The purpose of this study is to examine the possibilities and problems of sport education curriculum proposed by Daryl Siedentop. For this purpose, the following three points are examined:
1) the process of and reasons for the change of the idea from physical education as play education to sport education.
2) the methods in which he believed his idea about sport education and curriculum would surpass physical education as play education.
3) some theoretical and practical implications and tasks about his sport education model.
The results are as follows:
1) Siedentop has changed his philosophy from ideational physical education as play education to sport education as one program in physical education, because needs about sports have changed recently. This change made sports very important for our culture.
2) The sport education curriculum has been presented as the concrete procedure under his amended philosophy. It reduces the differences between school physical education and sport culture in society by using the whole sport system, which makes it possible to provide people with real sport experiences.
3) His curriculum for sport education is significant in (1) guaranteeing the ability to be independent in sports, (2) positive understanding of “competition” (e. g. festivity, pursuit of multilateral competence), (3) constructing curriculums which aim at narrowing gaps between school physical education and social sport culture (e. g. nonattached times, intramurals, and clubs at schools: as apposed to arrangements with local leisure, sport, and recreation agencies in society). However, some problems still remain. For example, the concept of “sport” in his sport education isn't so clear that it is difficult to know the content of the subject matter in his curriculum. It is also difficult to conduct the program proposed by him. If we would like to adopt valuable advice from his proposal about sport education, we should overcome the problems arising in our country by ourselves.

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Since the themes of dance take up various subjects ranging from the concrete to the abstract, it is quite difficult for instructors to grasp the images that learners have in mind just by observing the movements expressed by learners. That's why instructors tend to relate the learners' movements to the images which the instructors have in mind when they observe the learners' movements.
In this study, we researched ways to confirm the sequencing of the internal thought processes in learners as they are preparing to initiate a particular dance movement. In other words, we looked at ways to accurately evaluate a dancer's mental state from the movement of first visualizing a particular movement through to when they actually perform that movement. With this goal in mind, we chose to study dancers learning the “flapping of a big-sized bird”-theme, since the mechanisms of this dance movement can be comparatively easily grasped and its motions duplicated even by beginning dancers.
As a hypothesis, we produced a model explaining the sequencing of this thought process, dividing it into three forms or kinds of images: (1) the imagining of a flapping bird, (2) the imagining of becoming a flapping bird, (3) the imagining of expressing this in dance movement.
For this study, we did pre-tests on unexperienced primary school students, junior high school students, university students, and experienced dancers. We confirmed them the following: 1) We have to show the flapping movements of at least 4 kinds of flying movements of birds through TV screens in order to assumeour ability to identify the flapping of the bird which the subjects have pictured in their minds. 2) We must have a check list to replace the flapping movements of a bird with human movements and check by TV screens when we want to identify the imagining of expressing dance movement.
We conclude that instructors can confirm and share what the subjects have pictured in their minds by making subjects choose what they imagined from among images showed on the TV screens.

