In physical education in elementary school track and field is included in the program components. However for schoolchildren, this teaching material should not be utilized just as a play or a kind of physical activity. The teacher's responsibility and role is to categorize track and field as it is.
Track and field requires several skill- values (characteristics), e.g., run fast, jump long and high, throw far, etc. Since these required skill- values are close to basic motor skills, and simple form of body movement, schoolchildren who have poor physical power and skill tend to lose their interest in track and field. Therefore it is required that the teacher should recognize these factors and try to motivate them to keep their interest in this activity.
It sometimes happens that the teacher changes the learning contents according to his personal interest in track and field. In other words, he may change objectives, teaching materials, skill components, teaching methods, and time distribution. As the result of this, the teacher tends to fail to motivate the schoolchildren to have interest and enjoyment in track and field since the class is managed to meet the teacher's interest not schoolchildren's one. Thus the teacher should prepare teaching program based on the schoolchilren's physical power, skill level, interest in this activity.
When track and field is adopted as a teaching material, the followings are required for the teacher:
1. To recognize and grasp the standard of the grade and the class.
2. To realize and recognize each schoolchild's physical power and skill characteristics in track and field.
3. To understand and recognize the schoolchildren's attitude based on daily classes and learning process toward physical activity problems.
4. To adopt playful factors into learning processes and lead schoolchildren to experience true satisfaction, enjoyment, strictness in play since track and field in elementary program is the fundamental stage which leads to competi tive track and field.
5. To inspire competitive mind in schoolchildren through running, jump, etc. with classmates.
6. To demonstrate running, jump, etc. with schoolchildren in the process of learning, and be friends with them.
7. To understand each schoolchild objectively and recognize their relationships.
8. To ask some schoolchildren to demonstrate and add verbal instruction if the teacher can not demonstrate. In this case slides or videos are useful.
It seems that for making meaningful instruction, understanding of the schoolchildren's mind and bodies, and mutual appreciation between the teacher and them are required. Also it is necessary for the teacher to instruct the schoolchildren with his deep understanding of track and field in order to make the learning effective.

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This is a case study in mastering of the horizontal bar exercise finely achieved by the most unskilled female students of the elementary school teacher's course in the Faculty of Education, Kanazawa University.
Through this study, we invented a unique method of graded teaching which was quite different from the old methods in which we made the students imitate the skilled fellows or simply helped them to practise themselves.
Our purpose is not only to prevent each student from dropping behind the rest of the class by means of enabling her to master the skill of horizontal bar, but also to realize the physical educational value of that exercise through improving the teaching efficiency.
We should notice that the most unskilled students in the horizontal bar training are several times as many as those in other exercises. To our surprise, almost half of the students in the junior high schools have no experience of the horizontal bar exercise during their school days, while this exercise is included a little in the curriculum of the elementary school.
In view of such a poor situation in teaching of horizontal bar exercise in the schools of our country, invention of this sort of the graded teaching method might have a great significance in the physical educational field.

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This study is aimed for an investigation of the ideal of physical education class which, from the view of the lifelong sports education would build up learning attitudes or ability to enjoy sports throughout lifetime.
For this aim, we have tried to clarify the factors of learning processes as an individualized humanistic instruction, considering pedagogically the teaching method to make students to do their best and the problem solving processes for solving processes for self actualization, comparing with the positive researches on the learning of self problem solving in the classes fo physical education.
Consequently, the following points have been made explicit as basic factors in the developmental processes of individualized humanistic instruction.
1. Planning of the processes of self recognition of physical or mental states
2. Process of problem discovering to discover what is the problem for oneself
3. Processes to self problem solving
4. Processes to understand the means of lean learning
5. Processes to select the means of learning
6. Processes to revise and devise
7. Processes to fixing of behavior
8. Processes to apply and develop

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In this paper, the author tries to study the functions of athletic activities in modern societies in order to find solutions for the problems inherent in these activities. First, the targets of athletic activities are classified. Then, the functions of these activities are considered theoretically. All athletic activities have targets that can be directly aimed at by the athletes during the activities. There are many kinds of targets, but all can be classified into seven groups:
1) defended mobile targets, 2) defended immobile targets, 3) defended skill targets, 4) undefended mobile targets, 5) undefended immobile targets, 6) undefended skill targets, 7) undefended record targets. The first three types of these targets are defended, and the latter four types are undefended. All these targets are clearly visible to the athletes. This “visibility” is the most important trait of these targets when one considers the essence and ends of athletic activities in comparison with the ends of modern labour, in order to examine the functions of athletic activities in modern societies. The ends or targets of modern labour are unclear and cannot be seen directly by the workers' eyes. This “invisibility” has gradually deepened since the Industrial Revolution. From this contrast of the “visibility” of the targets of athletes to the “invisibility” of the ends of modern labourers, therefore, a new hypothesis can be proposed that athletic activities have developed as a counter-culture against modern labour, in order that people might participate in actions aiming at targets that are more clearly seen by the participants than are the ends or targets of modern labour.

