The purpose of this study was to examine the learning possibility of the neck spring exercise on the vaulting which was exemplified as a teaching material at upper grades of elementary school in the course of study issued by Education Ministry of Japan. And also the effectiveness of “sub-teaching materials" and “teaching-learning process" model developed for achieving the neck spring exercise was examined through experimental teaching unit (9 hours).
The subjects were 78 students of 3 classes at the elementary school in Saitama prefecture. The classes were instructed by one same teacher. Students' learning behaviors and learning results in every hour of the unit were recorded by video tape. And the questionnaires of students' formative evaluation were done at the end of each classes. The main findings were as follows.
① At the end of the unit, the students of 87.2% could achieve the neck spring exercise. Thus, it was certified that neck spring exercise was proper teaching material at upper grades students in elementary school.
② The correlation coefficients between achieving rates of the neck spring and sub-teaching materials were gradually higher through the unit. At the end of unit, the correlation coefficients became extremely high. And also, as the parallel raising trend of achieving rates of “neck spring" and “sub-teaching materials" through the unit were recognized, we interpreted that the “sub-teaching materials" operated effectively on achieving of the neck spring exercise.
③ Students stepped up learning tasks by turns from the forward roll on the vaulting to the neck spring exercise. So, we concluded that the learning tasks of small steps operated efficiently on achieving the neck spring exercise.
④ A few students(12.5%) could not achieve the neck spring exercise. The “sub-teaching materials" used in this experimental teaching unit were not effective for all of student. It is necessary to develop and offer some more basic “sub-teaching materials" especially for unskilled student,
⑤ As the results of the students' formative evaluation through the unit, the experimental teaching unit was positively accepted by all of student. Students evaluated highly not only the skill learning results but also all of other evaluation dimension.

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The purpose of this study was to clarify a technical element of hurdling motion that is necessary to keep 3 steps running in the consecutive interval. For the upper-grade of the elementary school that a technical element is located in the content of the study of the hurdle running in the course of study, the difference of the hurdling motion in 2nd hurdle of 18 children who were able to run 3 steps in both the 1st and the 2nd interval and 10 children who were not able to run 3 steps in the 2nd interval though it was possible to run 3 steps in the 1st interval was examined.
As a result, to keep 3 steps running in the consecutive interval, it was clarified that the following five technical elements were important.
1) Shorten the take off time.
2) Reduce the take off angle.
3) Reduce the deceleration rate from the take off phase to the air phase.
4) Land at a position not too near the hurdle.
5) Enlarge the stride of the 1st step after the landing.
Moreover, the result of analyzing the hurdling motion according to the time series, it was suggested that shifting to the air phase at a small angle from the take off phase that appeared first in the hurdling phase be able to decide to run 3 steps in the interval after the clearance of the hurdle.

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The purpose of this study was to set up standard on defensive game performance in baseball type game for junior high school students. To achieve the purpose, following task was set: Based on student's performance success rate, expected performance level in tentative standard was assessed.
The participants (n=32) were first grade students in a junior high school. Students game performance in a 15 hours unit were taken by video camera, and their game performance were analyzed based on following categories; catching, throwing, and decision-making on throwing, and assessed from the following perspectives;the number of success, the number of failure, and the success rate. In addition, based on French et al. (1991),expected achievable success rates criteria were examined.
The results were as follows:
1) In catching, 50% students have shown more than 70% success rate, little less than 80% of them, more than 60%. All students have achieved more than 50% of it.
2) In throwing, little less than 80% students have shown 70% success rate, more than 90% of them, more than 90%. All students have shown more than 50% of it.
3) In decision, 70% students have shown more than 80% success rate, more than 80% of them, 70%. More than 90% of them have shown more than 60% of it.
To make more reliable performance criteria, number of participants should be added.

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