The purpose of this study is to examine the theoretical grounds for sport pedagogy as a new discipline, in relation to the systematic theories of sport science which is becoming a new interdiscipline. As sport science and also sport pedagogy are the underdeveloping sciences at the present stage, the relation of those sciences is still very unstable.
Though we can recognize the various systematic theories of sport science and sport pedagogy in german speaking countries, here are examined as representations the theories of sport science presented by 1) dictionary of sport science (edited by Rothig), 2) E. Niedermann, 3) P. Rokusfalvy, and 4) H. E. Rosch. And also, the theories of sport pedagogy develo ped by 1) J. N. Schmitz, 2) K. Widmer, and 3) W. Schultz are analysed.
As the result, it is made clear that sport pedagogy should explore the way which it will be able to be formed as a new interdiscipline. That is,
1) sport pedagogy should place sport science as the mother science,
2) sport pedagogy should have to do with the science of education and the other sciences concerned with it, and
3) sport pedagogy should contain fields of study on both theory and practice in sport instruction.

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The learning of track and field consists of repetitions of such relatively monotonous motions as running, jumping and throwing. The difference in the physical fitness and motor ability each individual student has comes out straightforwardly in his results of training in class. Therefore, students in general tend to shrink from learning track and field events in class. And teachers have lots of problems to solve. They often say. “Track and field are difficult to teach in class”. “It is very hard to raise the effect of teaching track and fild, ” or “Students are not very willing to learn them.”
The following are what I think can be clues to the improvement of track and field classes:
1. The setting, or the creation, of the “scene” is very important to heighten the learners' will to learn Thus game-like, play-like, or grouping practices should be adopted in class.
2. The improvement and elaboration of necessary environments such as facilities and tools is vital. We should reform the rules in conformity with the ability of the learners so that they will get interested in learning track and field.
3. The dramatization by instructors is important. The advice, model performances, or instructions by teachers will impress the learners and thus raise their will to learn.
4. In teaching track and fiefd it is essential to make the best use of properties of individual events, say, by making a clear distinction between the teaching of competitiontype events and that of attainment-type events.

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[in Japanese]

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I cannot agree to such an idea that all we have to do now for physical education in scool is only to deal with teaching materials of sport arbitrarily. The true value of a sprot as teaching materials does not depend upon the value of the sport itself, but it should be judged from quality and quantity of what is gained by learners.
From that viewpoint, reconsideration of teaching materials might be an urgent busin ess; that is, it may be indispensable for teachers to develop more precise analysis of teaching materials of sports and more effective graded teaching system. This is the true standpoint of physical education as science.
Unlike the so-called game sports reqular curriculum sports in school have various facets of difficult teaching conditions of learners: for instance, motivated or not, physically strong or not, highly trained or not, and endowed with enough time or not, etc. Nevertheless, many teachers neglect these complicated situation and are simply devoted to training of high technique as well as pursuit of the unified teaching materials for it.
I wonder whether it leads to the reasonable effect. I cannot help concerning about such a serious result that it should have caused the great deal of dropouts in physical educa-tion in scool. Lastly I must add another significant question to my consideration. “What on earth is the intrinsic speciality of the teacher of physical education?” In this paper those problems are discussed and analyzed synthetically.

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The purpose of this paper is to try to examine the meaning of the term ‘sport infomation’ through a survey on the past and present of this subject in Japan.
Sport information had its origin in Europe. In Europe and North America some sport bibliographies were published from the middle of the 1950's. Tremendous advances in computer science brought drastic change in those countries in the middle of the 60's. The earlier bibliographies have now been superseded by enormous computerised databases, from which bibliographical information can be retrieved with on-line terminals.
In comparison with the progress of those countries, sport information in Japan is in its first stage of development. Until recently there was no organized sport information centre, although there were some attempts to establish one. But because of further efforts in recent years, a Documentation Centre for Sport and Physical Education was finally established in 1976. This organization offers current awareness publications concerning sport and physical education. The Japanese Amateur Sports Association also began its project, Development of Sports Data Bank, in 1977.
The first chapter of this paper deals with types of bibliographical sport information, and the second chapter with those of sport data. In the last chapter discusses the point that sport information consists of just two things: sport bibliographies and sport data. But there is a primary source of raw information left untouched taking the field of sport as a whole, which should be included in ‘sport information’. Therefore, in this paper we now reconsider and extend the definition of the term ‘sport information’.

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