The purpose of this study was to clarify the relationship of psychological skills in athletic club and school life to athletic abilities and resilience of high school athletic club students.
In study 1, 131 male athletic club students were asked to answer an athletic situational skills scale and a life skills scale (Ueno and Nakagomi, 1998) to evaluate their psychological skills in both their athletic club and school life. Athletic club coaches were asked to evaluate the athletic abilities of the students by using “TIPS” (technique, intelligence and insight, personality, and speed) which is the criteria of Amsterdam Football Club Ajax. From the results of study 1, the students who scored high points for interpersonal skills in school life scored higher for personality than those who scored low points for those skills. The students who scored low points for intrapersonal skills in both athletic club and school life had a tendency to score lower for technique and speed than any other students. But there was no relationship between intelligence and insight and psychological skills in both athletic club and school life.
In study 2, 110 athletic club students were asked to answer the athletic situational skills scale, the life skills scale, and an adolescent resilience scale developed by Oshio et al. (2002). The adolescent resilience scale has three subscales such as novelty seeking, emotional regulation, and positive future orientation. From the results of study 2, the students who scored high points for both interpersonal skills and intrapersonal skills in school life scored higher for all subscales than those who scored low points for those skills. On the other hand, there was little relationship between interpersonal skills in athletic club and emotional regulation, and between intrapersonal skills in athletic club and positive future orientation.
Support was found for a relationship between psychological skills in school life and athletic abilities as well as a relationship between psychological skills in athletic club and resilience. However, both relationships were only found in some of the athletic abilities and subscales of resilience.

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Programs to enhance motor skills must incorporate some goals related to the development of consciousness of body motion.
We investigate how an expert javelin thrower sets goals in relation to consciousness of body motion. We conducted in-depth, semi-structured, open-ended interviews with an expert javelin thrower who used superslow-motion videos and continuous photography to improve his skills.
We found that the expert javelin thrower set goals through the following three phases of process: (1) understanding the goal, (2) setting a direction for learning, and (3) refining his consciousness of body motion. He does so by studying the discrepancy between his physical appearance (as recorded through photographs and videos) and consciousness of body motion.
The results also show that shared awareness between the trainee and coach regarding the image of the motion and consciousness of body motion are crucial for skill development.

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Physical education class is based on the students’ movements over a large spatial area. For this reason, physical education teachers are required to have cognitive abilities to perceive students’ movements than in a classroom. In order to study teachers’ cognition, two methods have been developed. Ikuta(2000) developed an on-going method to record a running narration during class with a microphone attached to the teacher. Nishihara(2007) experimented with a cognitive review method to record what the teachers were looking at during class onto VTR with a CCD camera attached to their heads. The class was then followed by a cognitive review. While watching the video footage, the teachers were required to explain what they had been thinking. The effect of each of the two methods, however, was not clearly shown. This study examined how each method was effective. Three persons who had different lengths of teaching experience participated in the study. Results revealed that the on-going method produced no little narrative from the teachers with long experience. On the other hand, it was shown that the cognitive review method produced similar narratives from a postgraduate who had short experience and the teachers who had long experience.

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