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The purpose of this study is to clarify the inter-stipulation between the sport skill and the sport implements in order to examine the relationships between the changes of the sport implements followed by the developing the science and the technology, and the sport skill.
The method adopted in this investigation is as follows; firstly the Sport Skill and the Sport Implements were analyzed from the points of view of related mode and functional modality, secondarily, a phenomenon and problems in them were considered.
The results are summarised as follows:
The relationships between the sport skill and the sport implements have three dynamic modes. In functional modality, the relationships in both of them have “the nature of restriction” and “the nature of appearance”. And the sport skill and the sport implements are inter-stipulated.
The sport implements sometimes work as an obstacle to the development of sport skill of children.
I think that the educators, especially who teach the lower children, are necessary to know this aspect as basic knowledge.

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The ALT-PE, developed as a means of analyzing the instruction of physical education by Siedentop et al., has been defined as being the percentage of class time during which students are effectively and successfully engaged into physical education content activities.
The present study was designed (a) to compare the case of Japanese students with the case of American and Canadian students reported from the preceding investigations (Metzler, Godbout et al.), evaluated by the ALT-PE, and (b) to investigate relationships between three major ALT variables and setting of classes. Subjects were 20 secondary school physical education teachers, and their regular classes were observed according to the ALT-PE observational procedure. In addition, all teachers were requested to draw up the teaching sheets on above lessons. Students were asked to present a composition on their impression of the class activities.
The ALT-PE of Japanese students ranged from 27.7% to 87.2%, with a mean value of 62.4%. These value was significantly higher than those of American and Canadian students.
When the results obtained through the ALT-PE observational procedure were discussed in relation to the analysis of the teaching sheets and the composition of students, most of the high and low ranking classes on the ALT-PE (the high-ranking classes: 82.6-87.2%, the lowranking classes: 27.7-53.6%) taught under a systematic sequence in whole-class learning. However, the activities of instruction in the high-ranking classes were characterized by that teachers persuaded efficiently their students into learning toward their aims. In the lowranking classes, teacher's directions on movement patterns were emphasized, or teacher's behavior became a noninterference. On the other hand, most of the medium-ranking classes (the ALT-PE of 58.6-79.8%) were instructed under a problem-solving method in subgroups. If some categories about “students management” and “talking with fellow students” were set appropriately in the observational recording system, the averages of ALT-PE in the medium-ranking classes would increase.
From these results were concluded that the relationships between the ALT-PE and setting of classes in physical education are more closed, and that the increase in ALT-PE from baseline of 60% might show that students are effectively and successfully engaged into physical education content activities.

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Purpose: To analyze the structure of sport in order to clarify how alienation appears in sport since although the concept of alienation has been adopted as a viewpoint to examine sport, the concept has been used in various contexts in this field so far.
Methodology: The following sub-problems were adopted as the necessary steps to follow in the investigtion:
1. The concept of alienation, which was mainly based on Marx's concept, was analyzed in order to grasp the concept.
2. The structure of sport was analyzed to examine how the concept of alienation was applicable to the structure.
3. Some external factors of sport, which might cause sportsmen's alienation, were examined.
Results:
1. The concept of alienation has twofold meanings, i.e., alienation as externalizatton and as estrangemet.
2. Sportsmen are alienated from their achievement as the result of their externalization. This form of alienation is affirmative and inevitably arises in sport.
3. Sportsmen are alienated from their records as estrangement as the result of reification. Emphasis of the records may lead this form of alienation into negative one.
4. Achievements under external pressure may cause alienation from man's species being.

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This study is to investigate “achievement” and “bilding” in learning process of physical education. “Achievement” is to learn the knowledge and the skill, “bilding” is to form his personality and his body through the “achievement” for himself. The contents of “achievement” are essentially depended on the culture of sports which have been developed historically and socially by the human. They are; (1) learning of the skills and the rules of sports, to put it in the concrete, becoming skillful and acquiring scientific and systematic cognitions about sports, (2) acquiring cognitions about the learning group of physical education, i.e. methods and principles for administrating and managing the learning group, (3) acquiring social cognitions concerning physical education and sport, namely the cognitions of political, economical and legal conditions of them.
“Bilding” must be questioned in connection wih the three contents of “achievement”, or “bilding” must be performed through the “achievement” activities. And in this case we have to make clear what the connection between “achievement” and “bilding” should be.
Generally personality “bilding” is mentioned in connection with the cultural values of the skills and the rules of sports. That is, the skills and the rules involve the educational values such as equality and fairness, consequently if the learner will become skillfull and acquire the cognitions of them, his personality is bilt better. However, if the “acievement” activities will be unreasonable and undemocratic, it is not better.
The three “achievement” contents interconnect and it is important that they are unified and systematized in learning process of physical education. In other words, by means of organizing synthetically the three “achievement” contents in the whole of the learning process, “achievement” will be able to contribute to personality “bilding”. Because the “achievement” contents just reflect the human personality.

