The purposes of this study were to analyze the process of ego identity reconfirmation in the athletic retirement, to identify the roles of anticipatory socialization and time perspective in the process, and to examine the effect of retiring experience for the middle-age crisis. Subjects were two former Olympians who had experienced the middle-age crisis. Several semi-structured interviews were done to each of them. The following 3 points were suggested. 1) Four stages were found in the process of ego identity reconfirmation in the athletic retirement; I: the onset of taking account of his/her athletic retirement, II: reconsideration of his/her life as an athlete and choosing his/her course toward athletic retirement, III: transition from athletic activity, : active commitment into his/her workplace. 2) Anticipatory socialization encouraged to transfer to the next stage of life, and time perspective was a major indicator for the degree of resolution of the developmental tasks in ego identity reconfirmation. 3) Unresolved tasks with ego identity reconfirmation on the athletic retirement were brought up again in middle age

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The purpose of this study was to investigate the actual of the changing empathy in Physical Education classes referencing Davis's Interpersonal Reactivity Index.
It is important to form empathy creating the relationship with others in the future Physical Education classes. We must investigate the construction of the common measure originally in Physical Education classes from emotional side and cognitive side.
As a result of analyzing a variety of competitive sports classes, it was made clear that there were some differences in empathy. Furthermore, characteristic patterns of empathy form were identified.
As a conclusion, it was understood that the attitude of putting oneself in a partner's shoes is important for the formation of empathy.
Regarding future study methods, it is planned 1) to reexamine a questionnaire which includes measurement items for the purpose of considering actual instruction in Physical Education classes, and 2) to show and verify concrete learning processes of empathy.

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The purpose of this study is to clarify the characteristics of the Course of Physical Training in the Syllabus of the Junior High School attached to Tokyo Higher Normal School (JHSATHNS) issued in 1907. Normal gymnastics (NG, consisting of the Swedish System of gymnastics ‹SG›, normal gymnastics, and games), and military gymnastics (MG, consisting of military drill ‹MD› and apparatus gymnastics ‹AG›) of the 1907 Syllabus were compared with the 1904 Report by the Committee on Games and Gymnastics and the results may be summarized as follows:
1) According to the results of the investigation at the Japanese National Diet Library, there was only one syllabus for Junior High Schools compared with 195 for Elementary Schools in Japan.
2) The purpose of the 1907 edition was similar to that of the 1904 Report, and the contents and methods of NG also followed the conclusion of the 1904 Report. Although SG had been introduced in Japan, the purpose of SG was omitted and the description of SG was simple in the 1907 edition. It was time to change the system of gymnastics from NG to SG in Japan. SG might have been tried at JHSATHNS at that time.
3) MD of the 1907 edition were based on the Manual on Infantry Drill issued in 1898 and AG were based on the Manual of Military Gymnastics issued in 1903. But light calisthenics were omitted from MG in the 1907 edition. It was also the conclusion of the 1904 Report.
4) NG and MG in the 1907 edition were influenced by the 1904 Report.

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The purpose of this study was to describe the teacher behaviors of elementary school teachers and to examine the effects of those behaviors on the student formative evaluation to physical education classes. The subjects were two elementary school teachers with 3 teaching units.
The teacher behaviors in those classes were observed by the systematic observation instrumentation that was modified with ALT-PE-TB and ORRPETE observation to physical education class by Takahashi et al. (1991). An instrument for student formative evaluation that was developed by Hasegawa et al. (1995) was utilized to collect data on it.
Four major teacher behaviors, those were “management”, “instruction”, “monitoring”, and “interaction” (Takahashi et al, 1991), differed between two teachers and changed during the teaching units. It was suggested that the differences among individual teachers did not influence the structure of teacher behavior on interaction in the natural setting. There were not clear relations between teacher behavior and student formative evaluation in those cases.

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