The purpose of the present study is to make clear how to grasp the characteristics of “ball games, and to classify each ball game according its grasp, by examining the chronological changes of the objectives of “ball games” in “physical education” and the related content system in the course of studies for lower secondary schools since 1958. In addition, the problems addressed in this study were examined in accordance with the morphology of ball games in order to suggest concerning the central content system.
The main results can be summarized as follows. The emphasis on the grasp of the characteristics of “ball games” has been shifted in the four revised editions of the course of study, from aspects of motor skills to interdependent aspects of motor skills and the learner's subjective feelings, such as pleasure and enjoyment. Furthermore, we have found that it is necessary to grasp the characteristics of “ball games” morphologically in order to draw learning content of tactics which can bring about pleasure and enjoyment, and to classify each ball game according to its morphological grasp.
Therefore the characteristics of “ball games” should be understood from the viewpoint of “movement form” of tactics. Thus, each ball game was divided into the following 3 major types accordingly.
That is, A) “Break-Through Type, ” B) “Rally Type, ” C) “Throw-And-Hit Type.”
Furthermore, we presented the framework which can compose the central content of each ball game according to the system concerning “movement forms” of collective and individual tactics to perform the game.

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The purpose of this study was to examine the effects of the teacher behavior on the attitudes toward the physical education classes among the elementary school children.
Using Kobayashi's Physical Education Inventory, the attitudes were measured for 5th and 6th grade children who constituted 17 classes in elementary school, twice at the beginning of September and December in 1992.
Consequently, we classified the 17 classes into two groupes which separated from the mean value of the attitudes score on the above classes. The upper group could be named “high score classes” consisted of 8 classes, the lower group could be named “low score classes” consisted of 9 classes.
The teacher behavior were observed by the systematic observation instrumentation modified with ALT-PE-TB and ORRPETB observation on 4 consecutive lessons in the above each 17 classes during the period of attitude measurement.
1) The ratio of “interaction” was significantly higher in “high score classes” than “low score classes”.
2) In the multiple correlations between the attitude score and the ratio of teacher behavior by analyzing the 17 classes, it was shown that “interaction” exerts a striking influence upon the attitude score. In particular, it was found that “praise or encouragement” and “positive and corrective feedback” for skill learning belong to the category of “interaction” contribute to the increase of attitude score.
3) In the multiple correlations between the attitude score and the ratio of teacher behavior in “high score classes”, it was suggested that the attitude score of these classes will increase more than ever, when the frequency of “management” and “lecture” decrease. In “low score classes”, it was considered that if the ratio of “monitoring behavior” had increased in teacher behavior of “low score classes”, the attitude score of this class would have been increased.
4) It was clear that the quality of monitoring behavior gave rise to the effective interactions, by the analysis of verbal behavior of teaching and learning between “high score” and “low score” classes.
From these results we are concluded that the effect of the teacher behavior in which the frequent positive interactions lead to increase the attitude score.

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The purpose of this study was to investigate the relationship between subjective intensity (degree of effort) and objective intensity (ratio of running velocity in each trial to the maximum running velocity) in sprint running, and the changes in running velocity, stride length, stride frequency, and running motion corresponding to in subjective intensity.
Subjects were 37 junior high school boys. Running motions were recorded with a high speed VTR camera. Stride length, stride frequency, running velocity, angle of the body segment and the angular velocity were obtained through a video motion analysis.
The results were summarized as follows:
1) High coefficient of correlation was found between subjective and objective intensities. Junior high school boys graded their output as running velocity.
2) The increase of running velocity with increase in subjective intensity was the result of the increase of stride frequency, which was caused by reduction of support time and nonsupport time.
3) The running motion at 100% of subjective intensity was characterized by: (1) an increase of knee lifting during forward swing, (2) a decrease of knee flexion at support phase, (3) an increase of hip extention speed at support phase, (4) an increase of hip extention speed at recovery phase, and (5) an increase of hip flexion speed at recovery phase. The sprint running at 100% of subjective intensity may need to be instructed for junior high school boys.

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The purpose of this study was to develop an instrument to observe students' collective and affective behaviors in physical education class. In order to examine the effectiveness of the instrument, we analyzed the relationship between the results of the observation and students' formative evaluation. The subjects were 52 physical education classes instructed by 42 teachers in elementary school.
Main findings were as follows.
1) As the results of reliability test for observers, the required standard (80% of agreement) was achieved on all of observation category in the instrument.
2) “Affirmative interpersonal relation behaviors” showed positive correlations with students' formative evaluation. On the other hand, “negative interpersonal relation behaviors” showed negative correlations with students' evaluation.
3) “Affirmative affective behaviors” showed positive correlations with students' evaluation. But the correlations between these behaviors and the items of “interest/motivation” in students' evaluation were not so high. However, “negative affective behaviors” showed clearer negative correlations with students' evaluation.
4) “Off task behavior” showed negative correlation with students' evaluation.
5) Thus, it was confirmed that the observation instrument was effective to evaluate the collective and affective behaviors in physical education class. However, as it had some limitations, the efforts were required toward developing better instrument.

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