The purpose of this study was to examine the students' understanding of decision-making knowledge in basketball games with numerically uneven sides (3 on 2). Three elementary school basketball classes consisting of two grade 5 classes and 1 grade 6 class were examined. The 82 class participants (boys=38, girls=44) received a total of 11 hours instruction. A physical education researcher advised the elementary school teacher on how best to teach the principles of offensive decision-making in basketball, with respect to the following; the priority of shooting, passing and ball-keeping. In order to examine the differences in understanding as it relates to decision-making knowledge, two tests were conducted with the students during pre and post units. The results are summarized as follows:
1) The shoot and pass, revealed no significant difference between pre and post knowledge tests with figures. In contrast, results for the ball-keeping, showed a significant (p<.05) difference between pre and post knowledge tests, with post test yield being greater than that of pre test yield.
2) For the shooting, passing and ball-keeping, a significant (p<.05) difference was found to exist between pre and post knowledge tests with videos, with regards to the number of correct answers obtained, with post test yield being greater than that of pre test yield.
3) The number of correct answers given in the knowledge test with videos was lower for the even sides than for the uneven sides in the pre test.
4) In the post test, the number of correct answers given in the even sides of the knowledge test with videos was as high as in the uneven sides.
The results support the hypothesis that the cognitive decision-making ability of children improves with learning experience by playing basketball games with numerically uneven sides.

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This study analyzed how curricular club activities were established in Japan's “Course of Study” and changed on the basis of precedents for curricular and extracurricular club activities. The study revealed the following points:
1. In “the Course of Study of 1969” for lower secondary schools, curricular club activities were newly established because of a series of judgments that had approved the right of teachers to claim overtime allowances.
2. In “the Course of Study of 1977 and 1978”, guidelines that encourage adequate implementation of both curricular and extracurricular club activities were established, since some court decisions had, since 1970, upheld the obligation of teachers to be present at extracurricular club activities outside duty hours.
3. In “the Course of Study of 1989”, a choice between curricular and extracurricular club activities was at last allowed, since in 1983 the Supreme Court turned down the requirement that teachers be present at extracurricular club activities.
As described above, the origin and position of curricular club activities in “the Course of Study” have been associated with precedents for the management and operation of schools. This indicates the importance of a precise review of the educational significance and related condition of these activities in terms of “the Course of Study”.

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The learning process was systematically composed by seven kinds of “task game”, which were extracted from the tactics of soccer. The learning process was given to upper grade children of elementary school (abbre. TG group). While the ordinary learning process was composed from task become clear throughout a soccer game in the class, and then applied to another upper grade children (abbre. NG group). These two processes were compared on the effect of individual skill etc.
Both groups showed the improvements of individual skills necessary for soccer. Particularly in the TG group, the appearance-rate of shooting, followed the through-pass, the one-two, the post and the overlap, increased throughout the process. In addition, the TG group showed higher in the coordinated shot rate. These findings inferred that the teamwork was facilitated more remarkably in the TG group than in the NG group.
The individual mean values of four items, i.e. “progress of the skills”, “enjoyment in the class”, “discoveries in the class” and “cooperation among companions” questioned in five degrees, was higher in the TG group than in the NG group, respectively.
The attitudes toward the class of “value of the clas” and “evaluation of the class” were more excellent in the TG group. A higher score of the recognition level test of the tactical action was obtained in the TG group. In addition, a significant correlation was admitted between the “enjoyment score in the class” and the score of the recognition level test.
The above described facts suggested that the learning process composed of seven kinds of “task game” extracted from the tactics of soccer game might increase individual skills, teamwork, “enjoyment in the class” and an attitude toward physical education class for the upper grade of elementary school children.

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