The objective of this study was to investigate the effect of 5-minute, short-term exercises that is expected to improve a single physical fitness (grip strength or ball throwing for distance) in a physical education class in childhood. The subjects were 768 children in the 1^st to 6^th grade of elementary school. A short-term exercise related to grip strength and ball throwing for distance was developed and evaluated using the protocols for assessing grip strength and throwing a softball in the MEXT new physical fitness test and physical competence.

The effect was investigated by sex and grade using data from those children with complete data sets, employing two-way repeated measure analysis of variance. The results showed that a significant main effect was noted on grip strength in the lower-grade boys (F [1, 144]= 33.793, p<0.01), upper-grade boys (F [1, 92]= 3.977, p<0.05), lower-grade girls (F [1, 121]= 18.581, p<0.01), and upper-grade girls (F [1, 101]= 4.582, p<0.05), and significant interaction effect were noted between time and intervention group in the upper grade. Similarly, in ball throwing for distance, a significant main effect of time was noted in the lower-grade boys (F[1, 58]= 25.692, p<0.01), upper-grade boys (F [1, 92]= 40.666, p<0.01), lower-grade girls (F [1, 43]= 11.822, p<0.01), and upper-grade girls (F[1, 101]= 19.406, p<0.01), and no significant interaction effect were noted between time and intervention group, among the all grade and sex. Regarding physical competence, the total score (p<0.05) and acceptance (p<0.01) improved significantly in the lower-grade girls. Furthermore, in ball throwing for distance, the total score (p<0.05) and recognition of physical competence (p<0.05) improved significantly and the total score (p<0.05) improved significantly in the upper-grade girls. Based on these findings, it was clarified that short-term exercises improve grip strength and ball throwing for distance, but that the effect on physical competence varies among the grades.

The aim of this study is to establish Ichiro Hatta’s “konjo” theory through analysis of his criticism of this trending term, “konjo”, along with his “training” concept, both terms he used during the 1960s. The first analysis identifies Hatta’s definition of “takeyari konjo” and “makeinu konjo” in his criticism. These definitions condemned training methods as “irrational”. Athletes and coaches who were supposed to aim at winning, yet focused on cultivating just a “mental” side without accessing “authentic strength”. Therefore Hatta defined any victories as mere coincidences. Hatta’s concept of “konjo” was grounded in the importance of both the “physical strength and mental strength” components of athletic ability. The second analysis of this research clarifies Hatta’s focus on consistent victory by targeting athletes’ “physical strength and mental strength” under seven types of “training” provided in his coaching. In essence, this study finds Hatta’s “konjo” theory was different from the popularized notion during the 1960s. We can characterize his perspective as being “physical strength and mental strength”. As will be outlined, his theory was embodied in his coaching.

In this paper, I examine the curriculum theory using “skill theme” and aim to develop strategies regarding “Physical Fitness” course. In this paper, I highlight three design problems from discussion about Physical Fitness: (1) Content organization (knowledge and skills), (2) purpose and application tasks, and (3) annual planning. Graham et al. emphasized that it is important for children to learn motor skills as physical education. Graham et al. further showed how to design a curriculum using “the wheel” consisting of skill themes and movement concepts. A review of “skill theme” approach proposed by Graham et al. provides strategies to address the three design problems: (1) organizing the content of Physical Fitness by combining the skills and concepts of the wheel shown by Graham et al., (2) standing on the view that each child has various skill levels, letting them explore a combination of skills and concepts, and setting challenges to create games and dance activities, or to maneuver the body more effectively in gymnastics, outside existing sports events, (3) treat one skill in a short time, pick up various skills and concepts throughout the year, and deepen in a spiral across school years. These methods of “skill theme” are valuable in considering the curriculum design of Physical Fitness course activities.