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Contemporary physical education in schools in Japan has a number of problems and one of them is caused by the unclear objectives of the subject. The purpose of this study is to establish the objectives of sport education by examining the history of the objectives of physical education in Japan from the late 19th century to today. A meta theory is presented for the objectives of sport education by proving that the objectives of physical education up to today have insufficient theoretical basis for the subject.
The results are as follows;
1) One objective of physical education in Japan has been the idea of training the body and mind for the purpose of society.
2) One objective of physical education has been established by external circumstances and it is subordinate to society.
3) The reasons for 1), 2) are as follows;
a. These objectives were established without sufficient consideration of the educational function of physical education.
b. To unite the cultural function of physical education.
c. The term, physical education.
4) This is a logical necessity to change the term physical education to sport education and the objectives of sport education can hardly succeed based on the past objectives of physical education.
5) The objectives of sport education should be considered philosophically, anthropologically and with the idea of human existence. The body seen as the philosophical and anthoropological basis of human existence should be considered as the main objective.

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Personality characteristics, especialy in reference to anxiety tendency and stage fright, of 97 women members in the Kendo club of six universities in Kinki districts were examined by analyzing such personality tests and items as (1) Y-G personality inventory (2) CAS anxiety test (3) stage fright (4) the period and degree of their experience of the Kendo club activities, and so on. The stepwise multiple regression analysis and principal factor analysis were mainly applied to the data, and the following results were obtained:
1. The persons who have the greater emotional unstability (D, C, I, N traits), the greater social maladjustment (O, Ag traits) and the less activity (G trait) have the more anxiety tendency.
2. The persons who have the higher grade in Kendo have the less anxiety tendency.
3. The persons who have the longer practice in the high school years, the more eager participation to practice in the university years but lower grade in Kendo have the more anxiety tendency.
4. the persons who have the more leadership (A, S traits), the less depression (D trait), the less nervousness (N trait), the less anxiety tendency (Q₃^(-), C^(-), L, O anxiety factors), the less aggressiveness (Ag trait) and the more thinking extroversion (T trait) have the less stage fright.
5. The persons who have the good results in match and the higher grade in Kendo have the less stage fright.
6. The personality factors common to the members in Kendo club are emotional stabilitysocial adjustment factor, lack of self control factor and leadership-unintrospection factor. These three factors are the common personality factor in sportsman.

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The purpose of this study is to clarify the specific behaviors of sport groups by means of the concept, “communitas” which is offered by V, Turner. This analysis takes the semioticstructual method which differs from the structual-functional one. And the ritual process in sport is interpreted in the light of the cultural-anthropology. The procedure of this study, firstly, makes an overview of the concept, “communitas”, which appears in three dimensions of culture; “liminality”, “outsiderhood”, and “structual inferiority”, then proceeds to the relation with the rite of passage. Secondly, in view of the interaction of members, “communitas” can be demonstrated with “rhizome type” model which takes the form of the multidimensional network system. On the contrary, “community” is characterized by “tree typ” model. According to these procedure, this analysis proceeds to the examination of “communitas” and the ritual traits in sport groups.
The results are as follows;
1) It is necessary for the analysis of sport groups characterized by “communitas” to take supplementary approach with the team-work theory which has been developed for the social structual system.
2) The specific behaviors in sports, e.g. the encouraging shout and cry “GANBA!”, or mass running exercises in formation, could be clarified as “rites of passage” or “transition rites” in broad sense.
3) This shout “GANBA!” is a password for performing audiences to take part in the sport situation sympathetically. At the same time, the shout is also a prayer for athletes to enter into the movement landscape or background of ordinary sports.

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The purpose of this study was to ascertain the effectiveness of the demonstration at slow speed, by comparing with normal speed in front kick of karate to beginners.
The front kicks performed by a beginner, an intermediate player and an advanced player were filmed with a 8mm cine camera. The film was used as a demonstration film. Subjects were thirty students of the Karate Intensive course and had no experience of karate before the course. They watched the film of the models of different skill levels projected 24 frames/sec (normal speed) and at 8 frames/sec (slow speed), and were asked to describe the differences between two of three skill levels. The survey was performed by a questionnaire at the last day of the course. The number and the content of the description were examined on each projection speed.
The results were summerized as follows:
1. The numbers of description and the viewpoint of observation in the demonstration at slow speed were grater than those at normal speed. From this result, the demonstration at slow speed may be effective in the observation of the movement of karate.
2. The demonstration at slow speed helped beginners to observe preparatory movement phase and dynamic factor of movement, and improved their observation of spatial factor of movement.
3. It was difficult in the demonstration at slow speed for beginners to observe the temporal differences because temporal factors of the movement were diminished.
4. There was no difference in effectiveness to observe the principal and final movement phases between the demonstrations at slow speed and at normal speed.

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