Bei der Behandlung des Problemes von Lerngruppen im Sportunterricht diskutiert man oft z. Z. aufgrund der folgenden Vorstellung, daß Schüler durch den Austausch ihrer Technikenerkenntnisse ihre Verhältnisse verbessern und deswegen es beim Lerngruppenbildungsprozeß um Organisieren vom Lehren-Lernen-Vrhältnis von Schülern als derer Methode geht.
Gegen diese Aussage könnte man aber die folgenden drei Fragen aufstellen;
1) Übt die Qualität der Lerngruppen aufgrund der Fertigkeitsniveaus auf das Lehren-Lernen-Verhältnis von Schülern einen Einfluß aus?
2) Hängt die Information gegebenen Gegenständen von der Fertigkeitsniveaus der Information mitteilenden Schülern ab?
3) Sind das Lehren-Lernen-Verhältnis von Schülern durch die Information bestimmt?
Um diese Probleme zu erklären, wird Schülerbeschreibungen aufgrund der folgenden drei Aspekten analysiert;
1) Wer sendet Information, und wer akzeptiert sie?
2) Was für eine Information wird zwischen Schülern ausgetauscht?
3) Mit welcher Ausdrucksweise wird Information gesendet?
Als Ergebnisse der Analyse könnte man die folgenden drei Punkten vorstellen;
1) Unterschied von Fertigkeitsniveaus von Schülern übt einen positives Einfluß auf das Lehren-Lernen-Verhältnis von Schülern aus, d. h. Mitglieder der Gruppe, in der es Schüler mit verschiedenen Fertigkeitsniveaus gibt, tauschen oft gegenseitig Information aus.
2) Beim Austausch von Technikeninformation sendet sie meistens gefertigte Schüler und akzeptiert ungeschickte Schüler, aber das Verhältnis zwischen beiden Schülern ist veränderlich. Das deutet an, daß es beim Informationsaustausch verschiedenen Stufen gibt.
3) Angemessene Information regt sich das Lehren-Lernen-Verhältnis von Schülern an.
Durch diese Analyse könnte man dock nicht erklären, ob die gesandte Information eigentlich akzeptiert wird. Darum zu ergänzen, muß man Kommunikationsprozeß von Schülern direkt analysieren.

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Bei einigen Wettkämpfen oder Spielen werden auch die Zuschauer mit Herz und Köper angeregt und mitgerissen. Und wenn die Menschen von einem wirklich spannenden und aufregenden Spiel gefesselt werden, wenn sie hin-und hergerissen werden vor Freude über die guten Leistungen oder Traurigkeit über das unglückliche Abschneiden “ihres” Teams, zeigt sich klar, daß sie auch viele der Bewegungen mitvollziehen. Dies entspricht genau dem Erlebnis, das man hat, wenn man die Bewegungen eines anderen Menschen in einer Sportart, an der man besonderes Interesse hat, konzentriert beobachtet; Man lebt sich durch die Beobachtung einer Bewegung, die ein anderer ausführt, in diese ein und kann sie dadurch auch selbst nachempfinden. Durch diese Fähigkeit der Mitvollziehung von Bewegungen können wir also die Bewegungen eines anderen fast so aufnehmen, als wenn wir sie selbst ausführen würden.
Die bei den Menschen besonders im Kindesalter vorhandene freiwillige Nachahmung baut zwar in erster Linie auf dieser Fähigkeit zur Mitvollziehung von Bewegungen auf; es ist aber sehr wichtig, daß diese auch danach in der Bewegungslehre noch eine zentrale Rolle spielt.
In dieser Studie geht es nun darum, festzustellen, ob und wie diese Fähigkeit zur Mitvollziehung von Bewegungen bei der Erlernung neuer Bewegungstechniken in der Geräteturnausbildung oiler Verbesserung in der Grundschule von Bedeutung sein kann. Es wird also beobachtet, inwieweit Kinder die Bewegungen eines anderen Menschen tatsächlich nachvollziehen können.

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The purpose of this study was to analyze the effects of the student's attitude toward physical education classes on Academic Learning Time. The subjects were 51 (17 in each group) students in physical educatiõn classes, in which subject matters were team sports instructed by 6 physical education teachers at a junior high school and a senior high school in the same campus.
Main findings are as follows.
1) The results of ALT-PE were affected by the student's attitude toward physical education classes. The high attitude level of students tends to increase the rate of “ALT of motor activity” and “ALT of motor activity in main task”. However the low attitude level of students tends to decrease the rate of them.
2) On the game situation, the student's attitude toward physical education classes affected the results of ALT-PE. High attitude level of students tends to increase the rates of “Engaged Motor Response” and “ALT of motor activity in main task”, and it tends to decrease the rate of “Waiting in Not Engaged”, On the other hand, the low attitude level of students tends to decrease the rates of “Engaged Motor Response” and “ALT of motor activity in main task”, and it tends to increase the rate of “Waiting in Not Engaged”. On the practice situation, the student's attitude toward physical education classes didn't affect them.

