The 1990s has been termed as the “Earth Times”, “Human Being Times”, and “Times With out National Boundaries”. In this specific time, the cross-culture communication and the objectives of co-existing society can be achieved through the implementation of sports education. The future objectives of sports education in Japan are: (a) life-time sports education, (b) development of student's pro-sport attitude and skills, and (c) efforts on promoting sports as the essential part of human life.
Strategies are:
1. To adjust the guideline of learning and directing, and the courses should be
1) divided into unites for active learning
2) selected in the student's favor
3) coordinated With the realistic sports life of children and students.
2. To improve the quality of PE teachers-educate the PE teachers to have the capability as a therapist and counselor.
3. To study on the instruction-effective instruction can be made through observation and the sports education can become the media between the PE teachers and students mentally and physically.
Without doubt, the greater results on research of sports education Will be accomplished through the international communication. Thus, Japan will take the responsiblity of organizing and negotiating and we are looking forward to expanding the conference of international sports education among Japan, Republic of China, and South Korea-Eastern Asia.

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The theory of Movement Education by Arnold is remarkable in that it suggests a new paradigm of Physical Education. In recent years it has been often referred to in duscussions on Sport Education in our country.
His theory, however, has not been understood well enough, The purpose of this study, therefore, is to clarify the background and the concept of his Movement Education and examine the validity of his theory.
The summary of the result of my analysis is as follows: First, he considers that “Movement” itself is a culture worth learning and that by using the word “Movement” in stead of “Physical Education” as the name of the subject, the purpose or objective of the subject becomes clearer. Secondly, it is generally understood that his point is restored to or focused on the dimension of “Education in Movement”. But actually he emphasizes that various potentialities and functions that movement has should be brought into full play. Therefore, it is necessary to understand three dimensions integrally in order to grasp his theory on Movement Education thoroughly. Thirdly, “subjective meaning” which is understood as the intrinsic value of movement is not listed in his curriculum as an attainable “objective”. Practically “knowing how to carry out movement” is emphasized as the primary and important objective in the dimension of “Education in Movement”.

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Teaching material is one of the most basic term in teaching-learning theory, and it is a indispensable element of instruction. In the field of physical education, however, the term of teaching material is often used in various sense. Furthermore, on the other hand, there is a growing tendency to avoid the use of it. Accordingly, it is important to re-examine the didactic availability of the concept of teaching material in order to improve the practice of physical education instruction
The purpose of this study is to examine the concept of teahing material in physical education after World War II. In this paper, as a part of the theme, the conceptual arguments of teaching material, from 1958 (“course of study” presented by the Ministry of Education) to 1964, are considered.
The main findings are as fullows.
1) the logical phase of conceptualizing
Although, in this period, teaching material was generally understood as sport (physical activity) selected from educational points of view, yet the concept of the term of it began to be investigated on the level of instructional theory (teaching-learning theory).
2) the semantic content of the term of teaching material
The semantic contents of teaching material indicated in this period are able to be classified into following three types.
(1) Teaching material is a sport (physical activity) selected from educational standpoint.
(2) Although a given sport is called teaching material, it is necessary to interpret its own cultual essence or educational value
(3) Teaching material is what an exisiting sport has been reconstructed from pedagogical aspects such as teaching content and the realistic conditions of learners.

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The purpose of this study was to show, by using Georg Simmel's theory of competition, that competition in sport does not cause man's alienation at any rate. For that purpose, first Simmel's concept of competition was identified, and then the relationship between competition in sport and man's alienation was analysed from cultural and social viewpoints.
The conclusions of this study are as follows:
(1) Competition is a type of battle defined by such essential moments as “indirectness/non-violence”, “justice/equality” and “social utility”, It is a sociological concept, and there is no competition in culture as it is. So it is illogical to argue that the competition in sport culture causes man's alienation.
(2) Sport culture is actualized through sport society, which is an interaction of sport performers and others concerned. Competition in sport, as one form of socialization, has no direct connection with the performer's aims or intentions. In other words, it is a value-free concept. So competition in sport society does not cause man's alienation.
(3) Such acts as violence, cheating, etc. do not belong to competition because they do not connote the essential moments of competition. Therefore, it is a logical perversion to argue that competition in sport causes man's alienation because of the occurrences of violence or cheating.
(4) The immediate result of competition in sport is objective achievement of sport performance. The result has no direct connection with man's alienation, but can be a factor of it depending on how the social relations are. However, competition itself must be clearly distinguished from the results of it. So, competition in sport has no causal relationships with man's alienation.
In short, according to Simmel, competition in sport is not the cause of man's alienation in any sense, Therefore we should reject such claims that attribute man's alienation in sport to competition.

