The purpose of this study is to clarify Herbert Spencer's educational ideas as the foundation of his ideas of physical education not by analyzing Education but by deducing them from his thought in its entirety. Spencer divided his social philosophy into two parts: social statics and social dynamics. This division accords with the one in Principles of Ethics, i.e. absolute and relative ethics, which is the most important part of his philosophy. In this study we focus on the former which deals with the state of the ideal society, i.e. the necessary laws for achieving happiness as the supreme end in his system of thought.
The attainment of happiness is nothing but the establishment of morality as an inner discipline for right conduct. Main characteristics of Spencer's thought are interdependent under this ultimate end. Spencer described the state of ideal society and of its member as social equilibrium and egoistic altruism. Egoistic altruism formed by morality can regulate right conduct for not only individual but social happiness. Hence, complete living set up as the final end in Education is only to be understood in its relation to the establishment of morality. Such characteristics of Spencer's educational theory as the stress on nature and science concern the formation of right conduct leading to happiness.

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Es ist unbedingt nötig beim Erlernen der sportlichen Bewegung, da β der Trainer die Bewegungsstruktur und die Zusammenhänge der Bewegungsverwandschaft versteht, von denen zu erlernende Bewegung abhängig ist. Das stufenweise Erlernen der sportlichen Bewegung wird nur dann möglich, wenn man die Bewegungsstruktur systematisch verstehen kann.
Wir haben hier für das Erlernen der Stützschwung vorwärts am Barren, die systematische Ordnung der Übungen in Stützschwung vorwärts nachgeprüft und einige neue Vorschräge gemacht. Dann haben wir auch die Bedeutung der Stützschwung deutlich gemacht, die als eine Vorübung der zu erlernende Zielübung in Stützschwung vorwärts erlernt werden soll. Daraus ergibt sich, da β es vier Reihen von den Übungen in Stützschwung vorwärts gibt. Das sind aus folgenden Gründen zu unterscheiden.
-Die Übungen, bei denen der Körper sich in der gleichen Richtung mit der Stützschwung vorwärts bewegt.
-Die Übungen, bei denen der Körper sich in der Gegenrichtung der Stützschwung vorwärts bewegt.
-Die Übungen, bei denen eine Flugphase vorkommt.
-Die Übungen, bei denen keine Flugphase vorkommt.
Es tritt daraus in den Vordergrund, da β die Bewegungsaufgabe der Stützschwung als Vorübung für die in Stutzschwung vorwärts zu turnende Übungen in Abhängigkeit von der Bewegungsstruktur der Zielübung gestellt werden soil. Dann kann man sich emn konkretes Bewegungsbild der Stützschwung vorstellen, das als Lehrstoff für Anfänger wünschenswert ist. So beim Stützschwingen soll der Turner bis zum letzten Zeitpunkt des Vorschwingens die Brust hohl machen und den Schulterwinkel vergrö β ern, um die Geschwindigkeit der Fü β e während des Vorschwingens zu garantieren.
Diese Folgerungen sollen weiter im Umgang mit der Praxis, d. h. abhängig von der Fertigkeitsstufe oder dem Grade der Stabilisierung der Bewegung, zur konkreten Methodik beitragen.

