The word ‘coaching’ means actions of coaches. But the word ‘coaching’ is weasel, and the meaning of this word is differentiated, This view about the differentiation of the meaning is based on following reasons: 1. Many scholars in America referred to the coaching as teaching in their studies on physical education or coaching. This means that ‘coaching’ is identified with ‘teaching’, or ‘coaching’ includes ‘teaching’. That is to say, the meaning of ‘coaching’ is differentiated to athletic leadings and educational leadings; 2. The coach as the actor of coaching is demanded to play multiple roles. This word ‘role’ means expectant actions that ought to be done as the coaching position. However, by the word ‘coaching’ that means the action of coaches, it can not mean every expectant action of coaches.
The purpose of this study is to elucidate the concept of coaching. For that purpose, this study tried to grasp the concept of coaching as a chain of actions that does not mean a passing phase in the action of coaches but a time series of the action toward some goals. So, this study brought in the concept of administration as a conceptual tool, and examined on the concept of coaching (administration).
As the result of this study, the concept of coaching (administration) could be characterized as follows: 1. The concept of coaching (administration) means a certain process toward some goals. This process of coaching (administration) subsumes the administrative phase as policy making and the managerial phase as policy implementation, The phase of policy making includes the stage of examination on goals themselves. 2. The concept of coaching (administration) means the manipulation of men by men about goals, and coaching (administration) must resolve the tension between the human concerns of individual team members and the overriding the winning as organizational purposes, so the process of coaching (administration) includes the stage of philosophy that quests human values.

View full abstract

The primary purpose of this study was to assess and to analyze the factors of anxiety in a university skating class which was conducted in November 1993. A secondary purpose of the study was to examine how anxiety related to self-efficacy and actual skate skill performance.
The subjects, who participated in the skating class, were 112 undergraduate students. 23 of them were beginners, and 89 of them were persons experienced in skating.
The results were summerized as follows.
1) The four factors of the Skate Anxiety-Scale were extracted and Interpreted as skill factor, injury factor, environment factor and pain factor.
2) The persons with higher self-efficacy scores had lower anxiety than the persons with lower scores.
3) The persons with lower anxiety scores showed higher skill performnance than the persons with higher scores.

View full abstract

The present study was to develop a questionnaire instrument for formative evaluation and its diagnostic standard of physical education class in elementary school. The questionnaire consisting of 9 items was prepared and applied to 9127 pupils from 3rd to 6th grade in 291 physical education classes. Four factors extracted by the factor analysis could be named as follows; 1) ‘outcome, ’ 2) ‘way of learning, ’ 3) ‘cooperation’ and 4) ‘motivation, ’ These factors were consistent with those in previous research (Takahashi et al., 1994).
It was examined whether there were significant differences for these 4 factor scores in terms of pupils’ sex, school grade, and subject matters taught in classes. The results revealed that girls generally scored higher than boys, and middle grade pupils (3rd and 4th) scored higher on ‘motivation’ than high grade pupils (5th and 6th). As for ‘motivation’ pupils scored highest in ball game class, but in terms of ‘way of learning’ highest in apparatus gymnastics.
Finally, the 9 item questionnaire was developed for a convenient and effective formative evaluation of physical education class in elementary school. The 5 point scale diagnostic standards based on variance of score were made for all classes as well as for each subject matter taught in classes; apparatus gymnastics, track and field and ball games.

View full abstract

Some previous researches have indicated that the seating location occupied by students or pupils was related with their personalities in classrooms, In this study, the relation of the choice of practicing location in table tennis classes with individuals' personalities was investigated.
Subjects were 115 university students who participated in three table tennis classes. They were administered three kinds of questionnaires including the Maudsley Personality Inventory, the Spielberger State-Trait Anxiety Inventory, and a locus of control inventory, In addition, practicing locations chosen by the subjects were recorded in six sessions for each class.
The results were as follows:
1) Those who tended to choose the same location through the sessions were more introvert than others.
2) Those who tended to choose the middle area of the gymnasium were more neurotic and higher in the trait anxiety than those who tended to choose the area far from or near to the entrance and exit. Those who tended to choose the far area were more external in the locus of control than others.
3) Those who tended to choose the same end of table-tennis tables through the sessions were more neurotic than others.
These results suggest that students' choice of practicing location may be related with their personalities in physical education situations.

View full abstract

The purpose of this study was to examine the mothers' developmental expectancy toward their child taking part in the motor programs. The subjects were 171 mothers having children at the age of three to six who were participating in the motor programs in the sports clubs. The subjects answered a questionnaire consisting of 35 items about the developmental expectancy.
The main results can be summarized as follows:
1) Factor analysis with normal varimax rotation to the questionnaire revealed the developmental expectancy consists of seven factors; general development, competence/mastery, courtesy, autonomy, cooperation, social skills, health/fitness.
2) The mothers who have a lower age child scored significantly high on the fifth subscale (cooperation), while there was no differences in the other subscales. And the sports experiences of mothers only related to cooperation.

View full abstract