The purpose of this study was to examine the content of instruction in the long jump class of upper-grade elementary school children. The subjects in this study were 90 children (52 boys and 38 girls) of the 5th grade and 71 children (31 boys and 40 girls) of the 6th grade. In the unit of 6 classes, it was practiced which “The rhythm up long jump” focused on the approach phase of long jump as main teaching materials. Motion during the long jump of children was analyzed through the criteria for observational evaluation of the long jump. As result, followings were clarified.
1. “The rhythm up long jump” was effective as teaching materials of long jump in upper-grade elementary school children.
2. The criteria for observational evaluation comprised 5 items and 5 stages, which were shown to have reliability, objectivity and validity for evaluating the series of motions during the long jump.
3. In the class of long jump in upper-grade elementary school children, it was important to take up the technique of improving a rhythm in last 5 steps in the approach run which decided a count of steps.
4. In the class of long jump in upper-grade elementary school children, it was necessary to do instruction to make the children set a count of steps that suits the self and the distance of the approach run that issuitable for it.
5. In the class of long jump in upper-grade elementary school children, it is preferable to take up the content of instruction derived in this study based on the content of study shown in the description ofCourse of Study for elementary school about physical education.

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This study aims to answer the following two questions.
Why and how Kitaru Asahi who was a physical education teacher was motivated to introduce new teaching materials of dance education to other physical education teachers in the latter period of the Taisho era to the early period of the Showa era (1921-1937) in Japan? And secondly, what were the new teaching materials of dance education that Asahi introduced?
The main results are as follows.
Asahi had some difficulties when he taught dance, because there were neither suitable teaching materials for girls in physical education, nor a concrete curriculum of dance education for girls. He decided to collect information, and study dance education.
Asahi went on travels of inspection for physical education and stayed in the United States of America from June 1918 to March 1919. He received lots of chances to collect and study new teaching materials during these travels. Asahi stayed at Sargent School of Physical Education in Boston from September to December in 1918.He mainly studied gymnastics and dance. Also he visited elementary schools, high schools, normal schools, physical education teacher training schools, colleges, universities and boards of education in each state or city.Therefore, he could collect a lot of information about physical education or dance education.
After returning from the United States to Japan, Asahi published teaching text books for dance education and introduced new teaching materials. These materials were classified as follows. These were folk dance, gymnastic dance, athletic dance, and aesthetic dance. Asahi introduced these teaching materials for solving the difficult problem that he had before his inspections.

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The purpose of this study was to examine effectiveness of hypothetical teaching strategies and skills for creating momentum in physical education class through intervention research. This study analyzed the learning time quantity and learning engagement rate of the intervened classes, and inspected tangible teaching strategies and skill of momentum. The object of the class observation was three class units of handball performed in upper grades class of three elementary schools (eight hours completion, all 24 hours). The intervention points are “management”, “instruction”, and “learning engagement”. The result was as follows.
When A unit, B unit, and C unit were compared from the analysis of learning time quantity, the relation of A unit > B unit > C unit was approved. The momentum arose when the intervened point was executed. Whilethe quantity of management time increased, an off task appeared, and the momentum did not arise when the intervened point was not executed. There for “setting rules and guides regarding the management at a planning class”, “rules and guides are thoroughly instructed to become conventions at the beginning of unit”, “teachers offer specific information about the management as well as positive feedbacks about children’s management behaviors”, “providing information related to learning contents in a way children can understand easily”, “setting concrete goals and selecting educational materials”, “simplifying and minimizing educational materials”, “inducing game elements into educational materials and setting challenging subjects”, “giving role behaviors(game analyzer, judge, scorekeeper, etc.) to children who aren’t able to participate games” can be located in the teaching strategies and skill that invents the momentum.
Therefore, three intervened points and these subordinate categories were able to be proven as teaching strategies and skills that invented momentum.

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