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We have conducted a research in order to clarify a movement of a top table tennis player using DLT method. We have tried to obtain basic data such as time intervals of various playing, times of shots, playing area, distance of movement and so on to plan a training program of a movement for table tennis.
The objects of analysis were 5 games of YOO Nam Kyu, who was the SEOUL Olympic champion, in the 9th ASIAN Table Tennis Championships in Japan. The games were filmed at 60 frames/second with 6 VTR cameras which were installed at separate locations in the gymnasium. For the purpose of this analysis, the various time intervals are defined as follows: In-play Time was from the initial movement of the service to final contact with the ball during play. It is acknowledged that this definition differs slightly from the official ITTF regurations for “ball in play” time. Rally Time was from contact with the ball on service to final contact with the ball during play. Service Time was from the initial movement of the service to contact with the ball on service. Waiting Time was from one player's contact with the ball to the other player's contact.
Two-dimensional coordinates on a TV monitor were computed with a VTR motion analyzer connected to a personal computer. These coordinates were then converted to real (X-Y-Z) coordinates using DLT method. The position of the player was estimated from the coordinates of the player's head (vertex), center of shoulders (acromions), center of hips (trochanterions) and center of ankles (malleolus fibulae points). Distance of movement and velocity of movement were computed for every body point in several directions; right to left and forward to backward (in relation to the table), and up to down. Distance of movement was a line that links the position of the player every 0.1 sec during Rally-time. Velocity of movement was calculated by dividing distance of movement by Rally-time for each rally.
The results and findings are summarized as follows;
1) Mean total In-play time was 144.63±27.69 sec (±SD). This represented about 20-30% of the games of which average was 611.75±33.50 sec long, meaning that about 70-80% of the games was excess time spent doing such things as picking up the ball or wiping off perspiration.
2) Mean Service Time, Mean Rally Time, Mean In-play Time and Mean Waiting Time was 1.05±0.37 sec, 2.56±1.79 sec, 3.60±1.83 sec and 0.66±0.19 sec, respectively. This represented about 30% of In-play Time was Service Time and about 70% of it was Rally Time.
3) Mean times of shots during 1 rally was 4.61±2.12. The distribution of times of shots during 1 rally showed that in the case of 74.6% of all rally, a player won or lost a point in 5 shots.
4) The playing area for YOO was positioned at the side of his free hand in 4 games. In 1 game, it was positioned at the side of his racket hand. His main stroke of the game was different from previous 4 games.
5) In each game, the distance of movement for YOO on a horizontal plane during Rally Time was between about 100m and 200m at the center of the ankles. And mean distance of movement for YOO on a horizontal plane during 1 rally was between about 3.5m and 4.0m at the center of the ankles. In the table tennis games, the player's repeated acceleration and deceleration in various directions was instantaneous.
6) In each game, mean average velocity of movement for YOO on a horizontal plane during 1 rally was between 0.85m/sec and 1.08m/sec at the head, 0.90m/sec and 1.05m/sec at the center of the shoulders, 0.99m/sec and 1.18m/sec at the center of the hips and 1.36m/sec and 1.51m/sec at the center of the ankles.
7) It seems that these new data and findings are very important to plan an efficient training program for table tennis coaches and players.

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The purpose of this study is to clarify the factors influencing the learning of motor coordination in childhood by means of a questionnaire.
The subjects were 718 boys and girls in total in the 5th and 6th grades of elementary schools.
The questionaire was sent out to the subjects from October to November in 1989. The degree of motor coordination ability of each subject was calculated by means of the 5 grade evaluation based on self judgment for 8 items: running, ball throwing, ball hitting, ball catching using 2 sizes of ball, swimming, ball kicking and balance ability of the body.
The three groups divided by degrees of motor coordination ability-high, middle and low-were classified by the values of (x±1σ) motor coordination ability of all subjects, and the groups were compared with each other. The main findings are sumarized as follows.
1. The participation in sport clubs for a long term and active exercises makes it easy to learn about a high level of motor coordination.
2. Frequent contacts with their playmates and many more experiences of outdoor playing make a high level of motor coordination.
3. We think that parents' favorable attitude toward sports causes their children to have motivation for physical activities and positive participation, and as a result, to give them a lot of chances to learn a high level of motor coordination.
4. The high frequency of the uses of many kinds of instruments for physical activities and of sporting goods makes it easy to learn about a high level of motor coordination.

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[in Japanese]

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As much like western nations, a five day work week is now widespreaded among Japanese corporations. Along with such a soial change, the Ministry of Education has also taken two days holiday a week into consideraion and is proceeding with it experimentally.
Schools which educate handicapped students, however, are concerned with finding ways to spend increased holiday. On a viewpoint that sports are a main free time activity, this study surveyed how mentally handicapped children play sports at home. The survey is based on questionnaires to parents of 325 male and 159 female mentally handicapped students aged 8 to 18 who registered at mentally handicapped schools in Tokyo.
The results are as follows;
1. Most of the students think of sports positively regardless of their intellectual abilities.
2. Parents think that they want their child to play any sports, regardless of child's preference.
3. Sports which students enjoy daily is light sports such as walking and jogging.
4. Most of student's playmates are their families and mostly are mothers.
5. Institutionalization of volunteering and improvement of sports facilities are requested.

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