The purpose of this study was to clarify the optimum timc for learning of the running high jump.
Subjects were 302 children (boys: 153, girls: 149) from the 4th to the 6th grades of elementary school. They had taken 13 lesson units using two methods. One was reverse order of move ment process of running high jump, the other was order of movement process.
No significant differences were found for the effect on high jump performance (Height) between grades.
However, in the higher grades, the effeet of learning was smaller when evaluated in the clearance skill, but, greater when evaluated in take-off skill. The percent contribution of clearance and take-off skills to increment of performance with practice, was 91.8% and 8.2% for the 4th grade, 66.7% and 33.2% for the 5th grade and 39.3% and 60.7% for the 6th grade, respectively.
High jump skill index [HJS=(record-1/2 height)/vertical jump×100] showed the 4th grade; 73.1±20.3 point, the 5th grade; 74.2±17.5 point and the 6th grade; 76.5±15.3 point, respectively, after curses.
The 4th grade did not improve the image of the running high jump throughout the courses, that is, the learning effect of the 6th grade in the cognitive domain was much better than that of the 4th and the 5th grades.
The present results suggested that the learning of the technique for clearance appeared possible for the 4th grade children, and that the optimum time for learning of the technique for take-off in the running high jump was when children were in the 6th grade in elementary school.

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The purpose of this study was to make observational evaluation of throwing motion for adult women.
Throwing motions of 164 adult women were videotaped from side view. Dynamic variables for throwing motions were obtained from video analysis. The multiple regression equation to estimate throwing distance by dynamic variables was calculated by stepwise method. Selected variables by stepwise method were evaluation items.
Throwing motions of 35 adult women playing back by video were evaluated by 8 observers. Observers evaluated length of stance, position of non-throwing hand, maturation of whip-like action and type of leg motion during preparatory phase, separately. From evaluation of these four factors, score of whole throwing motion was calculated individually. As a result of probing varidity, reliability and objectivity of evaluation, evaluation designed in this study seemed to be effective.

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This study intends to search for obvious criteria for all involvement in the process of revising the rule in artistic gymnastics. As a starting point, this study probed the Theory of Adaptablity by Talcott Parsons, which was ieading to a philosophical interpretation of the theory. Why has this study entered the field of Sociology in search for the criteria? It is because sports activities are part of our social activities. And Sociology, as a precondition, is one of the basic foundations of Sports Science. The four elements required to sustain the social system, according to Parsons, are pattern-maintenance, integration, goal-attainment and adaptation all of which must continue to function.
When the four elements are introduced into artistic gymnastics, they will become as follows: Pattern-maintenance: Training activities and study meetings for coaches and judges. Integration: It denotes the various rules in artistic gymnastics. Goal-attainment: It refers to such governing bodies as the FIG and national federations. And Adaptation means various competitions.
As a result, it has become obvious that revision of gymnastic rules became inevitable to avoid confusion in scoring due to anachronistic difference in technical levels and interpretation of artistic gymnastics on a global scale. Thus, revision of rules becomes necessary to solve all those issues. Furthermore, it also meant that revisions were effective measures to solve various global problems.
However, as the revised rules were once not adopted by whole world and became meaningless, it had taught a great lesson to all those concerned. Therefore, all those engaged in the process of revising the rules must fully realise that they should draft rules that are adaptable to the fast maving world of today.

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The purpose of this case study was to examine the validity of a physical education class, which emphasized the teaching of group forming process during the course. The study was conducted with a basketball unit for 33 students in junior high school. We divided the students into two groups, then established an experimental group and a control group. Greater emphasis was placed on the group forming process for the experimental group than for the control group.
The results obtained from comparing the two groups were as follows:
1) The experimental group produced more spontaneous changes of deviant students' attitudes than the control group.
2) All members of the experimental group showed greater improvement of both individual skills and group skills in basketball than the control group.
3) There was no difference in the knowledge of basketball between the experimental group and the control group.
4) The experimental group changed the ideas of all members in the class about a group more, and strengthened the cohesiveness of their classroom group more than the control group did.
We concluded that an emphasis on teaching the group forming process in a physical education class might be a valid means for character building in students.

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