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The purpose of the present study was to examine the relationships between three factors (physique, motor ability and intelligence quotient) of the 57 mentally retarded boys and girls from 8 to 17 years old in 1989. The physique factor was composed of standing height and body weight. The motor ability factor was composed of 50m dash run, standing broad jump and softball throw for distance. Their intelligence quotients were rated by Tanaka-Binet intelligence test. Their z-scores of physique and motor ability were computed by the means and standard deviations of physique and motor ability in the Japanese normal children.
The following results were obtained.
1) The mentally retarded boys and girls had significantly moderate correlation coeffients between z-scores of 50m dash run, standing broad jump, softball throw and intelligence quotients.
2) There were no relationships between z-scores of physique and intelligence quotients in both sexes with the exception of body weight in girls. The mentally retarded girls had significantly negative correlation coefficient between body weight and intelligence quotients.
3) There were no relationships between z-scores of standing height and motor ability in both sexes. The mentally retarded boys had significantly positive correlation coefficients between the z-scores of body weight and the z-scores of standing broad jump, softball throw.

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In summalizing this paper, the learning theory of traditional techniques in martial arts is supported by an inner ethical philosophy of KEIKO and SHUGYO. In the structure of the techniques and in the methodology of KATA that is indispensable for technique learning, there is not an idea of competition fundamentally, but rather one of the standards of beauty and self-control. And the establishment of practical cognition is consistently required. The acquisition of WAZA is realized when spirit and body are unified. It is the unification of mind and body that is attempted in the practice of KATA.
This paradigm of martial arts which is completely different from that of sports, may offer us possibilities to convert the paradigm of contemporary sports which are corrupted by the idea of sacrificing everything to win.
However, it must be admitted that the learning theory of techniques in martial arts would be difficult to transplant to modern sports. First of all, the intense motivation of learners and the long continuation of learning require for this learning style to be effective. Secondly, the learning theory of techniques in martial arts is quite an individualistic conception of learning, thus it may be difficult for contemporary public education, whose object is the group, to adopt. Thirdly, if the progress of character is over-emphasized, there is a danger that the fluid social norms of the times and wrong spiritualism could infringe on the neutrality of education.
In the learning theory of techniques in martial arts quite sensual and experiential elements take an important position, and most of the elements may not be explainable scientifically. In this sense the theory of martial arts has a structural vagueness in that the content of learning at each stage is not always scientifically accountable. However, in recent sports science, some attempts have been made to explain such traditional concepts as MA and the impartial mind, the former by Schema theory and the latter by a theory of automatization in motion. Also the attempt has been made to explain the KI that mediates between mind and WAZA by physiological knowledge.
Thus, the application of merits of the learning theory in martial arts to the theory of sports and physical education is promising and merits further study. And to re-examine the meaning of martial arts from the aspect of learning theory seems to be quite an important and emergent theme when a new paradigm of contemporary sports is searched for now.

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The purpose of this study was to clarify the effects of the lower half of the body on batting performance with a comparative analysis among three different kinds of tee-batting. Those tee-battings were performed 1) with no restraints of movements on the lower half of the body (standing posture), 2) with a restraint of movements on the lower half of the body by sitting on a non-swivel chair (fixed posture), 3) with a restraint of movements on the lower half of the body by sitting on a swivel chair (turn posture).
The subject in the experiment was an intermidiate-skilled baseball player, who was right-handed. The batting performances were recorded with EMG and a videocamera, and analyzed from a biomechanical viewpoint.
The main results obtained were as follows:
1) By comparison with the distance of a batted-ball at the standing posture, the percent-age of that at the fixed posture showed only 56.4%and58.7%was shown at the turn posture.
2) Muscle activity of the upper half of the body at the fixed posture was different from that at the turn posture.
3) It tended that the inclinations to the forward of right shoulder, right elbow and right wrist at the fixed and the turn posture were quicker than those at the standing posture.
4) Horizontal movement of head at the fixed and the turn posture were larger than that at the standing posture. It seemed that the movement had an effect on the accuracy of batting.
5) It was clear that the bat swing speed at the standing posture was quicker than that at the fixed and the turn posture.
From the results above metioned, it was concluded that the lower half of the body was very important to the effective and speedy batting performance, so it was essential to make a careful consideration for a training load, coordination enhancement and a training period in order to provide a training program for the lower half of the body.

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