Im Geräteturnen für die Sportstunden ist die folgende Auffassung der Bewegungsaufgabe und-technik wichting, wenn vershciedene Schüler die Kunststücke unter einer gemeinsamen Bewegungsaufgabe lernen.
1) Wenn ein Kunststück das symmetrische Kunststück wie das Red rechts und link hat, müssen wir das rechts von dem links in Rüchksicht auf die Lateralität unterscheiden.
2) Wenn wir ein Kunststück genau wie die Bezeichnung der funktionalen oder technischen oder formalen Merkmale, die seine wesentliche Bewegungaufgabe begleiten, ausführen wollen, kann sich das Kunststück nicht entwicken, zum Beispiel kann sich “Kopfkippe” am Kasten nicht zum Handstandüberschlag vorwärts entwickeln. Dabei müssen wir die wesentliche Bewegungsaufgabe mit Aufmerksamkeit auf die Entwichlung des Kunststückes unabhängig von der Bezeichnung verfolgen.
3) Wenn sich ein Kunststück zu anderem mit der Veränderung der Bwegungsfläche oder der Körperhaltung varändert wie zum Beispiel die Kreiswende zum Rad an der Matte, ist es wichtig, daß die Bewegungsaufgabe die Veränderung des Kunststücks enthält.
4) Wenn ein Kunststück mit der treffenden Bewegungstechniken für die Formgenese und für die Entwicklung ausgeführt werden kann, sollen wir das Kunststück mittels der ersten Technik von dem mittels der letzten Technik unterscheiden, von der technishen Verwandtschaft systematisch gesechen.

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The purpose of this study was to re-examine the effectiveness of teacher interaction behaviors on student learning products using two different kinds of experimental teaching units (E. T. U.).
In one E. T. U., two teachers instructed respectively “vault activity units” to 5th grade classes of elementary schools with the same objectives, contents, methods and similar environments. In such controlled conditions, we intervened with teacher A to perform active interaction behaviors (especially feedback behaviors to individual motor learning). On the other hand, teacher B was not intervened concerning interaction behaviors. In these practices, teacher A performed interaction behaviors 2 times more than teacher B. As a result, the average scores of student formative evaluation to physical education were significantly higher in teacher A's class than teacher B's class.
In the other E. T. U, the same teacher instructed “volleyball activity units” to 2 different classes of the 9th grade in a junior high school. Instructional conditions with 2 classes were equally controlled without teacher interaction behaviors. In the model C class, we intervened with the teacher to perform active interaction behaviors especially with individual student motor learning. In the model D class, the teacher was not intervened with performance of interaction in their motor learning, but to give advices about learning how to learn, in order to facilitate their spontaneous learning. As a result, the teacher in model C class performed interaction behaviors 3 times more than in the model D class. The average scores of student formative evaluation were also significantly higher in the model C class than the model D class.
Thus, it seemed that the effectiveness of teacher interaction behaviors for student motor learning in physical education class suggested by previous research was confirmed through these results of these E. T. U. studies.

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The purpose of this study was to clarify the function of sport films in relation to the enlightenment and changeability of sport images cultivated by sport film, in the case of “Chariots of Fire.” Before and after the screening of the film, the university students completed questionnaires, which consisted of sixteen questions; for example “what is sport?” “what is the purpose of sport?.” T-score analysis and Hayashi's quantification method type II were applied in order to identify the elements which distinguished between the group which changed the sport images and the group which did not change. Comparing the sport images of pre-screening with the post-screening, the self-disciplined sport images increased, whereas the playful images decreased. With the multi-variated analysis, it was clarified that the entertainment items contributed to the discrimination between the sport images changed group and the non-changed group respectively.

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It is reported that physical fitness in Japanese children has been decreasing. It is generally admitted that the amount of daily physical activity has a high influence on physical fitness.
To evaluate the effect of physical education class on the amount of daily physical activity of elementary children, the amount of physical activity in a day and in physical education class were measured using a pedometer. Ninety-five healthy children aged 10 and 12 were the subjects.
The results were as follows:
1) According to the pedometer, children took 1, 936±653 (mean±s.d.) steps during the physical education class.
2) Total pedometer recordings of 13, 867±5, 009 steps were obtained on a day with a physical education class and 12, 079±4, 148 steps on a day without physical education class. The amount of daily physical activity with physical education class was significantly greater than that without physical education class.
3) Steps taken during daily physical activity increased linearly as steps in physical education class increased.
4) Sedentary children whose pedometer steps per day were less than 10, 000 steps accounted for 23.7%. In sedentary children, 21.9% of daily physical activity was performed in physical education class.
These results indicate that physical education class comprises a large part of the daily physical activity of sedentary children.

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This study was carried out to confirm the characteristic of each game designed from two viewpoints to develop transitional-melee-type game.
Two classes of fourth graders were used in this study, and learned in different ball games throughout 12 lessons, respectively. One was given the “Line Port Ball Game” characterized by an offense-defense-separated type game for decrease of a pressure from the defender. The other had the “Rag Handball” characterized by admitting a running with the ball in hand for lighting ball-handling techniques.
The learning of achievement, i, e, the children's “Comprehended Process”, the attitude toward physical education courses, changes in game aspect, and comprehension of strategy were compared between two classes.
The line port ball game made easy a combination play from the beginning of course and remarkably decreased a trouble such as body contact. The children had a task, in which they would shoot with a linkage of passes, and solved it by combining a side pass in front of the goal, using the zone men.
Some various troubles were caused by a body contact in the rag handball. However, if the troubles were solved a learning of achievement reflected mainly in the attitude score was remarkable as compared in the line port ball game. The above described task was solved by running with the ball in hand and swinging a pass in front of the goal.
In developing teaching materials for transitional-melee-type games, the present results might suggest that the warranty of a state capable of acting positively to its defender was essential to the execution of intentional operation.

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