The purpose of this study was to clarify the factor structure of “enjoyment of elementary school P.E. classes” and to verify the reliability and validity. Additionally, the developed scale was used to discover how enjoyment of P.E. classes differs according to grade level, gender, and other characteristics. First, to collect and select statements on elementary school pupils’ enjoyment of P.E. classes, an open-ended preliminary survey of 309 higher-grade pupils at public elementary schools was conducted. In the main survey, a measuring tool was developed to measure enjoyment of P.E. classes based on the items selected in the preliminary survey. The main survey was administered to 871 higher-grade pupils at public elementary schools.

This study revealed the following points:

1. The results showed that elementary school pupil enjoyment in P.E. classes could be categorized under 23 items and six factors (“cooperating with peers,” “throwing oneself into exercise,” “sense of achievement,” “approval from others,” “experiencing the essence of exercise,” and “exercising self-discretion”).

2. An examination of each grade showed that the enjoyment scores of “sense of achievement,” “approval from others,” and “experiencing the essence of exercise” were significantly higher among fifth-grade pupils than sixth-grade pupils.

3. An examination of gender showed that girls had significantly higher enjoyment scores for “throwing oneself into exercise,” “experiencing the essence of exercise,” and “exercising self-discretion” than boys.

4. The measuring tool was confirmed to be reliable and valid.

In this study, we investigated the various plays selected at the time of a breakthrough into offside lines for tag rugby. The analysis target was 375 instances in five games in the national competition of elementary school children. We attempted to identify the most ideal play at the time of a breakthrough into offside lines in tag rugby using the KJ method. The analysis target comprised 154 instances in which the attacker and defender faced each other statically and 221 instances where the aggressor and the defender faced one another dynamically.

The results were as follows: In an instance where the attacker and the defender were facing each other statically, it was effective to enact a breakout play that creates a favorable situation for the attacker in the next attack based on player numbers and player positioning. Similarly, in an instance where the attacker and defender were facing each other dynamically, it was thought that either a break to allow for an organized defense line or a quick attack should be selected.

As a result of these observations, the following was suggested. One of the important aspects regarding effective tactics for a breakthrough into offside lines is to opt for a break to allow for an organized defense line or quick attack. At that time, it is important to pay attention to the static or dynamic situation, as well as the number and positioning of the both attacker and the defender. It was suggested that the learning effect would be higher when the defense line of the defender was prepared.

The purpose of this study was to clear the effective method of promoting Olympic and Paralympic Education (OPE) from the teacher’s view with focusing on the relationship with contents. Then, this study applied questionnaire survey composed 3 questions as follows: difficulties in caring out OPE, effect of OPE and problems in continuing OPE. Moreover, to classify the contents, it sat two categories, “Olympic athlete” or “Paralympic athlete” and “lecture” or “lecture & practical instruction.”

As a result, 6 new methods of promoting OPE were proposed except 3 methods in the previous study. First, as the common method of Olympic Education and Paralympic Education, 3 methods were cleared as follows: to create the PE model with based on the “practical instruction” by Olympic or Paralympic athletes, to create the model of some subjects, and to develop the program of teacher seminar. Moreover, to promote the Paralympic Education, 3 methods were proposed as follows: to work with para-sports association for securing the equipment of Paralympic sport, to promote barrier-free school facilities, to develop the program linked with “lecture” and “practice instruction” by Paralympic athletes.

However, this research excluded the OPE practice by teacher, not by Olympic and Paralympic athlete, even though previous study and also this study reported it. It will be necessary to consider it by same perspective as this study applied.

The purpose of this study was to examine the reliability and validity of the Hip Flexion Test (HFT). HFT is a test to kick away a weight hung on ankle to forward, and it was devised for evaluating hip flexion power easily. The participants were 24 upper grade children in elementary school (Age: 11.60 ± 0.53 years, Height:1.47 ± 0.08 m, Body mass: 38.82 ± 7.72 kg). Time, step frequency, step length, and hip flexion torque during 50m sprint were measured. Furthermore, flying distance of HTF, and jump height of CMJ were also tested. Result for t-test, there was no significant difference between 1st and 2nd measured values of HTF. Furthermore, intraclass correlation coefficient between 1st and 2nd value of HFT was a significant (ICC=0.767). From these results, the reliability of HTF was confirmed. Secondly, to show the validity of HTF, we calculated a correlation coefficient between measured values of HFT and a hip flexion torque during 50 m sprint. There was a significant correlation between them (r=0.573, p<0.01), so it could be found that HFT could evaluate a hip flexion torque during 50m sprint. From this research, the reliability and validity of HFT was proved, and we could find that HTF is effective test to evaluate hip flexion power.

