Because of the nuclear power plant accident caused by the East Japan great earthquake disaster, occurring in Fukushima in March 2011, radiation material spread, resulting in outdoor activity being limited and/or avoided for a period of six months to one year, in elementary schools in Fukushima.<br>As such, the purpose of the current research was to examine changes of physical and motor ability of schoolchildren in Fukushima before and after the earthquake disaster, and to clarify the influence of limited outdoor activity and indoor effort at school to schoolchildren at that time.<br>Results of change of physical and motor ability of schoolchildren in Fukushima after the earthquake disaster were as follows:<br>1.Schoolchildren of upper grades displayed decreased 20-m shuttle run(endurance). <br>2. Standing broad jump ability (jumping ability) for boys of lower grades, and softball throwing for distance (ball throwing ability) declined. <br>3.Grip strength (muscle strength) and sitting trunk flexion (flexibility) showed improvement. <br>4.Repeated side-stepping (agility) in the lower grades was also improved.<br>By the influence of limited outdoor activity, physical and motor ability, such as endurance and ball throwing for distance, which should be trained outdoors declined. Conversely, by the deliberate effort, such as grip strength (muscle strength) and sitting trunk flexion (flexibility), which practiced within the gymnasium improved.

The purpose of this study was to examine whether male high school students can increase their sprinting velocity by improving sprint techniques according to the sprinting abilities in physical education. The participants were grouped according their sprinting velocity by classification criteria (Nishimura et al., 2016) from 139 male students in the 2nd year of high school. The Normal group and the Poor group had 16 and 18 students, respectively. Participants received sprinting instruction over 6 lessons, and 50m sprinting measurements were taken during the 1st and 6th lessons. Their sprinting motions were recorded approximately 35 m from the start line with a high-speed video camera using the side view angle. For evaluating the sprinting motion, joint and segment angles were obtained from the video. The 2 groups were compared using a paired t-test, which revealed significant differences between the pre and post-measurements. Both the Normal group and the Poor group increased their sprinting velocity by improving not so much common sprint technique as specific sprint technique. This result suggested that high school male students could increase their sprinting velocity by improving techniques according to their sprinting abilities.

The purpose of this study is to clarify whether the trunk movement will be acquired and then the relationship between the change of the trunk movement and the sprint time through a unit of “Kakekko” for middle grades of elementary school. The participants were 39 children (21 boys and 18 girls) in 4^th grade and they had 8 classes. ”Mantle-run” and “Mark run” had been carried out to improve the trunk movement. In order to verify the purpose of this study for items were analyzed: sprint time, maximal speed, sprint speed(10-40m), decline rate of speed, and sprint form.<br>

The main findings are summarized as follows:<br>

1. Although the results of formative lesson evaluation showed low values in the first lesson of the unit, they gradually moved to high values. It is suggested that the lesson of “Kakekko” was able to obtain a generally good evaluation from participants.<br>2. As to the upper-skilled children, there were no changes in the trunk score of “Flexion and forward leaning of trunk”, sprint time, maximal speed, sprint speed (10-40m), and decline rate of speed.<br>3. As to the middle-skilled and the low-skilled children, the trunk score of “Flexion and forward leaning of trunk” improved, but the sprint time, maximal speed, sprint speed (10-40m), and decline rate of speed did not change.

The purpose of this study was to develop a reliable and clear structure for formative evaluation of Athletic clubs of junior high school and high school. The subjects were 4104 junior high school students from 296 clubs, and 3922 senior high school students from 265 clubs. <br>1) Factor analysis reveals a three-factor solution. The first factor, “Substantial communication with coaches” was defined by three items. The second factor, “Independent and strategic plan training” was defined by three items. The third factor, “Improvement of attitude toward Athletic clubs by the substantial training” was defined by three items. <br>2) Three factor scores showed significant and positive relationships with those of the comprehensive evaluation items concerning good and effective training.Thus, the factors were interpreted as effective standards for formative evaluation of Athletic clubs.

The purpose of this study was to examine the effects of teaching behavior on students’ motivation for gymnastics in physical education classes at junior high school based on self-determination theory (SDT). The subjects were 28 junior high school students. Unit of 10 lessons of apparatus gymnastics was conducted by graduate student as a teacher, and during the unit, the teacher gave student need supportive behaviors as much as possible. The student’s motivational variables included psychological needs satisfaction and motivation in physical education were measured before and after the unit. The main results were as follows: (a) Teacher’s need supportive behaviors were promoted the needs satisfaction for relatedness to the teacher and competence. (b) The results of multiple regression analysis indicated that need satisfaction for relatedness to the teacher and competence were associated with students’ intrinsic motivation. Practical implication of teachers’ need-supportive teaching in enhancing students’ motivation for physical education learning were discussed.