In recent years, the status of physical education in schools has declined in many countries. Behind such phenomena, it would be easily found the influence of worldwide education reform. Therefore, it is also easily supposed that in the near future the value and status of Physical Education in schools should be reexamined. What kind of theoretical background could one show to overcome such situation? One of the key problem to be solved would be curriculum problem as shown in Berlin Agenda. What kind of contents of P. E. could one show? From history of movement education, one could get the good suggestion on this problem.
Movement education is one of the most popular concept in P. E. in schools in English culture, but not so popular in Japan. It's originally taken in the United States as a new concept of P. E. curricula in schools instead of the idea ‘education through the physical’.
Based on the effort of Brown and Cassidy, one of the most influential persons, it was spreading the 1960's.
In this study, focused on the Brown and Cassidy's original text ‘Theory in Physical Education -A Guide to Program Change-’ (1963), it would be tried to make clear the relationship between scientific approach to curriculum development in education and movement education and also characteristics of movement education concept in comparison with the idea ‘through the physical’.
As the result of this study, following points would be suggested;
a) Based on the Bruner's theory of structure of subject matter theory in education, curriculum of P. E. has constructed as a discipline centered curriculum. As the result, they have characterized the subject P. E., as the subject to teach art and science of human movement.
b) In objectives of P. E., they have emphasized understanding and cognition of the knowledge in the field of human movement studies.
c) They have abandoned multi discipline system in P. E. and shown human movement as the common content of P. E.
In these sense, movement education of Brown and Cassidy should be highly evaluated as the theory which has shown the reason of the need of the subject P. E. in the curriculum theory level.

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The purposes of this study were to investigate the differences in jumping distance and velocity of the center of gravity among performance level of triple jumpers, and to suggest proper training for each performance level. The subjects were 18 triple jumpers (2 club team athletes, 5 university students, and 11 senior high-school students). The subjects were divided into 3 groups (A, B and C) according to their performance levels. The mean distances of the triple jump were 15.57±0.22m for group A (n=4), 14.85±0.13m for group B (n=4), and 13.53±0.32m for group C (n=10). The data were collected by videotaping their performance with two video cameras. The results could be summarized as follows:
(1) The difference in the total distance of the triple jump from the level of group C to that of group B was majorly due to the difference of the hop distance. The difference in the total distance of the triple jump from the level of group B to that of group A resulted from the difference of the step distance.
(2) The type of the phase ratio of group C was the balanced phase ratio, and the phase ratios of groups B and A were the hop-dominated. However, the phase ratio of group A showed a balanced tendency as compared with group B.
(3) The athletes of group C maintained the horizontal velocity during the step support phase, but they could not increase the vertical velocity largely. The athletes of group B greatly reduced the horizontal velocity during the hop support phase.
(4) The athletes of group C should increase their approach velocity and hop distance, and they have to get skilled in the takeoff in the hop phase. The athletes of group B should learn the technique to maintain their horizontal velocity during the hop support phase. The athletes of group A should focus on the sprint training to get more approach velocity, and should shift hop-dominated phase ratio to balanced one.

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The first purpose of this study was to clarify the factors that restrain the help behavior of the third party toward the victim of bullying in a physical education class. The second purpose was to examine the influences that these factors have on the help attitude.
The questionnaire survey about the reasons for not helping the victim in spite of having recognized bulling in physical education class and about the help attitude was conducted on the third grader (139 children) in an elementary school, the fifth grader (149 children) in an elementary school, and the second grader (213 students) in junior high school.
The results of a factor analysis were as follows:
1) Avoidance from the danger of a retaliation (“Factor 1”)
2) Refusal of involvement in fear of negative evaluation from peers (“Factor 2”)
3) Denial of the help duty by blame attribution to the victim (“Factor 3”)
Each factor was compared in terms of the grade difference and sex.
Furthermore, the following results were shown about the influences that these factors have on the help attitudes of each grade.
1) Third grader in an elementary school: “Factor 2”>“Factor 3”
2) Fifth grader in an elementary school: “Factor 2”
3) Second grader in junior high school: “Factor 3”>“Factor 1”>“Factor 2”

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Qualitative research on teaching in physical education has suddenly increased in the area of physical education teacher education (PETE) over the past decade in U.S.A. Byra and Karp (2000) surveyed the articles published in the Journal of Teaching in Physical Education and Research Quarterly for Exercise and Sport Science (pedagogy section) between 1988 and 1997. Qualitative research articles on teaching in physical education were 113 (43.8%) in data-based research on teaching in physical education.
However interpretive and critical articles (qualitative research) on sports sciences in Japanese major and local 6 journals were very small that were 20 articles (2.44%) between 1990 and 1999 (Cavalli and Fujiwara, 2001). It is very important to know how qualitative research was doing if we try to do qualitative research on teaching in physical education.
The purpose of this article is two-fold: (a) to compare the purpose of 8 qualitative research inquires on teaching in physical education in one of the most noted journals in U.S.A. in which PETE research is published, and (b) to compare the method of them.
Qualitative research on teaching in physical education had a very wide diversity of the purposes, but it had some similar characteristics that was to understand the participants or to describe the perspective of the participants. And qualitative research was applied various techniques to collect data and to enhance validity and reliability.

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