This research looked at physical education classes in junior high school with the aim of determining potential for gaining tactical knowledge. To achieve this, the research was divided into the following three subordinate questions. Firstly, the research involved examining whether the degree of tactical understanding improves throughout a course of physical education classes. Secondly, the research looked at whether the degree of tactical understanding is impacted by a student’s experience of invasion games. Finally, consideration was given to whether there are any situations that create variations in the degree of tactical understanding. The subject of the research comprised 2^nd grader 42 male junior high school students, and classes were held with a focus on off-the-ball movement and tactical awareness. Tactical knowledge tests were created to check tactical understanding on the basis of appropriate situational judgements. The research was conducted over a course of 10 classes, and it incorporated both tactical knowledge tests and interviews before and after the course. The research revealed the following.

1.Tactical understanding was improved through the course of classes.

2.There was no significant difference in tactical understanding resulting from experience of invasion games.

3.The outcom e of the research suggested that there are situations in which tactical understanding is easy to gain, and situations in which it is not. In specific terms, it was suggested that the tactical tasks of penetrating into the space in the goal and solutions pertaining to them may have been difficult.

Background: Regarding the burden of teachers in school athletic club activities, it is often argued that it is a burden because time of school athletic club activities related to working hours is long. However, factors related to the perceived burden of school athletic club activities have not been considered. The purpose of this study was the following three. 1) To clarify the rate of complaints about the perceived burden of teaching school athletic club activities among junior high school teachers in Yamanashi Prefecture. 2) To examine the relationship between teaching specialized competition and perceived burden. 3) To examine the relationship between the subject and the teaching specialized competition with the perceived burden.

Method: We got data from 1,068 teachers who teaching school athletic club activities at junior high school in Yamanashi prefecture. Using a logistic regression analysis, we investigated a complex relationship between subject, involvement in specialized competition, and a perceived burden for teaching of school athletic club activities.

Result: The accused rate of perceived burden to the teaching of school athletic club activities was 72.3%,21.3% of which had a sense of burden of high intensity. Odds ratio which has perceived burden so much that it is not involved in own specialized competition was high. Participation in the subject and specialized competitions was combined with complaints of perceived burden.

The purpose of this study was to suggest the use of historical research on sports techniques for physical education class. The results are as follows:

1) Through this class, students had fun learning the history of sports. In addition, several students were able to realize the characteristics and attractiveness of basketball. Furthermore, it was suggested that this

practice enabled students with low skills to easily achieve results, and encouraged interactive learning.

2) Regarding whether learning the history of techniques and tactics can be an effective way to learn, effectiveness was established in learning how to “pivot,” but ball-free movements were ineffective.

3) Students’ interest in “seeing” was significantly improved. However, there was no significant interest in “doing,” “supporting,” and “knowing.” Conversely, their interest in the history of techniques, tactics,

tools, and rules, was significantly increased. It was also suggested that this practice expands students’ interest in other sports techniques and tactics, allowing students to see the fun of, and grow motivation to try, various sports.

Ultimately, it became clear that some issues remained regarding the class’ method.

1) Devising orientation and innovative unit development to understand the significance and the necessity of learning the history of techniques and tactics.

2) Designing assignments that let students perceive tasks related to the learning of history as their own and set them proactively.

3) Devise a learning method that allows students to discover the excitement and joy of learning about the history of techniques and tactics by themselves.

4) Devising the learning process that assures more students experience the fun of the game by learning the history of techniques and tactics.

5) Devising concrete methods to connect the learning about history with student’s goals to raise their interest and motivation in both “knowing” and “doing.”