In this paper, the present author has considered and discussed “competition” in a tournament of ball games. The main arguing points are as follows.
A tournament is constructed by a principle of order to decide whether a team is superior to the other. At an independent game, the players compete to the victory and, when either team wins or loses, the game is over, which marks the completion of the game. However, in a tournament, to defeat the opponent means that the winners have gained the right to fight in the upper rank, so to win the game does not always mean the completion of the game. As a consequence, a victory in a tournament produces a different type of competitive consciousness from that in other types of contest. Here this kind of competition is named “A Competition for Ranking”, which means a struggle for the right to advance toward the higher rank of the games. Then the aim of the competition is to fight for another victory. The result of the competition for ranking gives the winners the prize of superiority as well as the right to advance to the next higher rank game. And here the losers are completely excluded from the tournament. Each of the game ranked by the upper=superiors of course functions as a device to measure the competitors' locomotion.
Games are the practical places to exercise the players' faculties and to confirm their ability which they cultivated in their training. But in a tournament, each game is transmuted into the field of the pursuit of advantageous ranking, by which the competition in the game is changed in quality from the intrinsic competitive cooperation into a exclusive competition. Although a tournament is a contrivance to decide the ranking among the teams, we should not give precedence to the rank over all others. Because it will bring about the idea among the competitors that the value of a sport is the pursuit of a competition for ranking and it will also produce the false concept that the ranking indicates the superiority or inferiority of human competence.

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The purpose of this study was to examine the effect of teacher's interaction behaviors and their ways of expression on the student's formative evaluation to physical education class. The subjects were 37 physical education classes instructed by 33 teachers of elementary school. The new observational demention containing the five categories were added on the systematic observation instrument for teacher interaction behavior. These categories were named as “interactive”, “transmittable”, “sympathetic”, “expression technique”, and “verbal content”.
Main findings were as follows.
1) “Questioning”, “acceptance (listening)” and “hustle” behaviors showed significant correlations with some student's evaluation items. But the relationship between “feedback” and the evaluation was not clear.
2) “Interactive”, “transmittable”, and “sympathetic” ways of expression showed more positive relationship to the evaluation. However, “expression technique” and “verbal content” did not have the clear relationship.
3) These results suggested that qualitative aspects of teacher's interaction behavior had more effect on the evaluation than their quantity (frequency).

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We let thirty boys and girls in the sixth grade in elementary school who had already learned “Scissors jump” try running high jump for three days by the use of 50cm safety mat. They showed a tendency to change the style of running high Jump from “Scissors jump” to “Fosbury-flop” smoothly without instruction by teacher.
This was considered to testify that the two jump styles have a systemic similarity of skill and learning process, and that “Fosbury-flop” matches the children's development characteristics.
The results of a questionnaire to 414 boys and girls in fifth- and sixth-graders in three prefectures revealed that children desire to learn the “Fosbury-flop”.
Additionally, we had 144 children of fifth- and sixth-graders consisted of 70 boys and 74 girls, who didn't have the lesson for running high jump. They were divided into two groups: one was group F which was instructed the “Scissors jump” first (7hrs.) and “Fosbury-flop” afterwards (6hrs.): the other was group S which was instructed the “Scissors jump” only (13hrs.).
HJS index [(Record-1/2 Height)/Vertical jump×100] of group F indicated 87.7 point after lesson, that was larger than that of group S (79.3 point). The increment of HJS index and records of group F were caused by the pupils enhanced take-off skill which is the core skill of the running high jump. The improvement in pupil's images of the running high jump was more notable in group F than in group S.
The attitudes scores of group F, which were measured using Kobayashi Physical Education Inventory, were improved considerably compared with those of group S.
The present results suggested that it is desirable to teach even elementary school children with not only the “Scissors jump”, but also the “Fosbury-flop” as well.

