The purpose of this study was to examine the effects for facilitating student interaction in physical education which applied Jigsaw-JPE proposed by Tohkairin et al. (2017) in Japanese elementary school. The participants were nineteen students of 4^th grade and a male teacher who have experienced 16-year teaching, and the unit focused on modified prell ball. As the results, the student interaction was facilitated by using JigsawJPE in the unit, and implementation in 4^th grade was possible although few studies have focused on younger children as participants for Jigsaw method in PE. However, it should be emphasized that to set easy and clear tasks for student learning is needed when Jigsaw method is implemented in PE. Furthermore, equal occasions to perform their skills would be important for every student regardless the motor-skill ability or personality. In other words, it would be important to facilitate children’s interaction which in a chance to perform their skills with ensuring two important elements of Jigsaw method, individual accountability and equal contribution. In addition, implementation of Jigsaw method in units which focus on corrective game could be smooth to use it because teamwork would be important in both of corrective game and Jigsaw method.

Social problems caused by young people, such as youth violence, internet addiction and so on, are causing more and more attention in China nowadays. In order to solve those problems, it is needed to strengthen school education. Past researches from Japan and United States have indicated that physical education (PE) is an effective approach for character building, providing students experience of group accomplishment and self-efficacy through physical activities. In China, on the other hand, although the objectives of character building have been proposed and established in the current PE national curriculum, lessons are mainly focused on the development of students’ body. The content for implementation of character building is still very limited. Before solving this problem, first of all, it is necessary to review and clarify the history of PE development in China. For this purpose, this study focuses on the history of the 1980s, which is regarded as the epoch-making period during the development of education in China.<br>The approach in this study was started from reviewing related literatures, to clarify development process of the objectives in 1980s PE national curriculum. Furthermore, from the viewpoint of character building, the content of PE national curriculum was discussed and analyzed. <br>The conclusions are as follows: <br>Firstly, the objectives of character building were proposed in 1980s for the first time,on the basis of reviewing and referring to PE overseas,and undergoing public comment. On the other hand, the policy from China government still focused on strengthening physical fitness in national curriculum. Meanwhile, character building in PE was not emphasized during the whole 1980s.<br>Secondly,PE national curriculum was converted from the pattern of physical fitness and military trainings to the personal demand-aimed pattern by introducing the thoughts of character building primitively. However, the objectives of character building were not divided into details that were able to be implemented in practical activities. Accordingly, in PE lessons, character building was blank. As a result, character building was very primitive in 1980s PE.

The purpose of this study was to examine the efficiency of the instruction focused on the rhythm of last three steps in the approach run in the long jump class and the high jump class of junior high school. The unit of 7 long jump classes and 8 high jump classes were focused on the rhythm up last three steps in the approach run, and the take-off movement in the first class and the last class were compared kinematically. Subjects in this study were 1^st, 2^nd and 3^rd grade junior high school students, the number of students in the long jump class was 17 and that the high jump class was 22 .<br>

To evaluate the take-off movement quantitatively, two analysis items were used. In long jump, takeoff index which is defined as the value of the vertical velocity at take-off divided by the deceleration of the horizontal velocity during take-off movement, and in high jump, velocity conversion rate which is defined as the value of the vertical velocity at take-off divided by the horizontal velocity at the starting point of take-off movement.<br>

The main results were as follows: (1) In both classes, the record was significantly improved (Long jump:pre 3.19±0.56m, post 3.42±0.57m; p<0.01, High jump: pre 1.09±0.16m, post 1.18±0.14m; p<0.01). (2) In long jump, take-off index was decreased because the deceleration of the horizontal velocity during take-off movement was increased (pre −0.63±0.22m/s, post −0.81±0.20m/s; p<0.01) and the vertical velocity was unchanged (pre 1.87±0.31m/s, post 1.91±0.18m/s; n.s.). (3) In high jump, velocity conversion rate was increased because the horizontal velocity at take-off was decreased (pre 4.88±0.52m/s, post 4.58±0.33m/s; p<0.01) and the vertical velocity was unchanged (pre 2.59±0.46m/s, post 2.56±0.47m/s; p<0.01).<br>

From these result, it suggested that the instruction focused on the rhythm of last three steps in the approach run was effective for high jump, whereas ineffective for long jump.

The purpose of this research is to examine 3rd grade students’ throwing and batting abilities in striking and fielding game classes.<br>

66 students participated (38 boys and 28 girls), and the study was conducted over eight, one-hour PE sessions of two different classroom groups. In this research, we used some teaching materials for throwing and batting practice, and a modified game in which students performed throwing and batting. The data was analyzed according to the following four measures: softball throwing distance, throwing motion scores, batting practice scores with plastic bottles, and batting motion scores.<br>

The throwing motion and the batting motion were analyzed according to the criteria for observational evaluation of the throwing and batting motion. These criteria were developed for comparing results before and after this study.<br>

The main results were as follows:<br>

1. These criteria for observational evaluation of the throwing motion and the batting motion were shown to have reliability, objectivity and validity for evaluating the series of motions during softball throwing and batting.<br>

2. In comparing results before and after the study, the softball throwing distance, throwing motion scores,batting practice scores and batting motion scores were all significantly improved.The softball throwing distance increased by 5.01m, throwing motion scores by 5.66 points, batting practice scores by 4.25 points, and batting motion scores by 7.31 points, on average.

The purpose of this study was to verify the effects of team building through physical challenges in third and fourth grade of elementary school physical education. The participants were 5 classes of 126 schoolchildren in 2 elementary schools. The data for analysis were gathered by team building questionnaire focusing on school children’s interactive and cooperative behaviors in physical education class developed by Komatsuzaki and the others in 2001. The descriptions of children’s impressions in every class were analyzed by text mining with KH Coder. The “exercises for releasing body and mind” lessons of the unit consists of 5 times 45 minutes lessons with physical challenges. It was given from October to November in 2013 and in June of 2014. They got exercise of “the edge of a precipice (the rock)” and “giant ball carrying without using hands” in a group consisting of 6, 7, or 8 children in 4th and 5th class.<br>

The results were summarized as follows :<br>

1)The total averages of team building in 5 classes were improved little by little.<br>

2)There were significant differences under 5 % level (1st class < 5th class) in 3 classes.<br>

3)There were increase tendency (1st class < 5th class) in 2 classes.<br>

4) The number of words that were “voice”, “mind”, “cooperation”, “happy” and “can do” in descriptions of children’s impressions in 5th class increased to that in 3rd class.<br>

5)Physical challenges produced good effects on team building.<br>