The purpose of this study was to investigate interrelationship among rebound jump (RJ) ability, vertical velocity and take-off motions at running long jump in higher-grade elementary students. The subjects were 110 boys and 113 girls who were fifth and sixth-graders at elementary school. They were filmed in the takeoff phase, and rebound jump ability (RJ-index = RJ-height / contact time) was measured. The students were dividing into three groups based on RJ ability: Excellent (E), Medium (M) and Poor (P) groups. Measured kinematics during takeoff were compared among these three groups, and relationships between vertical velocity and takeoff motions were studied. The main results were as follows:
1)Boys and girls in E group showed higher touch down, takeoff velocities, vertical velocity at takeoff and longer jumping distance, respectively, than the other groups. Moreover trunk angle during takeoff in E group showed smaller forward inclination, although there was no significant difference all kinematics on knee angle, for either boys or girls.
2) E group in the boys showed a greatest takeoff angle among three groups, and a larger decrease in horizontal velocity and a larger generation vertical velocity during latter takeoff phase, and a smaller foot angle displacement than the other groups.
3)E group in the girls showed a higher vertical velocity at maximum knee flexion than the other groups.
4) The significant correlation in both boys and girls was found between vertical velocity at takeoff and trunk angle at touch down, although no significant correlation was between vertical velocity at takeoff and all sections on knee angle, either boys or girls. The significant correlation in boys was found between vertical velocity at takeoff and foot angular displacement during take-off, and in girls was found between vertical velocity at maximal knee flexion and foot angle at touch down.
It is concluded that there was interrelationship RJ ability, vertical velocity and takeoff motions in the higher graders of elementary school.

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The purpose of this study is to clarify a contemporary meaning of discourse concerning the suicide of Kokichi Tsuburaya who was a marathon runner in the Olympic games in Tokyo, 1964.
Tsuburaya's death was continually talked about in the newspaper and magazines, and discourse related to the suicide of Tsuburaya was reproduced.
It was pointed out that the nation and the Self Defense Forces had caused “pressure” for Tsuburaya. In worldwide competitions including the Olympic games, contemporary athletes receive “pressure” as Tsuburaya.However, the difference with the generation of Tsuburaya's was clearly shown, and the conversion of the “ethos of sports” was pointed out. As a result of Tsuburaya's death it brought meaning as follows:
Through Tsuburaya's, it was recognized that athletes undertake an excessive expectation from those around them, and social pressures over winning or defeat. It is thought that the death of Tsuburaya made clear the problem of identity loss for athletes. In addition, “recognition that modern athletes represent the nation”and “preferable attitude to competitive sport” is recognized. A definite link can be made between the “ethos of sport” and “Tsuburaya” which reproduces a (standard) discourse.

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The purpose of this paper was to consider the image of woman physical educator in the secondary school at the Meiji era. It is generally agreed that the evaluation of the woman physical educator was lower than the other woman during the prewar period. On the contrary, it is clear that the highly educated woman became a physical educator. These two facts are mutually incompatible. The question now arises: is it true that the evaluation of the woman physical educator of secondary school was lower than the other woman? Three points seem to be helpful in attempting to sketch out that question: (1) the aspects of the academic evaluation of physical education for female; (2) the social status of woman physical educator; (3) the human relations of teachers in the secondary school.
Result of consideration, the image of woman physical educator has been molded by many reasons. One is that the unfavorable view of female's physical activity and exercise. Another reason is the low opinion for women educator. Added to these reasons, the academic evaluation of physical education for female was an important factor.
These results lead to the conclusion that the social status of the woman physical educator was not necessarily lower than the other women.

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