Während BRD in den 70er Jahren einen terminologischen Wechsel von der Leibeserziehung zur Sporterziehung durchgeführt hat, hat Österreich den Name “Leibeserziehung” oder “Leibesübungen” durchgehalten. In diesem terminologishen Unterschied zwischen beiden Ländern soll man einen gedanklichen Unterschied finden.
Der Grundgedanke der Sporterziehung in BRD wurde eigentlich in der Verstärkung der Beziehung zwischen Schulfach und Sport als gesellschaftlich kulturelle Erscheinung gelegt. Und bei dem Realisieren dieses Gedankens hat die Sporterziehung dazu geneigt, den genormten Sportarten die Schüler anzupassen.
Dagegen drückt der österreichische Grundgedanke der schulischen Leibeserziehung sich im Satz: Der Körper ist der Angriffspunkt, das Ziel der ganze Mensch aus. Hier ist die Leibeserziehung ein Bestandteil der Gesamterziehung. Da man die genormte Sportarten nur als ein Teil der umfassenden Bewegungskultur ansieht, stellt es die schulische Leibeserziehung in Österreich nicht besonders in den Vordergrund, den genormten Sportarten die Schüler anzupassen, Nach der österreichischen Auffassung gelten als Lehrstoff nicht nur die genormte Sportarten, sondern auch die verschiedene Formen der Bewegungskultur. Welche Form der Bewegungskultur als Lehrstoff gewählt wird, hängt von der Bildungsabsicht des Lehrers ab, der immer an die Gasamterziehung denken muß. Ein Leibeserzieher ist daher kein bloßer Vermittler des Sportes. Solcher österreichische Grundgedanke der schulischen Leibeserziehung kommt aus “Natürliches Turnen”.

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This study was designed to investigate age-related differences in isokinetic peak torque and its endurance on normal 172 boys ranging in age from 10 to 18 years served as volunteer subjects. Each subject was given a leg extension/flexion test using an isokinetic dynamometer (Cybex II), and extended/flexed at every speed of 0°, 60°, 120°, 180°, 240° and 300°/sec to measure the peak torque of thigh muscles estimated as muscle strength. He was also given an endurance test used the above Cybex II and extended maximally a leg at 180°/sec, 50 times, An endurance of thigh muscles was calculated as a ratio of (mean value for peak torque of initial 5 times-mean value of final 5 times)/mean value of initial 5 times.
The peak torque, measured in the extension/flexion test, clearly increased in order of age. In the endurance test, the initial mean value for peak torque was in almost the same developing pattern as those described above in the leg extension/flexion test, but the final mean value did not respond to age over 16 years old.
Therefore, 96 boys, aged 11 to 15 years old organized five age groups, and individual group was divided into two subgroups, i, e, experimental group and control group. The members in the experimental group participated in an isokinetic muscle training used Cybex II, consisted of 3 days/week, and 3 sets/day (1 set was 30-times repetition at 180°/sec) throughout 8 weeks.
The training increased considerably the strength and endurance of thigh muscles for boys ages 13 years, compared to another age group. Boys aged 14 and 15 years had a larger increment of muscle strength through the training than 11 and 12 years old boys. Boys of 12 years, however, showed a comparable increase in muscle endurance through the training to those aged 14 and 15 years.
As above showed, it was discernible that the effects of training on the muscle strength and endurance generally depended on physical maturing.
The effect on muscle strength of thigh flexors through the training was greater than that of thigh extensor, independently of age.
The improvement of muscle strength was caused by muscle hypertrophy and neurological factor, especially the latter regardless of age, irrespective of the influence due to hypertrophy extended from 10.3% at the age of eleven to 19.1% at the age of fifteen.

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The purposes of this study were to examine the effects of physical fitness and starting form on sprint starts in school children and to clarify causes of differences in sprinting time between standing start and crouching start from the point of view of their physical fitness. From the results of this study we tried to obtain the data to improve our teaching procedures.
The subjects were 17 boys and 26 girls in the fifth grade of the elementary school. They participated in the experiments which consisted of measuring physical fitness and filming the starting form. In the filming, two kinds of sprint were done; sprint from standing start defined as Trial S and sprint from crouching start defined as Trial C. Dynamic variables such as displacement, time, velocity and angle were obtained fromthe video analysis.
The results were as follows:
1) 20m-sprint time in the Trial S was significantly faster than 20m-sprint time in the Trial C for both boys and girls.
2) In both Trials, the first 5m-sprint time had the greatest effect on the 20m-sprint time for both boys and girls.
3) In the Trial S, the first 5m-sprint time correlated with flexibility and total fitness in boys, and with explosive power and total fitness in girls.
4) In the Trial C, significant correlations were found between the first 5m-sprint time and muscluar strength, explosive power, agility and total fitness for both boys and girls.
5) In both Trials, the first 5m-sprint time was related to their posture at set position for both boys and girls.
6) The characteristic of children suitable for Trial C was to have average or above-average physical fitness in the respective elements.
The results suggest that it is effective to teach sprinting from the standing start to children having inferior physical fitness, and from the crouching start to childrenhaving superior physical fitness.

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The purpose of this study was to examine the relationship of the 1000m diagonalstride performance to technical factors. The subjects in this experiment were 25 male sports students ranging from 18 to 22 years old. Each diagonalstride at 150m and 950m spots was filmed at 52 frames/sec with a 16mm high speed camera. The kinematic parameters obtained in subsequent film analysis were stride length and stride rate.
In addition, phase structure, center of gravity, the angle of hip, knee, shoulder and elbow joint and trunk lean of 3 subjects at various speed were analysed. The results of this study are summarized as follows:
1) The mean time of the 1000m diagonalstride was 4 min. 53 sec. and the mead velocity was 250.7 m/min.
2) Statistically significant correlation (150m spot: r=0.71 p<0.01, 950m spot: r=0.77 p<0.01) was observed between the velocity of diagonalstride and stride length. Reversal correlation between stride length and stride rate was statistically significant (150m spot: r=0.77 p<0.01, 950m spot: r=0.57 p<0.01)
3) The mean velocity of diagonalstride at the 150m and 950m spots was 244m/min. and 225m/min. The mean stride length at both spots was 2.25m and 2.00m. The decreases of velocity and stride length were significant statistically (p<0.05).
4) The higher speed subject showed a longer slide phase and shorter kick, still and pole plant phase than the lower speed subject. The C·G moved more horizontal to the ground in the kick phase and the angle between the C·G-foot and the ground in the glide phase was smaller. Movement characteristics of the higher speed subject were larger trunk lean and smaller knee angle at the change point. In the kick phase the hip joint of the glide leg wasn't bent. Trunk lean, hip and knee angle of both legs at kick off were larger than for the lower speed subject. In the glide phase the hip joint of the glide leg was extended. The hip and knee angles of both legs and the pole angle at the pole plant were larger.

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