The purpose of this study was to develop a Computer Assisted Instruction (CAI) web site for elementary school swimming class, and to clarify the effect of different CAI contents. BBS (Bulletin Board System, textual information) which the children could contribute their question freely and a multimedia contents (movie information) were made for the CAI web-contents. Three elementary schools (5^th-6^th grade) participated in this study. Questionnaire survey was conducted to analyze the effect of the CAI web site. Both contents received positive attitude from the children. Comparing the results between BBS and multimedia utilization, children answering “Useful to have new findings on swimming” was significantly higher than using multimedia contents (BBS: 19.2%, multimedia: 61.5% P<.01) and “affective” component was significantly higher than in BBS utilization from analyzing free written answer (BBS: 22.5%, multimedia: 3.0% P<.05). From the present study, it was concluded that by using BBS children can enjoy learning swimming with other pupil and multimedia contents can give more information for discovering how to swim.

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Game performance doesn't always depend only on “technique”. It depends on also tactical decision making. Tactical decision making is the ability which makes one possible to understand game situation and decide the proper action in a moment (Nakagawa, 2000). The foundation of this decision is the tactical knowledge. In this sense, teaching appropriate tactical knowledge in physical education class is so important. Also one should examine the possibility of learning such knowledge.
In this study, tactical knowledge on shoot in basketball games was taught in 10 hours unit in elementary physical education class. Through this unit, possibility of improving decision making ability on it was examined. The main findings were summarized as follows:
1) Children acquired tactical knowledge on proper decision making about shoot and pass before learning in higher level. But, the tactical knowledge about ball keeping was poor.
2) The number of proper answer on the ball keeping was getting better in the physical education class.
3) Even though ten hours basketball class, the tactical knowledge on the shoot and the ball keep on proper decision making, were acquired.
4) Even though ten hours basketball class, in the no mark situation, pupil could make proper decision making in shooting in games. But, it was difficult for them to create such situation by themselves in games.
It was suggested that the acquisition of tactical knowledge on proper decision making would be the clue to improve children's decision making and it would be possible to learn it even though in physical education class. On the other hands, effective order of learning subject matter between opponent position and effective space should be examined.

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The aim of this study was to understand how results of the acquired motor skill and competition in actual PE teaching changed, by analyzing the learners' perceived class climate and goal orientation. The object of this case study was a lesson of short-distance race, which included both movement skill acquisition and competitive activities, for both 3rd and 4th graders at a primary school. The results were as follows.
1. The scores of mastery climate and task orientation remained high and almost unchanged, while the scores of ego orientation significantly decreased and the scores of performance climate showed a downward tendency. It was seemed that maintenance of this high scores of mastery climate and task orientation were influenced by the learners' acquisition of running skill and their deep understanding of running form. On the other hand, the downward tendency of perceived performance climate and ego orientation seemed to have something to do with the fact that they had the opportunities to think about the results of the race.
2. As a result of considering influence by direct experience of competition, the children with the high percentage of victories tended to reduce both of the scores of performance climate and the scores of ego orientation after the unit rather than the children with the low percentage of victories. This showed; as a whole, their experience of the race had no direct relation to the perceived goal orientation and class climate, but they did change by thinking of the meaning of the results of the race.
3. By investing directly-opposed two cases concerning skill performances and the results of the races and the perceived class climate and goal orientation, it was found that maintenance of this high scores of task orientation was explained by following two factors. Firstly teaching method of children's learning each other caused maintenance of this high score of mastery climate, besides secondly children understood that races brought improvement of children's skill performances through discussing about the meaning of competitions.

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The purpose of this paper was to throw lights upon the perceptive changes that children show and the assistance teachers provide in the process of acquiring double dutch techniques through peer study activities.
This class aimed at solving “small steps” to master the duble dutch techniques. This study is an attempt to how we can produce teaching materials on double dutch, stressing the peer study such as “what are the most important points?” “What do they observe?” “what are their good points” six graders perform. Focusing on the role of the teacher, in two class hours, good coaching and effective demonstration is successful support for achievement. They are able to making inspection without strong teachers assistance.
As the results, the followings were found:
1) Effective communication plays an important role in peer study activities.
2) Duble dutch techniques can be achieved by setting up “Small steps” and excellent teaching techniques.
3) We can understand the psychological changes that children show by giving an interview after class, which were not identified by video recorders or questionnaires only.

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