This study examines coaching methods in ball games. First. Multidimensional scaling (INDSCAL: Individual Differences Scaling) was applied to cognitive structures on rugby football positions of Japanese high school rugby players, because it has been suggested by proceeding studies that it is useful to apply Multidimensional scaling to cognitive structures on rugby football positions in order to examine coaching methods in ball games. Twenty-one Japanese players, all of whom selected as the men's national high school player, served as subjects. As a result of INDSCAL analysis, three dimensions, 1) formation, 2) scrum and lineout and 3) tactical decision-making, were idehtified. The comparison of these results with those of former studies indicates that the Japanese players and coaches adopt positions laying emphasis on the dimensions of formation, scrum-lineout and tactical decision-making.
Second, the subject space from INDSCAL was analyzed by cluster analysis to examine the individual differences of the cognitive structures on rugby football positions. It was concluded that the players, all belonging to positions concerning with tactical decision-making, have well-balanced cognitive structures compared with the other positions' players. And the players' cognitive structures on rugby football positions are influenced by the qualitative difference of positions previously experienced.
The knowledge gained from this study is very helpful in the coaching ball games, and suggests significant improvement in the method of coaching.

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This study has the following two aims:
I) The first is to clarify the process in which inexperienced students in a physical education class acquire the skill of “ken-tai-icchi no datotsu” (striking with the shinai and body).
II) The second is to clarify the process of acquiring “basic movement” skills by inexperienced subjects of Kendo in preparation for Kendo Club competitions.
In the physical education class, inexperienced students were taught Kendo for about three months (total 21 hours) using the Edo teaching plan. The following results were obtained;
1) “Ken-tai-icchi no datotsu” (striking with the shinai and body) times were shortened by 0.01 seconds.
2) The distance of “fumi-komi” was shortened by 3.7cm.
3) The time of “datotsu” was shortened by 0.26 seconds.
4) The lateral spreading of legs and right knee joint angle displayed during the “datotsu” movement demonstrated significant changes (p<0.01). However, the shinai angle and the acceleration did not.
In the club activity, inexperienced subjects (3 female university students) practiced Kendo about 6 months and were tested on the process of acquiring Kendo skills. The following results were obtained:
1) “Zenshin-koutai suburi” (the action of swing the shinai with forward and backward footwork) increased by 2.7 times.
2) The continuous “kote-men” attack was shortened by 0.9 seconds, while the “shikake-men” attack was shortened by 2.1 seconds. The “shikake-kote” attack was shortened by 1.1 seconds, while the “shikake-do” attack was shortened 1.1 seconds, and the “prediction-attack” was shortened by 1.9 seconds.
3) The distance of “tobi-komi” (including “ayumi-ashi”) was shortened by a maximum of 38cm and a minimum of 29cm.

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The purpose of this paper is to explain the trend of school physical education reform in U.S.A. in the relation with the educational reform. After 1990 years, NASPE established a goal for the physical education of “A Physically educated Person” to do a school physical education reform. Then, NASPE showed the figure of the new physical education by the National Standard with making a goal for this physical educateon develop concretely.
When future Japanese school physical education was built, the next two points of suggestion could get it as a result of the examination by this paper.
1) A future physical education curriculum is intellectual, and it must contain recognition-like contents of learning. Then, a physical education curriculum must be composed of the thing which balance often contains intrinsic value and extrinsic value of the movement and sport.
2) Before the physical education curriculum preparation, extensive argument in the various levels about the curriculum is indispensable. The academic society about the physical education and the sport education should shoulder responsibility for the preparation of the physical education curriculum at the same time.

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In diesem Aufsatz versucht man, durch Analyse der Lehrplänen des Fachs Sport in der BRD nach '90 Jahren einen Hinweis auf die Curriculumtheorie des Fachs Gesundheits- und Leibeserziehung in Japan zu erhalten.
5 Empfehlungen und Aktionsprogramme, die nach dem 2. Weltkrieg einen Einfluß auf das Fach Sport im ganzen Deutschland ausgeübt haben, und Lehrpläne von Bayern, Hamburg und NRW wurden als Gegenstände der Analyse behaldelt.
Als Resultat kann man die Entsportlichung in neuen Lehrplänen erkennen. Im Hintergrund solcher Tendenzen kann man auch Vielfältigkeit des Sports, ein negatives Sportbild und Veränderung der pädagogischen Aufgaben der Schulen finden.
Gleichzeitig kann man aufgrund dieser Tendenzen über die Curriculumreform des Fachs Gesundheitsund Leibeserzieuhng auf die folgenden zwei Punkten hinweisen;
1) Notwendigkeit der Anerkennung von der verschiedenartigen kultuellen Eigenschaften des Sports.
2) Notwendigkeit der Bewußtmachung des Verhältnisses zwischen dem Sport in Schulen und den pädagogischen Aufgaben der Schulen.

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This study aims to introduce the current reform of the National Curriculum of Physical Education (NCPE) in England & Wales. Furthermore this study aims to focus on the role of assessment in the NCPE. The results are summarised as follows: 1) The NCPE introduced the criterion-referenced evaluation system for learning assessment. The introduction was intended to utilize the role of formative evaluation in order to improve learning and teaching in lessons. 2) The NCPE introduced the learning process model for the attainment targets and the standards of assessment. As compared with the Course of Study on Physical Education in Japan, it seems that it is characterised by the inquiry of acquiring the movement.

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