The purpose of this study is to reconsider the function of asking question in verbal instruction of teacher in physical education.
The methods are (1) to clarify the role of asking question by teachers in physical education class and (2) elucidate the difference asking question of teachers in physical education and those in another subjects.
The result is as follows: in the case of physical education an inherent characteristic is recognized that asking question itself can occur even in the room that has the form of simplification of words or individualization of codes. For the physical-culture which are the teaching materials of physical education are non-verbal.
We are confident that this study will make it possible to offer some strategies in the studies of asking question hereafter.

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It is the most fundamental classification to make a distinction between sexes in human society. However, we have been urged to reexamine the existing sex role stereotyping, since a lot of females have launched into the male centered society in advanced nations where the industrial structures have changed.
The required physical education programs in junior high schools, senior high schools and some colleges and universities have been generally taught in separate sex in Japan. There have been basic assumptions of the physiological, psychological and physical differences between male and female. But with the advance of society, we must criticize whether these assumptions should be adequate or not.
The purpose of this study is to clarify the problems on “co-ed physical education” through the analysis of the related studies in the United States.
In reviewing the development of “co-ed physical education”, we found out that the Final Title IX Reguration for implementing Education Amendments of 1972 (effective as of July 21, 1975) was regarded as the historical turning point. Therefore, this study consists of the three parts of pre-Title IX, Title IX and post-Title IX.
The main results were as follows:
[pre-Title IX]
1. “Co-ed physical education” had only been insisted ideally by advocators who emphasized on the relation between life and education.
2. “Separate sex physical education” had been prevalent from the colonial days, being based on the assumptions of sex differences and morality.
[Title IX]
1. Title IX was designed to address and to eliminate sex discrimination in education.
2. Physical education classes have changed qualitatively in comparison with pre-Title IX, since the regulations specifically prohibited “separate sex physical education” with the exception of selected contact sports.
[post-Title IX]
1. The legislation from the outside experts actually brought out the dual treatments against the implementation; some schools eliminated contact sports and dance off the curriculum, and others adopted “co-ed physical education” in all teaching materials.
2. The students and teachers in secondary schools and high schools have underestimated the regulation of Title IX on physical education, while those of colleges and universities have relatively rated high. It seems that the differences of estimation between school levels were due to the developmental bases, the aims of physical education and the maturing grade of students.
3. We found out the dual constructions in the problems on the “co-ed physical education”.
4. It may be difficult to solve the internal problems, such as sex role stereotype and morality, though it may be possible to do the external problems, such as motor skill differences, luck of knowleges or skill of teachers and administration of facilities and equipments.
The present author has concluded that “co-ed physical education” should be examined from the philosophical point of view as to the equality of both sexes in physical education classes if not, it is impossible to make the fundamental problem-solving of “co-ed physical education”.

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1. The Object of This Study
The aim of this study is to inquire on “What is long distance walkingks?” for high school students.
2. Investigation of Related Researchers and Significance of This Study.
There are physiological studies of endurance running in schools and colleges and reports mainly concerned with development of long distance running programs, but there are few pedagogical and philosophical studies on long distance walking in schools.
3. Outline of the Long Distance Walking School Event in Question.
The objectives of the event are (1) to challenge the limit of one's own physical ability, and (2) to cultivate the spirit of co-operation. There were 5 classes of distance from 23.1km to 46.4km selected by each party of students in which was grouped by 3-5 students and it was the from of participation to the event. There was no individual participation. Each school class had 10-12 parties. A table of calculating the score of performances are made, and competition between classes was organized.
4. The Method of This Study
After the event, all the participated students were surveyed by a questionaire which made up from 8 questions. From the result, the present authors found 2 fundamental problems required to think; id est, (1) reason of compulsory participation, and (2) the nature of distance. These were discussed.
5. The Results of This Study
The above mentioned two problems were discussed and the results were as follows.
1) The compulsory participation will be justified, if there are good effects upon students as a whole. At the beginning, there should be enough explanation and motivation for the students to explore the meanings and significance of the event.
And at the end of the event, there should be the chance of reflective thinking for the students. It was concluded that, if the “now” of the event, which begins from explanations and ends with reflection, is, in the last analysis, not compulsory, the event is justified. If not, it is not justified.
2) The distance was analyzed from the resources of the students reports. The present authors differentiated the distance as follows.
(1) geometrical distance
(2) physical distance
(3) physiological distance
(4) psychological distance
(5) cultural distance; a. contemplative and imaginative distance
b. social life distance
c. sight-seeing distance
d. socio-historical distance
It was concluded that the course planner of long distance walking should consider the above mentioned kind of distance to make the event humanistic.

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Health of human-beings and all of their daily activities are maintained by an interaction with their enviroment. This study examined which variation or which response might be prodused on the body by temperature which is an element of the environment. After exposing a part of the subject's body to the cold, we reexposed the part to various temperature conditions. And mainly by analyz- ing variations of skin temperature we tried to investigate a change which might occur to the body of sportsmen.
The subjects were 5 male students in good health who are active sportsmen. The palm of thier right hand was soaked in cold water at 1±0.5°C for five minutes. Immediately after that, the palm was reexposed for thirty minutes to:
1. room temperature
2. water at 25°C
3. water at 35°C
4. water at 45°C
As to these 4 cases we examined the variations of heart rate, blood pressure and skin temperature of the body parts which covered 11 points. And thorough observing how the above three factors recovered we tried to investigate the effect on the circulatory system as well. The experiment was made for eight days from 5th to 12th in November, 1984 according to the specific measurement.
The results are summarized as follows.
1) Heart rate had a tendency to become highest in Case 4 when the palm was reexposed to water at 45°C. This may result from the increase of peripheral blood flow following the environmen tal change.
2) In Case 1 when the palm was reexposed to room temperature, skin temperature showed a plateau at the early stage of its recovery in some students, but it showed a quick recovery in other students. The former had higher heart rate and higher blood pressure than the latter significantly (P<0.001). This may result from the difference of their sports and sports history. And furthermore, an efficiency of the peripheral circulation might be involved in the results complicatedly.
3) Skin temperature of the body parts other than the right hand was found to be similar in tendency to that of the right hand only in Case 4. But the similar tendency on the opposite side of the body was found only in the peripheral parts such as the limbs.
4) Skin temperature of the forehead showed a complex variation. This can be assumed to be a protective response against the body stress of a partial exposure because the forehead is near the center of temperature control.

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The purpose of this study was to examine the applicability of Borg's rating scale. Heart rate (HR), oxygen uptake (Vo₂) and rating of perceived exertion (RPE) were measured during two differ ent forms, bicycle ergometer work at 300kpm, 450kpm and 600kpm and physical education class of exercise. The subjects of this study were 7 healthy schoolboys in the eighth grade, aged 13.7 to 14.6 years and Vo₂ max predicted 33.7 to 70.4ml×kg^-1×min-^-1
The results were as follows:
1. Correlation coefficient of HR and %Vo₂ max with RPE were 0.820 (p<0.01) and 0.892 (p<0.01), respectively, during the bicycle ergometer work.
2. Correlation coefficient of HR and RPE was 0.589 (p<0.01) during physical education class.
3. RPE response followed a linear increase as a function of HR or %Vo₂ max during the two forms of exercise.
Differences were found in the level of RPE in relation to HR during the two forms of exercise. It seems that the differences were related to complexity of exercise.

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