Scince the beginning in 197o's, we can early find out many opinions, which intend to make up new directions in physical education. We can show the opinions of sport education as one of such. But what should be done to obtain good results under these opinios? Maybe, one way to solve this question is to establish the science of physical education. And the history of sport pedagogy (Sportpädagogik) in West Germany gives us full of helpful suggestions to construct the science of physical education.
In modern understanding in West Germany, sport pedagogy is considered as such science, which developed on the base of theory of physical education. So, in this study, I try to make clear mainly the next problems;
1. When changed the technical term from theory of physical education (Theorie der Leibeserziehung) to sport pedagogy (Sportpädagogik) in West Germany?
2. What means this change of technical term from theory of physical education to sport pedagogy? Why changed technical term in West Germany?
3. What are the problems in sport pedagogy of the period? In this study I get the conclusions as such;
1. Instead of the technical term “theory of physical education”, the term “sport pedagogy” began to be used in this field from 1969 to 1973.
2. We can recognize a difference between theory of physical education and sport pedagogy from two aspects; one is the change of interest in this field, and another is the change of methods. Interest and methods are to be much more various after adopting the term sport pedagogy.
3. Sport pedagogy of the period has many problems. These are, for example, as follows; Methodology problems. Relationship to its neighbour sciences. Systematizing problem of sport pedagogy as science. Construction problem of sport pedagogy as action science. Understanding problem of reationship between theory and praxis.

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The purpose of this study is to be critical consideration of “the inner game theory” advocated by W. T. Gallwey and to be of help toward teaching methods from now.
The inner game theory focused on the inside of sport participant and introduced the ways of Oriental meditation into the one of concentration in sport. Three problems from his theory were selected. That is, (1) exclusion of affection, (2) automatical moving potential, and (3) ways of concentration. These were examined from points of Neurophysiology, Sport Psychology, Neuropsychology, Bewegungslehre, Yoga, Buddism and so on.
The present author concluded as follows:
As the exclusion of affection needs the control of the autonomic nervous system, it is possible that the ways of Oriental meditation are available. But it is doubt that his ways of concentration are effective certainly so that the common ways of the active meditation repeat fixed actions. Though his theory leaves room for doubt, he gives us the important suggestion which fuses between modern Western and Oriental ideas.

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The purpose of this study are to examine the actual condition of outdoor play of elementary school children, and to analize the factors influencing outdoor play, especially the factors of the atti tulle of mothers toward the play of their children. The subjects of this investigation (questionnaire) are 2243 elementary school children from grade 3 to 6 in Shizuoka City. Data obtained from them were analized by Multivariate Analisis (Factor analisis, Multiple regression analisis and so on). The main findings are as follows;
1. Children in the residence area and the shopping area more “study-oriented” and more negative to outdoor play activites than these in the farming area, especially in higher grades. On the other hand, female children in the farming area are “T. V. watching-oriented”.
2. The attitude of mothers toward the mode and the moral in social life in the farming area is less strict than the other areas. The higher the grade becomes, the clearer such a tendency is.
3. The percentage of children attending the private “juku” (particularly that for the entrance examination) are the highest in the shopping area and the lowest in the farming area. The stronger the interest of mothers in the study of their children becomes, the more they become “studyoriented”.
4. Children whose mothers have not more interest in the mode and the moral of their children show the tendency not to make distinction between play and study, and not to be able to do their own things by themselves.
5. In general, outdoor play, indoor play, helping with domestic chores, and T. V. watching have the same positive correlation in the length of time. The length of studying, however, shows the opposing relationship with outdoor playing time.
6. It is the important factor to the length of outdoor playing time that children are satis fying with the playing place, enjoying the active play activities, and having many playmates in the neigh borhood.
7. Children who have plenty of chances to talk with their mothers and are not enforced the study by their mothers have tendency to play longer. Such a tendency is clearer in lower grades.
8. Children who actively play in the heterogeneous group of ages tend to enjoy longer outdoor play activities.

