[in Japanese]

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The purpose of this study is to examine the effects of a teacher's verbal interaction emphasizing children's personal development and improvement on their motivation in physical education class through experimental intervention. The subjects were 19 fourth grade elementary school children (10-11 years old) and one male elementary school teacher with 11 years teaching experience.
In the study, a non-intervention unit of 7 lessons of apparatus gymnastics was conducted in the first trimester. Then an intervention unit of 9 lessons of portball (a basketball-like game) was conducted in the second trimester, during which the teacher gave children positive verbal feedback about the student's personal development and improvement as much as possible. The teacher's protocol was recorded and his verbal interaction with children was recalled by the children after each lesson. The children's motivational variables included personal goal orientation and perceived class climate, satisfaction with, positive attitude toward, and perceived self-competence in physical education, all of which were measured before and after the intervention unit.
During the intervention unit the teacher gave positive verbal feedback about personal development and improvement more than during the non-intervention unit. The number of children who perceived peer interaction was increased concurrently with the number of children who perceived teacher interaction.
The more positive verbal feedback emphasizing on personal development and improvement the children perceived, the higher their scores on motivational variables were appropriately enhanced. They highly evaluated task oriented goal and mastery class climate as well as their satisfaction with, positive attitude toward, and perceived self-competence in physical education. On the other hand, they showed lower ego oriented goal and lower perception of performance class climate.
Characteristics of effective verbal interaction that is perceived by children were positive feedback emphasizing personal development and improvement related to motor skill learning, question-inductive feedback in reciprocal interaction, and feedback in the presence of peers.

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The purpose of this study is to discuss about the educational significance and the value of the “area” concept, analyzing the concepts in related fields and correlation between “area, school and home”, and this discussion is a very important problem for sports pedagogy.
The result is as following: There is not a appropriation and a common understanding of “area” concept and also not enough discussion about the educational significance and the value of it, in related fields. As this background, there are cognition lack of “area” as subject matters and the educational effect it involves.
It is important for physical education lessons to be appreciated as education for human cultivation, not as the training for physical fitness and skills all, because the objective of physical education lesson is not sports study only. For reaching the agreement, the “area” concept and various problems related this will be built by the viewpoint of sports pedagogy considering children's matter of fact in the realities of life, will not divert from special fields.
Discussion on this study, it will be necessary for the educational significance and the value of “area” to be built the viewpoint of children's life extent and the social life subsistence there, and so forth. It will be consists of 5 elements: a natural environmental element, a geographical environmental element, a cultural environmental element, a social environmental element and a living environmental element.

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Von den japanischen Universitäten werden heute vermehrt sinnvolle Kooperationen mit den Kommunen gefordert. Einige Universitäten haben im Bereich des Sports bereits Ideen der Zusammenarbeit entwickelt. Da es in Japan jedoch herkömmlicherweise keine Sportvereine wie in Deutschland gibt, gestalten sick die Projekte mit den Kommunen deutlich schwieriger. Es besteht vor allem die Gefahr, dass sich die japanischen Univertitäten vorrangig um die äußeren Bedingungen (Organisation, Finanzen) bemühen und die inhaltliche Konzeption vernachlässigen.
Im vorliegenden Beitrag wird das Heidelberger Modell “Ballschule” als ein erfolgreiches Beispiel einer Kooperation zwischen Universität und Kommune durch Sport in Deutschland vorgestellt. Es kann unter Umständen Anregungen für japanische Universitäten liefern. Das Projekt wind in vier Teilschritten charakterisiert: 1. das Konzept der Ballschule, 2. die Organisation, 3. die Entwicklung, 4. die Bedeutung and der Nutzen der Ballschule von verschiedenen Standpunkten betrachtet (Kinder and Eltern, Kommune, Sportvereine und Sportverbände, Sponsoren, Univerität). Hieran anschließend wird der Erfolg des Ballschule-Projektes aus dem Blickwinkel der folgenden Aspekte analysiert: 1. Gemeinnützigkeit, 2. Innovation, 3. Veröffentlichung der Informationen, 4. Gegenseitigkeit. Es kann bilanziert werden, dass die Ballschule Heidelberg alle vier Faktoren gut erfüllt. Dies dürfte der Hauptgrund dafür sein, dass sie sick schnell zu einem Erfolgsmodell entwickelt hat.
Verallgemeinernd läßt sick für kooperative Projekte zwischen Universitäten und Kommunen feststellen, dass die Gemeinnützigkeit eine große Vorausetzung und die Innovation ein wichtiger Kern der Projekte sein muss. Aus der Gemeinnützigkeit folgt die Veröffentlichung der Informationen. Dabei ist die Gegenseitigkeit ein wesentlicher Faktor, um die Kooperation nicht punktuell, sondern dauerhaft zu gestalten.

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This paper has two purposes: 1) To report the progress of the planned class activity for a child using a wheelchair (third year boy in an elementary school) with his classmates in physical education course. 2) To analyze how the activity can be related to the view of inclusion.
In the approach, I discussed with the staff concerned, observed him in class, and then created his movement subject compared with the Course of Study. It is even possible to teach him “competition” by the device for the activity, and to achieve the goal of physical education.
Through the approach, I have come to the conclusion that practicing individualization education and establishing support system by teachers can be related to the view of inclusion.

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