The purpose of this study was to investigate the effects of physical education [PE] homework on the amount of daily physical activity and the health-related fitness of university freshmen. Two hundred and eighty four Japanese university freshmen were allocated to either homework group (N=133) or control group (N=151). The tasks for homework group were daily life (out of class) self-monitoring of physical activity to promote daily physical activity, as well as fitness tests and sports activity during the class. The tasks for control group were health-related fitness tests and sports activity during the class. The Physical Activity Assessment Scale (PAAS; Wakui & Suzuki, 1997), which consists of three subscales, was used to evaluate physical activity patterns of the participants. The three subscales were 1) Exercise/Sports: measures exercise/sports-related physical activities with more than moderate intensity, 2) Time Management: measures the ability of time management in being occupied and having little time for exercise/sports participation, and 3) Daily Activity: measures relatively light physical activities in daily life. Health-related fitness (cardiovascular endurance, muscle strength/endurance, flexibility, and body fat) was also measured. As the result of ANOVA, PE homework in daily life was found to increase; 1) the amount of physical activity widely with light to moderate intensity, 2) some healthrelated fitness related to practical homework. These results suggest that PE homework can contribute to promoting daily physical activity required for fitness program emphasized today.

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“Körpererfahrung” ist ein fachdidaktisches Konzept in Deutschland, das zur Zeit in den Lehrplänen des Bundeslandes Nordrhein-Westfalen umgesetzt wird. In dieser Arbeit geht es um den Begriff und die Praxis dieses Konzeptes und die wissenschaftliche Diskussion darüber. Insbesondere wird die Beziehung des Sportpädagogen Funke zu Grupe dargestellt. Es zeigt sich dabei, wo die wichtigen Streitpunkte liegen, wenn das Konzept “Körpererfahrung” im Sportunterricht umgesetzt wird.
In dieser Analyse werden folgende Punkte deutlich:
1. Als Funke den Begriff “Körper” analysierte, war er sich der Position Grupes bewusst. Funke hielt Grupes Theorie zwar für interessant, zweifelte gleichzeitig jedoch auch an ihrer Gültigkeit.
2. 1983 beim ADL-Kongress wurde Funkes Theorie von Grupe kritisiert, der der Meinung war, dass der Begriff “Körpererfahrung” und die Kriterien, nach denen solche Erfahrungen praktisch ausgewählt und umgesetzt werden sollten, bei Funke unklar gefasst waren. Diese Kritik war Anlass für Funke, seine Theorie and Praxis noch einmal zu überdenken.
Wenn in der japanischen Sportpädagogik über den Begriff “Körper” diskutiert wird, dann sollten folgende Punkte beachtet werden, die in Deutschland die Diskussion des Konzeptes “Körpererfahrung” bestimmt haben:.
1. Was ist mit dem Begriff “Körper” gemeint? Wie sollte dieser Begriff in der Sportpädagogik diskutiert werden?
2. Bei der Festlegung der Lerninhalte steilt sich die Frage, welche Erfahrungen und Auswahlnormen zu den jeweiligen Konzepten passen.
3. Welche Aktivitäten entsprechen diesen Lerninhalten and Konzepten?

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The purpose of this study was to examine effective management strategies for teacher in physical education classes. The focus was on the rules, roles, and management skills for teacher's management behaviors during management episodes and instruction episodes inside ball game unit. Data was collected from 3 ball game units from 3 elementary schools. Two of the three units were taught by effective teachers in physical education classes.
The main results were as follows:
1) Effective teachers decided class management rules and roles.
2) Effective teachers directed management routines since the first lesson of the unit.
3) Above results indicated that effective teachers structured class management.
4) In order to reduces the length of time for management activities, effective teachers conducted management strategy especially for: starting the class, moving students to the next task-sites, gathering students, setting instruments, forwarding the learning tasks, and setting learning environment, more clearly than the common teacher.

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While they are moving, hearing-impaired students cannot pay to their teacher's advice. Hence, teachers must exhibit some consideration and provide communication support.
It is important for both students and teachers to observe the same movement image. While forming their movement image at an aerobic dance class, hearing-impaired students would be affected by a teacher's expression of sign language and gestures. The application of media, such as dynamic teaching material in aerobic dance coaching, enables the matching of their image and body movement. The dynamic teaching material was developed in order to enable students to access the www (Aerobic dance homepage) site.
Consequently, the application of media in aerobic dance coaching was readily accepted by hearing-impaired students, and 90% of the subjects responded positively to media usage in aerobic dance coaching. It is suggested that visual information, such as dynamic teaching material, would meet the requirements of hearing-impaired students. Further, it could be applied to and helpful in the coaching of various physical activities.

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