Due to athletic clubs that include members of different grades, the existence of senior-junior relationships may be regarded as an organizational characteristic. In contemplating the state of athletic clubs, although the importance of such senior-junior relationships has often been indicated, little empirical research thereon has been conducted thus far. <br>Thus, in this article, the purpose is to develop of the scale for measuring senior-junior relationship in university athletic clubs and how such relationships differ according to the grade, gender and various club characteristics. The research was conducted by means of a questionnaire survey on 1,502 sports club members nationwide.<br>As a result, the following points were clarified:<br>1) As a result of developing a “senior-junior relationship scale in university athletic clubs,” the juniorsenior relationships in university athletic clubs were found to consist of 4 factors, namely “dominance and subordination,” “fellowship,” “leadership and followership,” and “partnership.” <br>2) In senior-junior relationships, there were varying degrees of cognition according to the grade. In addition, different characteristics were seen according to the gender; for example, female members had a higher degree of “dominance and subordination,” while male members had a higher degree of “fellowship. <br>3) As a result of considering differences according to the characteristics of the club, it was clarified that clubs with a high level of competition, clubs with team competition and traditional clubs which have been in existence since the pre-war Showa Period, scored higher for each factor in the senior-junior relationship scale.

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This study considered the concept of educational environments—both social and material—in sport. It addresses some environmental issues of sport and examines the conditions necessary for solving those issues. In the social aspects discussed, a child’s participation in sport is considered as a lesson under adult control. However, as a discipline, there has been little discussion of a sport’s material aspect in physical education. The “paradigm change” in school education lies in the background of this issue, that is, as a new perspective for the child as a learning existence in the social view of education. This argument of sport environment, based on the paradigm change in sports education, reflects the overall tendency of education. Therefore, there is a greater need for a material environment providing learning opportunities for children. Such a discussion on the educational environment in sports is extremely difficult when using a single approach—the physical education perspective; therefore, it is necessary to use various approaches from the field of research.

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The purpose of this study was to investigate Margaret H’Doubler’s philosophy of dance education, teaching materials and teaching method by focusing on ”Exercises for Fundamental Motor Control” as presented in 1921. The results of my investigation are as follows:<br> H’Doubler tried to build dance education as self- expression in order to foster the creativity of learners. She used the method which developed learners’ bodies as the medium of expression. This method was “Exercises for Fundamental Motor Control”. H’Doubler pointed out that the individual who could control fundamentals, could express freely. The fundamentals were from the movements of structures that were given naturally in human bodies. These movements could be experienced through kinesthetic sense and anatomical knowledge. Learners were expected to understand the structures of fundamental movements and control the structures of fundamental movements. They alternated between practice and theory, and subjective cognition and objective analysis. Through these processes they studied how to understand the structures of fundamental movements and control the structures of fundamental movements. “Exercises for Fundamental Motor Control” were arranged from specific parts of the body toward all parts of the body. The characteristics of “Exercises for Fundamental Motor Control” were pointed out. Those characteristics included movements and range of joints, reaction, locomotion, leap, roll and the arrangement of body positions from a lying position toward a standing position.<br> H’Doubler hoped that learners would become to be able to express themselves by their own easy, natural and reasonable movements, and not by copying someone else’s movements nor non-natural movements as a result of her dance education philosophy.

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Note of acknowledgement: I would like to thank my research assistant, Michael Fairbrother, for his assistance with gathering the information that is complied and displayed in the three Tables featured in this article.

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