken as public figures and also generally were receiving public financial support.
From the above considerations, we concluded that IOC's doping control regulations were justified. Nevertheless, we recommended that IOC should try to resolve the early stated problems that the regulations cause.

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The purpose of this study is to clarify “the essential personal traits and abilities required from coaches” by analyzing their qualifications, criteria, and conditions based on the clear definition of “coach” to provide a clue to the solution of the ethical and moral problems in championship sports.
The term “coach” used in Britain in 16th and 17th centuries primarily meant “a state carriage of royalty or people of quality.” In this period it also meant “a private tutor who prepares a candidate for an examination” or “one who trains others for an athletic contest, esp. a boat-race.” At present this term has come to signify an “instructor in sport, ” the definition derived from the metaphor of carrying persons to be instructed. So far as the author has been able to uncover, very little literature exists in which a clear definition of the term “coach” is given. Therefore, in this study the term “coach” is defined as “a specialist who takes over technical and mental instruction of both player and team in championship sports.”
According to this definition, the qualifications, criteria, and conditions required from coach are:
1) to have certain practical and coaching experiences.
2) to broaden and enrich the knowledge of techniques and tactics on events concerned.
3) to master the basic and practical subjects on sports sociology, sports psychology, sports physiology, sports medicine, training science and biomechanics.
However, not everybody can achieve the success of either individuals or teams if these qualifications, criteria and conditions are met. In short, the essential personal traits and abilities which should be mastered, at a minimum, by a coach must be required as a premise for the above success. As a result of this consideration of these personal traits and abilities they can be briefly summarized into the following: 1. physical, 2. mental and personal, 3. intellectual, 4. technical and tactical and 5. others.
This being, it is considered that it is necessary to establish the “universal standards” which coach and player will be able to own jointly based on these essential personal traits and abilities and it is of urgent necessity to solve the ethical and moral problems in championship sports through them.

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The purpose of this study was to clarify the concept of “social attitude” and its validity as the objective of physical education. A series of A Course of Study were adopted as the research materials because they have been the guideline of Japanese physical education system.
The analysis shows that social attitude is to be categorized with such frameworks as the one for people and for rules. There are mainly three ways in which social attitude can be obtained in the process of physical education course;
1) Social attitude obtained in performing a particular movement (ex. sports),
2) Social attitude obtained during the process to acquire skills required to perform each movement,
3) Social attitude commonly obtained during the learning process in every subject.
As sports have a social character, the attitude obtained in performing sports is operative in daily life. Hence, it is significant to elucidate the teaching method of forming social attitude ‹1) and 2)› in physical education course.

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The performances of YOKO-UKEMI styles during falls in judo were analyzed by means of electromyogram and cinematography for to developments to protect the head from falls shock.
The subjects of the study were three well-trained players and five beginners in judo who volunteered to cooperate. These performance were classified in three ways: 1) falling from a squatting position, 2) falling after being lifted 70cm from the floor with supine position, 3) falling after hizaguruma. The subjects were instructed to keep pressing the mat after slapping hand (press-type ukemi) and to lift up the hand (pull-type ukemi) immediately upon body contact with mat after slapping hand.
For the purpose of the falling test, the relationship between elbow, shoulder muscles and neck muscles were examined by used recording VTR and EMG. The subjects elbow and shoulder joints were flexed and extended quickly. During this test, they were sitting in a chair, eyes closed.
For comparative examination of ukemi styles, one group of junior high school students were instructed to look at the knots in their belts during performance of ukemi, and another group of them to perform the pull-type ukemi.
The results are as follows;
1) After contacting the hand to the mat, the electrical discharges of left and right muscle sternocleidmastoids appeared more markedly in both well-trained players and beginners when performing the pull-type ukemi than the press-type ukemi. This result suggests that the occiput of subjects were protected from falls shock to the mat by pull-type ukemi.
2) During the pull-type ukemi neck flexions appeared greatly in both well-trained players and begunners.
3) After contraction of muscle biceps brachii with elbow flexion in a sitting position discharges of action potential of left and right muscle sternocleidomastoids were 69±21 msec (mean±s. d.), and after contraction of muscle deltoid anterior portion with shoulder flexion in the same position discharges of action potential of left and right muscle sternocleidomastoids were 42±21 msec. The appearance of action potential of left and right muscle sternocleidomastoids were observed in all of the subjects of the study. After contraction of muscle triceps brachii with elbow extension in the sitting position discharges of action potential of left and right muscle splenius were 82±18 msec in four out of eight subjects, and after contraction of muscle deltoid posterior portion with shoulder extension in the same position, discharges of action potential of muscle splenius were 70±20 msec in five out of eight subjects. Splenius muscle activity was possibly absent in the well-trained as compared to the beginers.
4) The present experiments indicated that the junior high school students could learn to perform the ukemi safely sooner if taught to do it in the pull-type ukemi than if instructed in the more traditional way to keep their eyes on their belt-knots when falling.