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Der Zweck dieser Untersuchung steht darin, daß diese Untersuchung durch die Bestätigung der Handgriffsbewegung an bestimmten Reckübungen zu rationellem und öknomischem Studieren und Lehren der Reckübugen beitragen soll.
Fast in allen Sportgebiete, in der die Geräte mit einem Hand oder beider Hände behandelt werden, spielt der Handgriff eine technische wichtige Rolle. In dieser Beziehung sind die Reckü bungen auch nicht die Ausnahme. Aber in fast allen Handbücher sthehen nur solche Griffarten, die als die Aufgabe der Übungen, nicht als die Technik, ihre Bedeutung haben. An praktischem Lehren bezieungsweise Studieren einer Übung wird zuerst mehr exaktere Ausführungsweise angefordert. Daher wurde es zuerst zum Zweck dieser Untersuchng gestellt, die praktischen Handgriffsbewegungen aufzufassen. Und diese realen Bewegungsabäufe wurde durch morphologische Betrachtungsweise betrachtet.
Die Reckübungen, die hier in dieser Untersuchung als experimentale Aufgaben aufgonommen wurde, sind wie folgt:
1. verschiedene Aufsprünge in den Stütz mit dem Ristgriff
2. der Knieaufschwung mit dem Ristgriff
3. die Felge vorlings vorwärts mit dem Ristgriff
4. die Zuckstemme mit dem Ristgriff
5. die Kippe mit dem Ristgriff
Zuerst wurde die Vergleichung der Handgriffsbewegung innerhalb der Aufgaben 1. durchgeführt, weil die im allgemeinen als die andere Aufgaben mehr einfächer gemeint sind. Und danach wurde einige Merkmale, die durch Vergleichung innerhalb der Aufgaben 1. bestätigt wurde, mit der Griffbewegungen an anderen Aufgaben vergleicht.
Durch diese Vergleichungsarbeit wurde folgende ähnliche Merkmale der Handgriffsbewegung an allen Aufgaben und an allen Versuchungsturner klahr anerkannt:
Die Bewegung des Unten- und Oberarmes, die an kurz bevor der Stützphase etwas gebeugt werden und gleichzitig beide Ellbogen nach der Außenseite seitlich geschoben werden, üben ein grossen Einfluß auf die Handgriffsbewegung aus. Das heißt, die Stangenverschiebung en auf der Handfläche sind von der Ausenseite der Handfläche (von der Seite des kleinen Fingers) vorkommen, um den Stütz zu erreichen.
Dieses Merkmal soll folgende Möglichkeit andeuten: Bei der Studieren der einfache Aufspringen in den Stütz können die Schuler schon die wichtige Technick des Handumgreifens an anderen Übungen einstudieren. Aber dabei soll es betohnend unterstreichen, daß die Lehrer die anderen grundsätzlichen Techniken und ihre Beziehungen an jeden Übungen genug kennenlernen.

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The purpose of the present paper is to clarify what junior high school kendo club students think about kendo, and to comprehend their desire to continue. It will also focus on the possibility of lifelong kendo. The subjects were 2302 junior high school members of kendo club. They responded to 54 questions.
The results obtained were as follows;
Junior high school kendo club students show very strong desire to win.
Nine factors were extracted in factor analysis using their answers. These factors were “affirming the effect of practice”, “hatred”, “desire for a widespread appeal of kendo”, “demanding practice”, “continuous motivation”, “demanding for convention”, “recognizing the value of physical ability”, “rejecting of restraint”, and “displeased with judging”. And we analyzed the effects upon the various factors by the difference of start period in kendo and kendo record.
The groups with a high kendo record and who started kendo before admission to junior high school affirmed the effect of practice and had continuous motivation. But they were displeasured with the judging in kendo.
As characterised by the difference in the kendo record, the group with a high record in kendo felt the negative image of kendo. Also, the group with a low record in kendo was concerned with the widespread appeal of kendo, conventional style and physical ability.
As characterised by the difference in start period, the group starting kendo before admission to junior high school was very interested in practical activity. The group starting kendo after admission to junior high school was concerned with conventional style and physical ability.
The results indicate the possibility of lifelong kendo in terms of the groups with a high record and who start kendo before admission to Junior High. Furthermore, the groups who join after admission to Junior High tends to quit kendo.

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CISS (Comité International des Sports des Sourds) organized the IPC (International Paralympic Committee) with other sports bodies and national organizations for the Disabled in 1989, however CISS left the IPC in 1995. It seems that there were several factors in the process that CISS left the IPC.
First, the idea regarding integration of sports for the Disabled was different between CISS and the IPC.
Secondly, the concept regarding sign interpreting at the meetings from ICC to IPC was different each other.
Thirdly, the deaf people's thoughts that disabled people themselves should control their own bodies was strongly reflected.
In future, CISS is expected to become a strong driving force to prepare events that are open to both disabled people and able-bodied people in each sports federation at all levels and to realize integration of the Disabled in the world of sports. Therefore, it is even important for CISS and IPC to cooperate closely each other.

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