The learning process of walking on stilts was studied by means of EMG and VTR, using both 15 male children ranging in age from 5 to 13 and 3 adults without experience of walking on stilts. Simultaneously using 7 age matched individual skilled in this locomotion, EMG was recorded to clarify the difference of muscle functions by age as well as movement structure of walking on stilts.
Further, for 252 male and female children ranging in age from 6 to 12 without experience of walking on stilts, learning ability was studied after 4 days of stilts walking practice.
The results obtained are as follows:
1) In walking on stilts the driving force is obtained by kinetic energy produced from leaning the body forward on stilts and energy resulting from swinging the lower legs forward. This procedure resembles as a reversing pendulum with the bottom of stilts as axes.
2) Muscular discharge patterns of skilled performers did not appear related to age development. 6 year old performer showed the same muscular discharge pattern as adult.
3) As 7 and 9 year old children learned this task, the EMG pattern showed the clearest reduction of EMG activity from the plantar flexors and knee extensors in the back double support phase when compared to children 11 and 13 years old. For many steps in which muscles was used appropriately, shifting of body weight and coordination of the upper and lower extremities were noted.
4) A correlation of r=0.710 (p<0.01) was obtained between equilibrium noted upon swaying gravity of the body when standing on feet with open eyes and frequencies of practice needed to be able to walk on stilts more than 10 steps. However, no significant correlation between equilibrium with closed eyes and frequencies of practice needed to be able to walk on stilts more than 10 steps was seen.
5) In children of both sexes age 9 or older, more than 94% could learn to walk on stilts after 4 days of practice, while 53% of boys and 63% of girls age 6 could learn this skill.
6) Frequency of practices needed to learn walking on stilts declined markedly from age 6 to 9, but only slightly these after.
The results of this study suggested that learning to walk on stilts is feasible from about age 6 and the optimal time of learning this locomotion is about age 9.

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It was the purpose of this investigation: 1) to compare the exercise intensities, oxygen uptake (VO₂), relative oxygen uptake (%VO₂max) and heart rate (HR), during low impact aerobic dance (LIAD) and high impact aerobic dance (HIAD) and 2) to compare the measured %VO₂max and the estimated %VO₂max that calculated from the average HR during LIAD and HIAD by using HR-%VO₂max regression equation obtained through submaximal treadmill running. Eight female university students (age 20.5±0.8 years) completed both LIAD and HIAD that consisted of the same movements at 132 beats·min^-1 tempo for 10 minutes, respectively. The mean VO₂ (ml·kg^-1·min^-1) and %VO₂max of 28.2±1.5 and 57.2±2.7 for the LIAD were lower (p<0.05) than 35.8±1.3 and 72.7±2.8 for the HIAD. The mean HR (beats·min^-1) of 151.3±9.7 for the LIAD was lower (p<0.05) than 170.6±6.1 for the HIAD. The mean estimated %VO₂max of 64.1±5.7 was higher (p<0.05) than the mean measured %VO₂max of 57.2±2.7 for the LIAD. In contrast, there was no significant difference between the mean estimated %VO₂max of 75.5±4.6 and the mean measured %VO₂max of 72.7±2.8 for the HIAD. It was found, within the limits of this investigation, that the LIAD showed lower exercise intensities than the HIAD even though the same tempo. In addition, the HR elicited from LIAD represents a higher estimated %VO₂max than that of measured %VO₂max and running. Therefore, the assumption that LIAD training produces the same cardiovascular adaptations as running training when performed at the same target HR may be unwarranted.

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This study is in the first phase of the quest for ethical problems of coaches. The term “ethics” means “right action” and on an area of inquiry about “right action”. Therefore the realm of a “quest for ethical problems of coaches” is regarded as to examine “right action of coaches”. For this examination, it is necessary to define actions of coaches and the standard of “right”. With that purpose, this study attempts to classify actions of coaches in the first place.
On the other hand, the term “role” is regarded as a set of expectations for an individual who occupies a specific position. In other words, “role” is a standard of expectant actions that ought to be done. Then, the role of coaches is a set of expectant actions that ought to be done as a specific position (Coach). Because the “ought” here refers to a universal principle of right, it is considered that the set of actions, ought to be done as a coach, imply “right action”. In order to examine the standard of “right” that concerns actions of coaches, it is important to define “the role of coaches” (Actions that were regarded as right). So, in the second place, this study attempts to classify roles of coaches, based on the classification of actions.
As a result of those examinations, actions and roles of coaches are classified as follows.

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The purposes of this study was to examine specific advance cues that volleyball players might employ as a basis for predicting the attacks in volleyball. In paticular the specific advance cues were attempted to delinate in comparison between experts and novices.
Subjects of this study were 15 expert and 15 novice volleyball players. Subjects were tested on a film task designed to simulate attacks from serve receive in volleyball. Each films were presented with varying degrees of temporal information. Subjects were required to predict which player attcking and to report judgment cues. The judgment cues divided body-language cues into contexual cues.
The major results were as follows:
1) The experts predicted significantly more accuracy than novices in the film series of 0 (the point of ball-setter contact).
2) The experts used more body-language cues than novices as judgement cues. And contextual cues which the experts used were different from those of novices.
3) The experts modified their incorrect response and report correct response in the film series of 0 (the point of ball-setter contact).
Whereas the novices modified in the film series of +2 (2 frames subsequent to ball-setter contact).

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The purpose of this research is to clarify the availability of using a check list in teaching balance beam exercise. We chose the medium level of balance beam exercise in nine lessons. The check list has fifteen items so that students may evaluate their performance by themselves. By using the check list students recognized the present level of their skills and the subjects for the higher level. They also came to be conscious of their possibility of the further development and took an positive attitude to the learning of the exercise. Next subject to be taken is to apply this type of check list to other subject-matters.

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