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The purpose of this study was to examine the factors determining sport participation (participation in sport clubs and frequency of sport practice) of university students.
The data were collected from 1, 575 students of seven universities in Kansai District by questionnaire method in 1982 and analyzed by SPSS programme package.
Participation in sport clubs and frequency of sport practice were analyzed in relation to nine factors of the subject, university, time, home, playmate, money, facilities, information and past time.
The main results were surmmarized as follows:
1. The participaters in sport clubs were fourty four percent of all subjects and the percentage of male was higher than female.
2. More than one half of all subjects practiced sport activities two or three days per week outside of the physical education classes and the frequency of sport practice of male was also higher than female.
3. In the percentage of participation in sport clubs and sport practice the national university students were found higher than the private university students.
4. Whether participating in sport clubs or not were the main factor to determine the frequency of sport practice.
5. The main factors determining sport participation of university students were the subjective factors (favorite attitude to sports, sport consciousness, physical fitness and skills etc.) and the conditions of unversity (national or private, what kinds of faculty) not the social and economical conditions.

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Gymnastics with apparatus has been considered, and kept at a distance, as dangerous materials of sports education. From my forty-year study and teaching experience, I developed the safest and most effective graded method of teaching gymanstics with apparatus. This was only possible through the analysis of the skills, the explication of their components, and the reconstruction of them And this graded method also made possible the systematic teaching of gymnastics with apparatus.
Sports have their own built-in dangers. It then follows that sports in the regular curriculum have their own dangerous elements. We must see to it that there is no injury suffered by students when they are playing in the regular-curriculum class, even if the injury of a representative player is permitted at all The injury in the regular-course class is never permitted, because it is the base and absolute prere quiste of regular-curriculum sports education, and because it precedes all other elements of regularcurriculum sports education and controls all of it. It comes from the fact that human life or body is irreplaceable. We must never take the teaching and training in the regular-course class easy, because while sports today consist of elete groups, sports in the regular-course class consist of low-level groups of various abilities and minds. Therein lies the difference of the regular-curriculum sports and the competitive sports.

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In physical education courses, how to learn sports has to be developed, along with movement skills and physical fitness. This competence would depend greatly upon attitudes toward the physical education courses.
The present study was desingned to compare successful classes with unsuccessful classes, evaluated by the attitude measurement. Using our physical education inventory, the attitudes were measured for 2nd grade children, who constituted five classes in some elementary schools, twice on May and July in 1979. After first measurement, all the sounds of teaching and learning behavior on successive three lessons were tape-recorded each of five classes, respectively. In addition, all the class teachers were requested to draw up the teaching sheets on above the three lessons. The result obtained through the attitude measurement were discussed in relation to the analysis of the recorded tapes and the teaching sheets.
In two classes named successful classes, the attitude score increased, particularlly in the score of four items; “refreshingness obtained from physical activities”, “the mental set toward effort exercise”, “a habit of effort” and “enjoyment of learning”. In the other unsuccessful classes, considerable decreases were discernible in the score of six items; “pleasure for the physical education courses”, “refreshingness obtained from physical activities”, “lesson presentation”, “impression on the physicaleducation courses”, “sharing pleasure among friends” and “likes and dislikes to physical education courses”. Results obtained from analysis of teaching and learning behavior showed that the successful classes were instructed under a problem-solving method in sub-groups and the other classes instructed under a systematic sequence in whole-class learning. The activities of instruction in the successful classes were characterized by searching heuristic questions about skillful development and rules of games. In the unsuccessful classes, however, teacher's directions on movement patterns were emphasized.
From these results were concluded that the attitude score might show teaching and learning behavior in learning process.

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This the practical report of taking a selective program into Physical Education in our high school.
Recntly the selective programs have been taken or taken into consideration more in high school Physical Education, but most of them are taken only in the third year.
This report, based on the practical lessons of the selective program to the whole year of our school, deals with the reasons for taking it up, ways to make it effective, the results it has produced and other problems in future.
The fist chapter refers to the reasons for taking it and the educational effect to be expected. The second chapter shows the results of the program: the opinions from teacher's point of view and the changes of the students' attitude to the lesson and their interest in Physical Education lesson or sports general. The last chapter dipcusses the conditions to make the program successful and the practical problems to be considered in the future.

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