The purpose of this study is to examine the present conditions of physical education lessons in English Public Schools through examining the P. E. curriculum and interviewing the director of the P. E. department of four representative Public Schools: Winchester College, Eton College, Rugby School and Harrow School.
The analysis conducted in this study on the aims, objectives and contents of physical education lessons proposed by the P. E. teachers of these four schools has made clear following points.
1) In these schools, physical education is a compulsory subject for the first one or two years only. The existence of extra-curricular games and the pressure of examination work have made the status of this subject less significant.
2) Their ideas on the aims and objectives of physical education lessons are almost the same as the current generally accepted way of thinking. Specifically, their thinking is to try to make a meaningful, active relationship between physical education lessons and extra-curricular games after making it clear where physical education lessons are different from extra-curricular games.
3) The contents of physical education lessons in these schools are so different from that of state secondary schools. Public Schools do not teach team games which are emphasised in state schools. Dance and outdoor activities are also not taught in physical education lessons in Public Schools.
4) Though team games are still stressed in the extra-curricular activities, so many other activities including individual sports are taken there. This implies that their thinking on this activity has changed from Victorian values to the new approach of physical education.
Consequently, the P. E. teachers of English Public Schools have made an endeavor to place physical education lessons as the foundation of all physical activities in the schools. The existence of National Curriculum which prescribes physical education as a compulsory subject may work advantageously to their endeavors.

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The purposes of this study were to clarify structures of the attitude toward instruction in physical education at various school stages, and to develop the instructional objectives of physical education in all school stages, and to examine instructional point of view.
The subjects consisted of 3, 637 elementary school children, 2, 275 junior high school students, 3, 211 high school students and 1, 370 university students. A questionnaire which contained 40 items on the instructional objectives, ways of learning, motivation and the atmosphere was administered to each subject. The instructional objectives included affective, psychomotor, cognitive and social behavior domains. According to D. Sidentop, B, Crum and T. Takahashi, these were considered to be the major objectives. A furthest neighbour method of hierarchical cluster analysis, and a principal factor analysis with normal varimax rotation were performed for the analysis of data.
The main findings were as follows:
1) Four factors were extracted by means of the factor analysis. These were “intellectual ways of learning”, “competence of movement”, “positive atmosphere toward physical education in the class”, “social behavior of physical education”.
2) The structures of attitude toward the instruction of physical education class were contained the affective, psychomotor, cognitive and social behavior domains at all school stages.
3) The structures of the instructional objectives included the order at all school stages, and the instruction needs to consider the order.

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This study was designed to investigate the teaching strategies developed for learning products (combination play in soccer game) among 5th and 6th graders in elementary school.
According to the diagnostic results based on the attitude scores toward physical education courses, nine classes rated ‘successful class’ were chosen as the subjects. Then, the attitudes were measured before and after each unit of instruction respectively, using Kobayashi Physical Education Inventory. The development of combination play in soccer game was evaluated by the change during before and after the unit of instruction with following the game analyses [the mean ratio of ball keeping time (t_m>t_n) of one team (t_m) to the other team (t_n) in front of the goal, the ratio of shooting times with more than 2 passings to the times of ball acquisition, and the frequency of the pass as getting an opponent moved to one side].
This investigation suggests three elements of teaching strategies for improving the above learning products. 1) It is necessary to provide enough area for the game, and it should be more than 90-120m² per child, regardless of other factors of instructions. 2) Itis important for teachers to emphasize combination play in front of the goal, and it should be reflected in lesson plans. 3) It is very important to let child understand the rationale and the necessity of tasks given by teachers.

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The purpose of this study was to extract problems cocerning the physical education textbooks and to propose the views after this on the physical education textbook through clarifying the historical changes of the physical education textbook.
There are very few prior studies on the physical education textbook, though a lot of people had pointed out the importance of the study. We hope to establish a new theory on physical education, this is also a good point in time to do so because just now the course of studies is being revised. This study will contribute to establish a new theory on physical education.
The findings were summarized as follows:
1) The physical education textbook needs the content students are able to have various awarenesses of the issues to the sports.
2) The physical education textbook has to prepare for the information of various levels according to awarenesses of the issues to the sports of students.
3) The physical education textbook has to be made to promote the understanding of meaning of sports to students, by learning the information about sports. And the physical education textbook has to be made for all students to be able to integrate the various cognitions on sports (the cognition of technique in sports, body cognition, group cognition, cognition of sports culture).
4) The physical education textbook has to be considered for all students to be able to develop their critical viewpoint and extend the understanding and heighten the awareness of the potentiality about a life of self and more extensive society.
5) The physical education textbook has to be considered for all students to be able to criticize and analyze the extensive issues of present sports using the integrated cognition through learning by the physical education textbook.

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[in Japanese]

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With an aim to improve the course of physical educations, a basic study was made on the preconditions to determine what kind of ball games is suitable as the teaching subject. First, we reviewed the major classification theories on exercises including ball games to clarify the present status of the field. Second, the backgrounds of those classifications were investigated and the ball games defined by “the course of studies” were examined from the respective classifications to find problems in them.
In this study, six classification theories for exercise proposed by 1) M. Udo, 2) K. Gaulhofer, M. Streichers, 3) T. Takahashi, 4) G. Stiehler, 5) H. Dobler and 6) Y. Sato were examined and the following results were obtained: the classifications were grounded on six viewpoints, 1) arrange the classification standard, 2) exercise principle, 3) tactical action, 4) tactics, 5) game concept, and 6) moving formation of tactics, respectively. They are a classfication based on the ball games level and not on the development of exercise ability which would become useful in future.
For execise learning, it is obviously impossible to let pupils acquire an exercise task without understanding it in the sensorimorter level under the conditions of practical guidance. Therefore, it seems necessary to classify execises from not only the ball games level but also sensorimorter ones. Namely, “a classfication based on an education system” should be made from viewpoints of learning theory for exercises so that a new curriculum for ball games is constructed on the basis of the classification viewpoints.

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