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The purpose of this study is to clarify the appropriate grade to start a quality program, to include an enjoyment factor, on high jump at the elementary school.
In order to accomplish the purpose, two classes at each grade from the 3rd to the 6th of an elementary school were studied to obtain various data, each class being organized to take six to eight school hours of high jump.
The results of this study are summarized as follows:
1) Throughout the courses, the performances were advanced in all classes. However, the statistical significance of the advancement was apparent only at the 4th grade and above. A significant difference between boys and girls was shown at both the 5th and the 6th grade, with the boys advancing at a higher rate than the girls.
2) Although no particular difference was observed between the 3rd and the 4th grade on the performance, there were significant differences between the 4th grade and the 5th, and between the 5th and the 6th both in boys and girls.
3) On the achievements of the individual target records, effective results were shown at the 5th and the 6th grades. And a similar result was also shown at the latter half of the course for the 4th grade.
4) Pleasure and satisfaction with the high jump courses were observed at the 5th and the 6th grades.
From those results, it is clarified that the most appropriate timing to start quality learning of the high jump should be from the 5th grade.
Although a significant progress of performance can be expected at the 4th grade, it seems necessary to examine the quality of guidance in greater detail.

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The aim of this research is to explore the method for setting hurdles according to individual pupil's characteristics. Before classes, certain kinds of data on each pupil his height, his time in 50-meter race, which are given by his physical card-should be considered, along with a video analysis, so that they can find out the suitable course. The hurdle's height is shown in percentage of the distance from the knee to lap-length, and the interval they can run rhythmically by three steps is also calculated, in order to provide the instruction according to individual pupil in a class of hurdle race.
Our analysis proves the following:
(1) With the pupil's grade, the percentage of the distance from the knee gets higher, and the three-step interval also becomes longer.
(2) With the pupil's height, the percentage gets higher, and the interval becomes longer.
(3) The higher the percentage, the longer the interval.
(4) With the running speed in 50-meter race, the percentage gets higher, and the interval becomes longer.
(5) The higher the level of trail leg, the higher the percentage.
(6) The height of hurdles is shown in percentage of the distance from the knee, in the level of his height, of his height, of the speed in 50-meter race, and of the level of trail leg, respectively.

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The purpose of this study is to clarify the relation between children's outdoor play and regional urbanization. We investigated three distinct generations in relation to their years in elementary school, in an urbanizing agricultural district of Niigata pre., by mainly using questionnaires.
The results are as follows:
1) The acquired data was analyzed under three play categories (traditional play, nature play, modern sports). In general children of today, boys in particular, showed a strong tendency for an increasing preference for modern sports at an expense of traditional play.
2) Some kinds of traditional play that involve labor in the production of equipment such as stilts and kites and also those that require soft ground, Bi-dama, Jin-tori are disappearing. However other kinds that are easy to understand and are possible to do anywhere (e.g. tag, hide and seek) have survived.
In all three generations the boys enjoyed playing in nature more than the girls. Recently however the variety of nature play are decreasing.
The boys of today like to play ball-games, usually playing them at school, and to ride bicycles.
3) It is considered that the changing of play-space, play-groups and the transmittion of knowledge in connection with the regional culuture and society (e. g. industrial change; people who were engaged in agriculture have been likely to be working in industries) have influenced children's outdoor play.

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