In post-war dance education, imitation of existing products tended to be avoided, based on the view that such practice would hamper growth of children's creativity. This is considered to have a certain ground. The reason is that “thin imitation” -mere mimicry of superficial bodily behavior- is presumably no more than mechanical repetition and is unlikely to lead to education of children. However, if imitation is regarded as involving both the mental and physical spheres, and further in the area where changes and movement occur, grasping the thinking that supports the group of actions of the dance, as well as rhythm at that point, and knowing the mental common world of the actions through these actions. Before it becomes possible to take actions based on this thinking, “thick imitation” is considered necessary.
This research aims to mention that “noh” theory of Zeami, a representative theory of traditional Japanese dance, pointed out effectiveness of “thick imitation” in dance education, in the meaning mentioned above, and to position the possibility and meaning of “thick imitation” in modern dance education theory, by reinterpreting the “noh” theory. According to Zeami's theory, it is essential in “noh” education for children to imitate “patterns” and “art” in “noh.” In particular, the stage of practice, which Zeami separated from among the process from “yasuki kurai” to “an-i” in the ability-formation course of a “noh” player, is important. This writer studied this process from the viewpoint of dance education, and found significance in the following four points: 1) imitation of bodywork and sensitivity, 2) imitation of site-sensibility, 3) development toward creativity, 4) obtaining self-education power (=living ability). Produce-ability of these from “thick imitation” (pattern imitation), and the meaning of “thick imitation” in terms of dance education, were clarified. Specific systematization of purposes, content, method, and evaluation of dance education from the viewpoint of “thick imitation, ” based on the above, will be future problems.

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A new formative evaluation instrument focusing on students' interactive and cooperative behaviors in physical education class was developed. Three hundred and sixty-four Japanese elementary students in the sixth grade participating in 12 PE classes answered to questionnaire consisting of 30 items with 3-point intensity scale. Item analysis canceled 9 items and factor analysis of 21 items based on promax rotation revealed 5 factors, which were named Cooperative achievement, Cooperative thinking, Positive interaction with teammates, Human relationship in the group, and Motive for cooperative activities. This scale was condensed into 10 items typical of each factor by an applicable selection and had similarr factorial simple structure with consistent reliability (alpha=.75).
We could confirm that the average score of this scale had increased through out a “Karada-Hogushi no Undo” unit including six sessions in the sixth grade's PE class (Repeated Measures ANOVA; p<.05) and agreed with “task appropriateness” for students. This scale may be viewed as an useful instrument for assessment and improvement of PE class intending students to interact with one another.

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The purpose of this paper is to make clear the present condition and the issues concerning the curriculum reformation of the physical education in higher education. The curriculum lists and syllabi published by 1075 colleges in 2000 were investigated. And the questionnaire was distributed to the 163 college which did not have established the physical education as a required course in 1997. The return rate was 52.8%.
The results of this study are summarized as follows:
1) The physical education curriculum was established with 98.5% in all colleges. Sixty-one point eight % of all the colleges established physical education as a required course. National and other public colleges had more physical education as a required course than private colleges and junior colleges.
The colleges which were established physical education as a required course decreased from 3 years ago. Subject title which was used the words of “physical education” was established with about 30.0% in all subjects and it decreased from 3 years ago, either.
2) Physical education staffs did not almost have a relation to change the physical education curriculum from required course to non required course, but they had a relation to change subject title. To change the curriculum from required course to non required course had a positive estimation by physical education staffs.
From these results, it is suggested that physical education subject is going to improve and vary more and more. Therefore, physical education staffs should grapple with Faculty Development activity.

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本研究では、開脚跳びの習得に有効なアナロゴンになりうる練習課題を確認するため「壁倒立」「手押し車」「跳びだし」「タイヤ跳び」「うさぎ跳び」の5種類の練習課題を設定し、開脚跳びの達成度と各課題の達成度との関係を調査分析した。
単相関係数を算出することから「開脚跳びと類似の運動経過がとれること」「手を支点とした体重移動の感覚」「腕支持感覚」「体を前方へ投げだす感覚」を含んだ5種類の練習課題すべてが、開脚跳びの達成度に有意に関係していることが確かめられた。また、重回帰分析の結果から、開脚跳びの達成には、開脚跳びと類縁構造をもつタイヤ跳びと、手を支点とした体重移動を必要とする跳びだしができることが重要であることが示唆された。クロス集計の結果からは、開脚跳びができる子は、タイヤ跳びができる子どもであったことから、開脚跳びと類似の運動経過がとれることが重要であることが示唆された。
開脚跳びができない子についての分析結果から、開脚跳びができない子にとっては、うさぎ跳びがもっとも難しい課題で、次いで跳びだし、タイヤ跳びであることがわかった。クロス集計の結果からも同様のことが確認された。そしてその運動様態を分析することから、開脚跳びができない子は、手を支点とした体重移動をうまく行うことができないため、腰を上挙して肩を前方に出してまたぎ越すことができないという問題を抱えていることが確かめられた。
今後は、実践場面にこの結果を適用し、本研究で提示した指導法の効果を実証することが課題としてあげられる。また、技の達成に向けた練習課題の習得順序性についての研究も行う必要があると考えている。

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A structured group encounter (SGE) approach was adopted with the aim of assisting the adjustment by new members of a university kendo club to the various stresses experienced due to the change in environment. Before developing a program, an assessment was made of the club and six goals established for psychological intervention: self-awareness, problem confrontation, improvement of self-confidence, establishment of goals, positive thinking, and improvement of teamwork. A psychological support program was then developed consisting of six sessions corresponding to these goals. Using a generic method of organizing SGEs, psychological exercises were conducted in the first half and sharing and free discussion performed in the second half of sessions. Based on the results of a questionnaire survey, it was found that new club members who participated in the program were more creative, spontaneous and positive in their attitude and approach to competition. There was also found to be a diversification of stress management strategies and increased satisfaction with social support. There was in addition confirmed to be an increase in sense of adjustment toward belonging to a sports club and a decline in the tendency to experience burnout. An evaluation based on observation of behavior further revealed a positive improvement in approach to training. The study thus showed the value, from a sports pedagogy standpoint, of the provision of psychological support to assist in the adjustment process.

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