To investigate student-evaluated kendo classes in a unit of kendo at High School M from the 2000 and 2001 fiscal years, the teacher's actions in the class and the student evaluation was analyzed.
Before the intervention, results showed that the teacher's instruction was one-way and authorization and students evaluated the lesson as very dull. The researchers pointed out some areas of improvement and disclosed the results of the lesson analysis to teacher. The teacher accepted the researcher's intervention, reflected on the results of the 2000 fiscal year kendo class, and aimed to improve his class for the 2001 fiscal year.
To investigate the effect of the intervention on the 2001 class, the researchers focused on analyzing the teacher's actions and the contents of the practice as well as students' evaluation of the class. Lastly, the 2001 class was compared to the previous year's class.
As a result of analysis, the teacher was able to introduce game teaching materials including analogon of kendo in the introduction of a unit. The teacher was also able to make the effort to employ teaching materials that would keep the content non redundant and increase students' motivation to learn and improve upon their skill level. Moreover, the teacher was able to develop the lesson being conscious of “increasing the frequency of overall interaction”, “giving positive praise”, “teaching for a short time”, and “continually introducing new content rather than repeating the same subject”. Furthermore, through this new unit, the teacher was able to attain higher student evaluations than in the 2000 fiscal year.
From the above, it was confirmed that student evaluated kendo classes can be improved by the use of teaching that is designed to meet the needs of the learners especially game materials that include analogon movements, increasing interaction between the teachers and students and positive feedback. On the other hand, commenting on the teachers teaching materials in advance and teacher-centered instruction was not found to bring about any improvement.

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The purpose of this study was to analyze how coaches' own childhood experience uniquely reflects upon coaching infants in soccer, by using a narrative approach. The semi-structured interviews were conducted with four college students who play soccer and coach kindergarten pupils in soccer. The four informants were asked about 1) impression on kids, 2) the Kid's Program, 3) occurrences during the program, and 4) experience in their own childhood. All the informants were currently playing sports and experienced unique enjoyment through sports in their own childhood. From the results of the interviews the coaches had desired to let the infants know about the enjoyment of exercise and love of exercise. Then, they attempted to initiate the infants with enjoyment of sports as they themselves experienced.
From the coaches' responses, it was found that all the informants had experiences of physical activities in their childhood. It was also suggested that their experiences created motivation to coach and a positive attitude toward physical activities, which were passed down to infants by them as coaches.

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In the present study of classroom teachers of the upper grades of elementary school children (fifth and sixth grades) (88 persons), we investigated how reflective thinking (being a subjective matter on reflective practices) differs between teachers who obtained high attitude scores toward physical education classes and those who did not, by using the factor analytic approach. We conducted a survey “questionnaire on the review of physical education classes” comprising of 80 items. For those children who attend physical education classes of the surveyed teachers, we implemented the attitude measurement toward the physical education classes, at around the same time as the survey of the teachers was held, The following is an outline of the survey results.
As a result of the factor analysis of reflective thinking of the classroom teachers in the upper grades of the elementary schools, eight factors. “observation/judgment”, “instruction skills”, “class planning”, “learning records”, “teachers' understanding of, exercises” “children's learning from each other”, “joint practices with other teachers”, and “safety/management” were derived, indicating the existence of extremely rich reflective thinking. The teachers in the upper group (high attitude scores group) have clear images of the type of children they would like their class of children to become, make dfforts to organize a class plan focusing on each child and determine whether or not their class of children can illuminate their own learning difficulties and resolve these problems by themselves in actual physical education classes.
It is suggested is closely associated with their awareness about “class events” occurring during their physical education classes.

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The purpose of this study is as follows; 1) to examine whether students' learning motives for physical education change through a unit of gymnastics any 2) to examine the factors influencing the learning motives, which are learning result, classmate's interaction and teacher's interaction. The investigation instrument regarding the students' learning motives was marking the questionnaire (six factors with 34 items) standardized by Ito (2001), and what consists of five factors (practice, group, fulfillment, approval, and superiority orientations) with 10 items. The subjects were one hundred and eighteen Japanese elementary students in five upper-grade classes participating in a unit of gymnastics.
The following results were obtained. The students' learning motives after the unit of gymnastics improved significantly as compared with the learning motives before the unit of gymnastics. Moreover it was suggested that students' learning motives could be improved when students consequently get a learning result, establish effective relationships with classmates, and perceive the teacher's interaction as useful.

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