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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大学生のスポーツ参加 (スポーツクラブ参加, スポーツ実施度) を規定する要因を検討することを目的に, 関西地区7大学の男女学生1,575名を対象に実施した調査結果をSPSSプログラムパッケージによって分析した結果, 上記の対象の範囲で次の結論を得た。
1. スポーツクラブ参加者は, 全対象者の44%であり, その割合は男子の方が高い。
2. 全体の半数以上が, 体育の授業以外に週に数日はスポーツを行なっており, その比率は男子の方が女子よりも高い。
3. スポーツクラブ参加率, スポーツ実施程度ともに, 国立大学の方が私立大学よりも高い。
4. スポーツ実施程度は, スポーツクラブに参加しているか否かによって決定的に規定される。
5. 大学生のスポーツ参加を規定する主な要因は, 主体的要因 (スポーツに対する愛好的態度, スポーツ意識, 体力, 技能など) と大学の要因 (国, 私立別, 学部) であり, 他の社会的, 経済的条件の影響は受けない。
要するに, 大学生のスポーツ活動は, 学生の所属する大学の条件 (国・私立や学部) によって若干の相違は見られるが, 一般社会人と異なり, 一定のお金と暇を所有した上で展開されているため, 本人さえその気になればいくらでもできる状況にあるわけで, スポーツに参加するか否かも, 他の社会的条件に左右されることは少なく, むしろ大部分が学生自身の意志によって決定されるといえよう。
従って, 大学生が余暇時間にできうるあらゆる活動の中で, その上位にスポーツをランクするかが問題となるが, これは大学入学以前, すなわち高校までの間にスポーツに対する愛好的態度を身につけているかどうかにかかっているといえよう。特に, 高校卒業時までに最低一種目は特意なスポーツの技能を身につけておくことが必要であり, この自信があれば, たとえ種目が変わったとしても新しい種目にすぐ順応していけるであろう。このためにも, 従来のような小, 中, 高の細切れのスポーツ指導ではなく, 段階的で一貫したスポーツ教育が考えられなければならないであろう。最近注目を集めている高校体育での種目選択制の導入等についても真剣に取り組む必要があろう。
また, 本研究では, 大学生のスポーツ参加が何らかのスポーツサークルや組織に加入することによって決定的に左右される現実が明らかになったが, このことは, 学生がスポーツに対する愛好的態度を有し, スポーツをやろうという意志を持っていたとしても, それを受け入れられる身近かなスポーツ組織がなければ学生のスポーツ活動促進につながらないことを示している。すなわち, 施設や金銭といった物質的な条件よりも, 一緒にスポーツができる仲間の存在こそが最も重要な要素となっているということができよう。
スポーツが大衆化し, スポーツの概念が幅広く捉えられるようになってきた今日では, 学生のスポーツの目的やあり方や楽しみ方も多種多様であって然るべきであり, チャンピオンシップ志向のもの (体育会系の運動部) とレクリェーション志向のもの (同好会, 愛好会等) が, 二極分化するのではなく, むしろ共存していけることが望ましいと言えよう。従って, 広い意味での学生のスポーツ参加を促進していくには, 大学や地域のスポーツサークルのあり方を検討し, チャンピオン志向の運動部だけではなく, 誰もが気軽に加入できて, スポーツを楽しみとして続けていけるような組織を形成していくことも大きな課題であるといえよう。

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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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体育科の授業診断に関する基礎的資料を得るため, 小学校2学年の5学級を対象に著者らが作成した低学年用の態度尺度を指標に, 態度得点からみてすぐれていると診断された学級 (以下, 成功学級群とする) とそうでない学級 (以下, 失敗学級群並びに横ばい学級とする) とにおける実際の学習形態の相違が検討された。その結果, 成功学級群の学習形態は課題解決的な教材編成とそれにもとづく探求的・発見的な教授活動, さらには小集団的学習の複合体であることが認められた。これに対して, 失敗学級群のそれは系統的な教材編成下での一方的な提示・説明による一斉的学習であることが認められた。
他方, 横ばい学級では平板な提示・説明による一斉的学習が認められたものの, 教材編成については課題解決的な場合とそうでない場合とが混在した状態にあることが指摘された。
以上の結果から, 態度測定の診断結果と実際の学習形態との間には対応関係のあることが確認され, 態度測定による授業診断法は体育科の授業分析に対して適用性の高いことが実証された。

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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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