The purpose of this study was to identify the learning sequence in the National Standards for Dance Education [NSDE]. To achieve this objective, we set the following three tasks;

1) to identify the frameworks of learning sequences in each grade-band,

2) to reveal the characteristics of content knowledge organized in Outlines of Sequential Learning,

3) to illustrate the rationale behind the learning progression in Outlines of Sequential Learning.

The results showed that;

1) The learning sequence in dance education in the United States were structured in three grade-band, K-4, 5-8, and 9-12. In all grade-bands, development of not only motor skills, but also cognitive (creating and appreciating dance) and social emotional (establishing relationships with others) domains of learning in dance were expected to be acquired by students. Also, engagement in social activities relative to history and culture of dance were also identified as learning outcomes in the standards.

2) In Outlines of Sequential Learning, three indicators provided achievement standards corresponding as to the three developmental stages. In particular, the achievement standards were not set up during content knowledge at that specific stage. The specific higher level standards enhanced the difficulty as integrating the lower level standards. The specific standards enhanced the difficulty not to change content knowledge, but to change the quality of achievement.

3) In the process of developing Outlines of Sequential Learning, the developmental stages were set at first and then, in according to those stages, the achievement standards were described. The description on expected outcomes were differenent of each scopes. It means that the same achievement standards in sequential stages were described in some scopes and different others were changed in spite of same scopes. In addition, the amount of time to achieve appropriately was considerate.

Overall, the learning sequence in the national standards for dance education in U.S.A. was structured based on the developmental characteristic of students and difficulty of the content. The consideration of content and the amount of time are critical to determine the learning sequences in national standards.

Background: As physical activity scene in elementary school, promotion of physical activity focusing on recess time is paid attention, but there is no survey or report that can be basic data. It is thought that the improvement of recess time contributes to the improvement of physical fitness.

Purpose: To clarify statistically the information about the recess times in which children’s physical activities can be conducted in elementary schools sampled from all over Japan, and to examine the relationship between physical activity promoting factors and physical fitness during elementary school recess times.

Method: In elementary schools sampled from the whole country, we compared physical fitness by difference of physical activity promotion factors of recess times of 1,322 schools that answered the questionnaire survey on environmental factors during elementary school recess times.

Result: (1) The elementary school students who can do physical activities were 45.1 ± 12.6 minutes during elementary school recess times. (2) The longer the recess times, the physical fitness tended to be higher in both boy and girl. (3) In schools where children play and devise ways to increase playgrounds, boys’ physical fitness were high. (4) Physical fitness score was high in schools where many types of equipment were lent for the purpose of using recess time. (5) In the school where facilities and equipment that attracts interest and interest were placed in the school yard systematically, boys’ physical fitness were high.

Conclusion: The physical activity promoting factor during elementary school recess times is related to the physical fitness of the children.

High school “sports strong teams” are a part of school education and serve as an important foundation of Japanese competitive sports. However, even though their importance has been pointed out, up to now there has been little research focusing on “sports strong teams.” Therefore, this study sheds light on the historical characteristics of the high school “sports strong team” formation process.

The results of our research are as follows:

1. During the period of the establishment of high school reforms, the first health and physical education classes in Japan were taught at Tokyo Metropolitan Komaba High School. The first baby boom

generation went on to high school. Later, when the number of high school students suddenly decreased, private high schools began to position sports as an important pillar of a “distinctive education.”

2. In the 1980s, while various high school educational reforms were taking place, the educational value of sports became recognized, and the number of high schools that used sports and operated in distinctive

ways increased. However, now that the declining birthrate society has arrived, simply using sports for their educational value is no longer enough to call something distinctive education. Therefore, under these circumstances, some high schools have begun to aim aggressively for “strong” extracurricular sports activities.

3. However, during this period, comments were beginning to be made about the adverse effects of “strengthening” extracurricular sports activities. Specifically, schools where extracurricular sports

activities are employed excessively by school management have received criticism from the standpoint of education.

The purpose of this study was to clarify the differences in the sprint motion focusing points between elementary school teachers, who are not specialized in physical education, and sprint coaches when they are observing and evaluating sprint motions of elementary school children. The results are summarized as follows.

1) Coaches focused on lower limbs and the connection between lower limbs and upper body while elementary school teachers observed either the upper body or the overall impression.

2) Coaches focused mainly on three points: (i) the position of the swing leg at the time of ground contact;

(ii)the position of the center of gravity at the time of ground contact; and (iii) the late of recovery leg.

Since these are in accordance with the indices for evaluating rational sprinting motion that have been suggested in biomechanics reports, it is inferred that these focusing points are appropriate for evaluating the motions as ‘good’ or ‘improvement needed’.

3) Elementary school teachers focused on ‘the arm swing’, ‘overall impression’ and ‘posture’. Nevertheless it was shown that ‘arm swing’ may not be suitable for evaluating sprint motion, teachers emphasized

the most this point. On the other hand, not only ‘posture’ was easy for elementary school teachers to focus on, but also it was suggested that it could be a candidate for evaluating a rational sprint motion.

However, it was not possible to make it clear what criteria teachers used to evaluate a ‘good’ or ‘bad’ posture. Therefore, further studies concerning specific focusing points and criteria are needed.

The purposes of this study were ①to clarify the psychological transformation process through cheering activities based on the narrative of a reserve college student athlete engaged in team cheering activities, and

②to present the hypothetical knowledge which represent the significance of cheering activities and contribute to better sports fields. A semi-structured interview was conducted with one reserve college student athlete to explore how he had recognized cheering activities. Data were analyzed using the Qualitative Synthesis Method.

A schematic diagram of the psychological transformation process of the reserve college student athlete was generated based on the 13 labels gathered through the analysis. The following four outcomes were derived from the schematic diagram: 1) the promotion of psychological maturity by adapting to the psychological conflict caused by cheering activities, 2) the possibility that collective cohesion and collective efficacy improved through cheering activities, 3) the probability that cheering activities could be an opportunity to develop sports selfmanagement skills, and 4) the visualization of the psychological transformation process of the reserve college student athlete through the cheering activities. These outcomes are expected to contribute to maintaining the motivation of reserve college student athletes and promoting their participation in cheering activities, improving the team feeling, and their psychological maturity through cheering activities.