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This study investigated the development of power output evaluated by the ballistic and stretch-shortening cycle (SSC) movement in the 4th, 5th and 6th graders (n=59). In order to decide on the optimal height of rebound drop jump, three kinds of stage (30cm, 25cm and 20cm) were prepared. After the optimal height of rebound drop jump was decided, the capacity of power output in the rebound drop jump [RDJ_index=(1/8⋅g⋅RDJta²)/RDJtc] was calculated by using contact time (RDJtc) and air time (RDJta). Results were summarized as follows;
1) There were no significant differences in the contact times among three kinds of stage. Contact times from height of 30cm were 0.189-0.211 second. This result suggests that the capacities for the ballistic and SSC movement in boys and girls of the 4th grader and upward can be evaluated by the same dropping height (30cm) as adults.
2) There were no significant differences in contact times among the three grade groups. By contrast, as for the boys, air time and RDJ_index of the 6th grader were significantly higher than those of the 4th and 5th graders, and as for the girls, air time and RDJ_index of the 6th grader were significantly higher than those of the 5th grader.
3) There were no significant sex differences in contact times of all graders. By contrast, there were significant sex differences in air times, RDJ_index of the 5th and 6th graders.
These results show that rebound drop jump from height of 30cm will be an effective measurement method for the 4th grader and upward since it can evaluate the characteristics of power output in jumping movement. It seems that the capacities for the ballistic and SSC movement of the boys and girls increase from the 5th to the 6th grades, and that this increase is caused by the increase of ability to jump higher. Moreover, it was shown that there were marked differences between the boys and girls in the capacities for the ballistic and SSC movement of the 5th and 6th graders.

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The purpose of this study was to clarify the structure of student's evaluation to dance class unit in junior high school. 407 students (87 boys and 320 girls) from 1st to 2nd grade were answered a 28-item questionnaire for evaluating about the learning process and product in dance classes after the unit. Four factors was extracted form the questionnaire by factor analysis. These factors could be named “making dance and dancing, ” “appreciating, ” “involving” and “cooperating, ” The “pleasure experience” in class unit as the short-time affective object of physical education was significantly correlated to good cooperation with friends and high selfinvolvement, But the “positive attitude toward dance” as the long-time affective object of physical education was significantly correlated to improvement of the ability of making dance, dancing and appreciating others' movement, as well as to cooperation with friends and self-involvement.

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The purpose of this study was to evaluate the effects of a weight-loss program in obese women. Sixty-seven subjects, aged 37.1±8.7 years, joined in the program that comprised diet and exercise prescription. The exercise prescription consisted of a 60-min aerobic dance (2d/wk) and self-selected, unsupervised aerobic exercise. The duration of this program was 3 months. As a result, body mass and % fat significantly decreased from 61.9±8.4 to 59.1±8.3kg and from 30.7±7.5 to 26.6±7.0% (P<0.05), respectively. Fat-free mass (FFM) remained essentially unchanged (42.6±4.2vs. 43.0±3.7kg). About 10% of all subjects lost FFM by more than 2kg, and accordingly, their energy yield was not enough to maintain FFM. Among the subjects who successfully reduced excess fat and maintained FFM no change in energy yield and redution in upper body fat were found. Conversely, the subjects who could not maintain FFM lost lean tissue in lower limbs. It is suggested that our weight-loss program with exercise is useful in improving body composition and diet ingestion, and that particularly aerobic dance is considered available for reducing excess fat.

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The purpose of this study was to develop a pictorial scale on the competence of children during physical playing at a kindergarten and to examine its reliability.
Each of three domains, physical competence, peer acceptance and teacher acceptance, has 4 items for a total of 12 questions. These 12 items were depicted on 12 separate cards. The subjects consisted of 188 boys and 165 girls, who were 5 or 6 years old.
Factor analysis reveals a 2-factor solution. The first factor, physical acceptance, was defined by 5 items of peer and teacher acceptance. The second factor, physical competence, was defined by a total of 5 items in physical competence and teacher acceptance.
The reliability of the study was assessed by employing coefficient α that provides an index of internal consistency, and by the correlation between the initial test and a follow up test mesured after one month. The results revealed significant effects for the following factors.
•The first factor (physical acceptance) α=0.6869 r=0.5426
•The second factor (physical competence) α=0.6043 r=0.596
This scale shows a more basic relation with kindergarteners and their perceived physical competence because the result are based only on physical playing at a kindergarten. Therefore, from a cognitive point of view, further research in this area would discuss about the cognitive process of competence.

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