In physical education, the favorable attitudes toward physical education courses have to be developed, along with movement skills and physical fitness.
The present study was designed to investigate whether or not the effectiveness of three methods of instruction differ upon attitudes toward physical education courses among the 6th grade children in elementary school. These methods were continued throughout 9 lessons under the same teaching material (soccer games). One of the three methods was to lay emphasis on the formative process of learning tasks, which children searched for the strategies to win the games themselves (abbr. A-class). Another were to attach importance to the process of findings a solution to learning tasks given by teacher (abbr. B-and C-class). The teacher in B-class indicated the tasks about passing plays for shooting and the teacher in C-class required to solve the tasks as to model learning of 2:0, 3:0 and 5:5. The attitudes were measured before and after unit of each instruction, respectively, using Kobayashi Physical Inventory. After the first measurement, the questionnaires as imagery tests were done at every one lesson to examine four items (physical activities to do one's best, self-knowledges of skill development, cognitive development, co-operation with friends) in each class, respectively. Additionally, the aspect of soccer games, which taken by V. T. R during 8 minutes, from a viewpoint of the ball's locus were compared before unit of each instruction with before the one.
The results obtained are as follows:
1) All of the attitudes score and the rate of favorable responses on imagery tests in the A-Class were significantly higher than another classes, and the considerable using a side passing or triangle pass to avoid an opponent were discernible in front of goal after the unit of instruction than the before. The thought of children in the A-class changed from idea of individual skill development to idea of combination plays in front of goal, through analyzing the item of “cognitive development” in imagery tests.
2) It was shown in the B-class that the attitudes score about the volitition toward learning increased, but the rate of imagery tests decreased with progressing the unit of instruction, and that children couldn't solve the tasks on strategies to win the games, because they were intensely conscious of shooting plays.
3) The attitudes score and the rate of imagery tests in the C-class were not so high as the A-and the B-class. The using the same passing as the A-class were improved only near by the center coat. However, children were already noticed the tasks on combination plays at the first half unit of instruction.
4) From these results were concluded that the teaching method to lay emphasis on the formative process of learning tasks might systematize more easily characteristic ways of learning on children part and increase remarkably the attitudes score than the methods to attach importance to the process of findings a solution to learning tasks given by teacher.

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After following study among several years on the lower Horizontal Bar Ability of the female students at the elementary school teacher course in Kanazawa University. It becomes clear that they have some weak points in child ages on lower school ages, and, in secondary and high school, 40 percents of all schools have never teached horizontal bar activities during there school years.
On the other hand, there are some study cases on girls that have the special ability of high speed Front Hip Circle with the Horizontal Bar at Slide, of long Hanging exercise with overbar of the Hang Kenkoki and of the jumping front support with the low Horizontal Bar that requires some ability.
This is a study on the view of “the sport pedagogy” by how method we might be able to develop the Horizontal Bar Ability by these case studies.

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Personality characteristics of 707 members in the table tennis club of high schools, universities and general women in the Kinki District and the Tokyo Metropolis were examined by analyzing such items as 1) YG personality inventory, 2) the period and degree of their experience of the table tennis club activities and so on, and the following results were obtained:
I Personality characteristics of members in the table tennis club
1 YG personality traits of club members of high schools and universities are about average.
2 YG personality profile of women participants shows the good state (Positive Stability Pattern).
3 In comparison with the university club members, the high school club members have a more thinking extroversion (T trait), a more rhathymia (R trait), a less cooperativeness (Co trait) and a greater lack of objectivity (O trait).
4 In comparison with the non-athletic culb members of women in university, the women's table tennis club members in universities have a more ascendance (A trait), a more activity (Ag, G traits) and a more leadership (A, S traits).
II Comparison of personality characteristics of the stronger players with the not so strong players in the game
1 The stronger players have a more rhathymia (R trait), a more aggressiveness (Ag trait) and take less pleasure in club activities.
2 The female stronger players have a more ascendance (A trait), a more rhathymia (R trait), a more leadership (A, S traits) and a less stage fright.
3 The stronger players with the pattern of playing close to the net have a more aggressiveness (Ag trait) and a more ascendance (A trait). The stronger players with the pattern of cutting away from the net have a more rhathymia (R trait) and a more activity (Ag, G traits). The stronger players with the pattern of driving away from the net have no differences of personality characteristics from those of the not so strong players.
III Comparison of personality characteristics of the player in each of the three playing patterns
1 In comparison with the players who have the pattern of playing close to the net, the players with the pattern of driving away from the net have a more general activity (G trait) and a less inferiority feeling (I trait).
2 Personality characteristics of the players with the pattern of cutting away from the net are similar to those of the players with the pattern of playing close to the net.
3 In comparison with the players who have the pattern of cutting away from the net, the players with the pattern of driving away from the net have a more ascendance (A trait), a more activity (Ag, G traits) and a less cooperativeness (Co trait).
IV In comparison with the other sport club members, the table tennis club members have a less emotional stability (D, C, I, N, traits), a more nervousness (N trait), a less social extraversion (S trait) and a less thinking extraversion (T trait).

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The purpose of this study was to make a proposition on the instruction in decision making in ball games from the theoretical standpoint. To put it concretely, the outline of contents and methods of the process-oriented instruction in it was given in this study.
Firstly, a conceptual linear model of decision makig in ball games, which is consisted of four stagesselective attention to outer game situation (which means the external environment subsisting objectively), recognition of game situation (which consists of objective and subjective environmental elements), anticipation of game situation, decision on play-was presented, and the main points of instruction were discussed in each stage of the model.
Secondly, the subjects of the method on field/ court, the method in room, and selecting game situations were discussed about the methodology of instruction.
Resting on the basis of the proposition in this study, more improved practice and many corroborative studies on decision making in ball games should be proceeded in future.

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The purpose of this study was to examine the effect of extreme change in stride length on oxygen uptake during running. Eight healthy active female students acted as subjects. The subjects performed treadmill running for 18min with the three different, freely chosen (F), as short as possible (S) and as long as possible (L), stride lengths at 100, 120, 140 and 160m/min. Running speed was constant and stride length changed every 6min randomly. Determinations of oxygen uptake and stride frequency were made during 5-6, 11-12 and 17-18 min. Both increase and decrease in stride length from the freely chosen stride length caused increase in oxygen uptake. The mean increases in oxygen uptake were 2.8-1.5ml/kg/100m and 13.8-4.6ml/kg/100m at the extreme short and long-stride length at all speeds. The results indicate that extreme change in stride length affected running efficiency.

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