Der Zweck dieser Betrachtung besteht darin, aus der Lehrpraxis der „Sprunggrätsche“ am Sprungkasten für Kinder, Kenntnisse zur Konstituierung einer Übungsreihe anzubieten. Dies wurde aus dem Standpunkt der kinästhesiologischen Bewegungslehre heraus im Sinne von Kaneko betrachtet, wie ein Lehrer für einen Lernenden eine neue Bewegungsform entstehen lies.
Lehrer sollen die aktuelle kinästhetische Bewegungsform von Lernenden beobachten und analysieren, und daraus individuelle Übungsreihe konstituieren, um derzeitige Bewegungsformen zu vervollkommnen. Beim Lehren ist es nicht ausreichend, nur die Fehler der Bewegungsabläufe anzugeben.Es werden die kinästhetischen Analoga wichtig, die als Vorübungen für das kinästhetische Bewusstsein der Lernenden dienen können, um einen vitalisierten Bewegungsentwurf erreichen zu können.
Durch diese Betrachtung wurden einige brauchbare Informationen in Bezug auf die Lehrweise der „Sprunggrätsche“ dargestellt. Die Denkweise beruhend auf der Konstituierung einer Übungsreihe soll in der Lehrpraxis von Bewegungen erfolgreich angewendet werden.

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The purpose of this study was to examine characteristics of the expert teacher’s instructional language and thinking processes of remarking. The subjects were declared according to the textual records of dance classes, questionnaires to learners for the impressive instructional words, and the interview with the teacher to intend of remark. As the results, following two standpoints were collected.
(1)From the textual records of dance classes, questionnaires to learners and the interview in two dance unit, impressive characteristics of the expert teacher’s instructional language were revealed. It was clarified that the intended teaching contents of dance or peculiar teaching materials were certainly contained. Moreover, it could be suggested that the use of figurative language and onomatopoeia were effective.
(2) From the interview with the teacher to consider the speaking scenes after the class of a teaching material ”expression using newspaper” , following points exist behind the instructional language were proved.
Those points were “Teacher’s thought of movement in dance”, “The interpretation of teaching materials”, and “Angles of judgment of movements”.
As the characteristics of the expert teacher’s instructional language consequently, it can be considered that there was a devising process of expression method with careful selections of points of “Teacher’s thought of movement in dance” and “The interpretation of teaching materials” before remarks. Additionally, after the teacher remarked once, movements of learners were judged from the viewpoint of “Angles of judgment of movements” to remark next instructional language. Hence, it can be said that the repetition of these thinking processes arose in the exchanges between the teacher and learners.

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In this study, we have tried to clarify the effectiveness of performers’ awareness on their own movements to improve the ability of self observation. For this aim, data were collected from two PE classes in a senior high school. 56 high school students were divided into two classes. They took five gymnastic classes. They learned rolling forward on the mat in the same way.
27 students in the experimental class answered the questionnaire in every class, while 29 students in the control class answered it only in the last class. In the questionnaire, there were the following four questions; 1) the aim of the class, 2)self evaluation of their performance, 3)what they were aware in the class and 4)evaluation of the quality of 8 phases of the skill. Also their performance was videotaped and evaluated by three specialists.
The results were as follows :
1) There was little difference in performance between two classes.
2) The experimental class improved their awareness on the skill (t(26)=4.61(p<.001)) and also showed better awareness than control class (t(54)=2.72(p<.001)).
3) Students in the experimental class could improve the ability of self observation than those in the control class.
These results suggested the need of the appropriate instruction to make students be aware of their own movements and self observation for understanding their movements.

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Performance coaches are the architects of the coaching environment and responsible for leading and managing the coach-athlete-performance relationship. The effectiveness of the coach in leading and managing this relationship is important for producing appropriate outcomes such as physical and psycho-social development as well as competition results. The focus of this paper is on coaching within the performance environment, which includes development and high performance contexts. Firstly, this paper examines the notion of quality coaching; specifically, how we might conceptualise quality coaching. It is argued is that a key understanding of quality coaching is associated with learning. The learners include all actors within the coaching context, including coaches, athletes and support personnel. In the second part of the paper, the multifaceted and serendipitous nature of coach education and development is discussed.

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