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The purpose of this study was to find the types of teacher behaviors, mainly interactional behaviors between teacher and students, in physical education classes. The relations between these types and the student's evaluation of their physical education classes, the teacher's abilities (experience level), and his personality trait were examined.
The subjects were 64 physical education classes instructed by 22 elementary school teachers. The teacher behaviors were observed and analyzed through the Cheffers Adaptation of the Flanders Interaction Analysis System (CAFIAS). In order to analyze the personality trait, the Maudsley Personality Inventory (MPI) was used.
Main findings were as follows.
1) Through the Factor Analysis, the teacher's behaviors in physical education class were divided into 3 factors, they were conceptualized as “Student's Spontaneity”, “Instructional Style” and “Suggestion and Cue”.
2) From average points of each factor, the types of teacher behaviors were devided. The factor of “Student's Spontaneity” was categorized into the types of “Acceptance” and “Authority”. The factor of “Instructional Style” was divided into the types of “Explanative” and “Interpersonal”. And the factor of “Suggestion and Cue” was divided into the types of “Efficient” and “Non-Efficient”.
3) It was recognized that there was a tendency for teachers with “Acceptance” and “Interpersonal” types to receive better student's evaluation of physical education.
4) Through examining the relationships between the types of teacher behaviors and teacher abilities (experience level), it was recognized that the experienced teachers trended to be the types of “Acceptance” and “Interpersonal” ones, which got the better evaluation of the students.
5) A certain tendency was also found in the relationships among the types of teacher behaviors and the personality traits. “Extraversional” teacher showed the tendency practicing the “Authoritative” and “Interpersonal” instruction. On the other hand, “Introvertional” teacher showed one doing the “Acceptable” and “Explanative” instruction.

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The purpose of this study was to find out the present status of physical educators in special schools, such as having the teacher's license or not, learning special education before or after the graduation, problems in teaching, recommendations for teaching or educators of physical education in special schools from now on, and so on.
The method of this study was the questionnaire technique. As the results, the answers were gathered from 1028 physical educators in 287 different special schools, and followings were deduced;
1. It is difficult to say that the system of teacher's license and the policy of educational services are well, because only a quarter of the subjects have qualified licenses for physical education in special schools and the majority of them do not wish to place themselves in special schools.
2. It is guessed that experiences of the subjects for special education are quite poor, because less than 30 percent of them have some study about special education before the graduation and the majority of them have up to 5-year teaching career in special schools and many of them are new hands.
3. Almost of all subjects have many problems in teaching. Main problem of them is how to deal with the difference in abilities or proficiencies of each pupil, however, many of them are related with instruction techniques and the knowledges of teaching, so it is possible to solve the problems due to promote and improve the curricula of teacher's colleges or universities and educational environment in special schools.
4. Physical educators in special schools do want to emphasize physical fitness of the handicapped rather than sports skills of them, and to engage not only the teachers interested but all other colleague in teaching the handicapped. And over 80 percent of them recognize and recommend the necessity of studying about the handicapped before the graduation.
5. However, totally saying, from the view point of the system of license and the policy of educational services, the surroundings of physical educators in special schools are not adequate, and of course, it is guessed that the system and the policy do not discharge their duty. In other words, after solving the above all problem and developing the field of special education, it seems that the future status of physical education for the handicapped will become bright.

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The purposes of this study are to examine the changing process of the adjustment of members of a mini-basketball club and to clarify the factors that regulate the adjustment of thoses children. The subjects of the longitudinal study were 1, 076 children of whom 491 are members and 585 are non-members. and the following results were obtained.
1) The adjustment of the members of the mini-basketball club is very high compared with that of non-members. The examination of the annual change of their adjustment shows that the adjustment gets higher and higher until it is about 110 points, and that after the highest point is reached it tends to decrease.
2) The annual change of the adjustment is not drastic, both boys and girls, members and non-members, show a small amount of decrease when they are in the sixth grade.
3) The adjustment of both boys and girls seems to increase in proportion to their out-door play, to the number of their friends, and to the attention they pay to their shoolwork. The following items seem to be the causes of the adjustment increases: ‘Juku’ (a sort of private evening school where children study for the entrance examinations), training schools (of caligraphy, piano and so on), the hours of their out-door play, the number of playing grounds, their enthusiasm for out-door play and, in the cases of girls, their inclination toward out-door play.
4) The change of the boys' adjustment, according to their grade, is similar to that of the girls and it tends to decrease when they are in the sixth grade. At the end of the sixth grade the adjustment of mini-basketball club members is at its highest followed by other sports club members and then by non-members.
5) The greatest factor that regulates the annual change of adjustment is, both boys and girls, their enthusiasm for study. Their inclination toward out-door play is the next greatest factor.

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