The annual change of the time for outdoor play of elementary school children (the 5th and 6th grades) was analyzed, and also the factors influencing it were investigated. The surveys (question-naires) were carried out 4 times for 11years (1971, 1973, 1980, 1981). Total subjects in number were about 4, 000 elementary school children of the 5th and 6th grades in Osaka Prefecture. Outstanding findings are as follows.
1) The time for outdoor play of elementary school children had been gradually decreasing during 11 years from 1971 to 1981.
2) Boys have been likely to play longer outdoors than girls.
3) Differences in outdoor playtime among the residential areas depend strongly on such factors as the time, the space, and the group.
4) There was a big gap between the actual playtime enjoyed by children and the time desired. This gap (about 2 hours) suggested that there exist sevral limitations to reduce their playtime.
5) The length of the time for outdoor play, indoor play, and T. V. watching have approximately the same tendency; the time for playing outdoors and for T. V. watching increased with increase of the time for playing outdoors.
6) The percentage of the children attending the “Juku” (cram schools for junior high school entrance examinations and other schools for skill subjects) have reached 80 percent. Such an increasing number of the participants is the main factor of reducing the total length of playtime (outdoor play, indoor play, and T. V. watching). In fact, outdoor, playtime of the attendants of the Juku was remarkably less than that of non-attendants.
7) The larger the number of play group is, the longer the outdoor playtime gets.
8) We consider that the children who do not want to play outdoors are produced by 1) such external limiting factors as “study”, “playmates”, and “playground”, and 2) the internal factor (the tendency to avoid outdoor play) in which the interaction of the external limiting factors resulted.
9) It was recognized that the participation in the Juku, the play group, and the subjective attitude to play were certain robust limiting factors to the time for outdoor play of children.

抄録全体を表示

The aim of this study is critically to consider the contents and characteristics of L. L. Bain's theory of “Education in Movement” and by so doing to clarify what problems there are in the theory and how applicable it can be.
The results I have reached are that her theory regards movement as an object itself and not as a means. So it emphasizes the intrinsic values of movement and criticizes to pursue the extrinsic values of it. But her theory does not consider the place of extrinsic values of movement in physical education, namely in physical side of education.

抄録全体を表示

The aims of this study are to make clear the present state of affairs on long-distance runing and walking activities in high schools in which many educators find special meaning and value among educational activities in the process of human making in Japan, and then, to inquire into the underlying thoughts.
As methods for that, we used, firstly, questionnaires, and then draw statements from teacher's educational views based upon the first survey resources. Then, we made negative statements by logical procedure to each of statements, and sought to get final statements through discussion motivated by oppositions between each pair of affirmative statement and negative statement.
The results are as follows;
1. Durative competition should be planned, guided, and educated by the educative speciality of physical educators and other teachers.
2. The pupil's evaluation should be done from the standpoints of satisfaction and attainment of the objectives coming out in the total process (containing preparatory process and the event) of the durative competition.
3. Discipline with fulfillment is indispensable in high school period, and durative competition has that possibility.
4. Experience of durative competition is indispensable for high school pupils so far as useful to enlarge and improve their experiential limit and quality.
5. Physical fitness and mental ability discipline are two aspects of analysis of human making and these are only a language expression of essentially one in the pupil.
6. With the improvement of the educational process, pupil's compelled feeling will decrease, and arise transition to guided feeling.
7. It is proper to change from differentiation of distance between boys and girls in a group to individual differentiation.
8. The event should be avoided to be held in high temperature season and is desirable to be held in early winter.
9. You may think that the degree of improvement of pupil's support to the durative competition after the event is a standard of the success of the educational process.

抄録全体を表示

Shooting is one of the most fundamental techniques which must be learned in basketball. In order to become a good shooter, a learner should know the basic mechanics of the shoot and acquire the basic shooting form. However, it has not yet been made clear how the shooting form develops. Accordingly we conducted researches into the running shoot which is an essential technique of high frequency in basketball games, and aimed at clarifying the development from the form of running shoot of the beginners to that of the skillful performers.
The experiment was made on 48 members from the third grade to the sixth grade girls in an elementary school and the analysis was carried out as to the following problems; 1. the changes in 3 phases (catch, keep, & shoot) according to the length of experience, 2. the relation between 3 phases and the percentage of successful shoots, 3. the correlation of the form and the percentage of shoots made.
As a result of the consideration of the above, the running shoot form is found to follow the process through the following 7 stages.
(1) 3 phases are still unskilled.
(2) Either of shoot phase or catch phase makes more progress than stage (1).
(3) Both shoot and catch phases have made greater progress than stage (1).
(4) Shoot phase makes greater progress than stage (3).
(5) Catch phase is completed and skilled.
(6) Either of keep phase or shoot phase and catch phase are completed and skilled.
(7) All phases are completed and skilled.
Though we can't decide that the running shoot form always develops along the above 7 stages, we have come to the conclusion that it develops step by step through those 7 stages, that is to say, from the state of beginners to that of the skillful performers.

抄録全体を表示

This study makes it clear that what kinds of motor ability take part in children's mental and physical characteristics, by investigating their special characteristics in relation to their motor ability. As a useful fundamental datum in sports pedagogy, this study might propose some questions over old teaching methods and be an indicator to sports pedagogy of the future. The number of samples, however, is so small that the investgation is unable to take the factor-analytic and statistic method and only shows some facts.
It seems that in modern daily life “play” element plays only a small part in children's physical exercise, and it can be said that physical education plays a large part in it. But physical exercise for some play naturally promotes the motor ability needed for it and makes the motor quantity per hour large. The quicker in motion, the better. Because quick motion can give the exercise room enough not to be tight and make it interesting or even agreeable. Physical exercise for some play also brings both mutual help and the competitive spirit among children. It must be added that their delight would be redoubled when they have mastered it. The point is whether they can keep carrying it out until they master it. In order to keep on, great efforts should be made and the efforts cultivate endurance which develops motor ability from a physical point of view and makes the exercise interesting and agreeable from a psychological point of view.
On the contrary, motor-ability tests have too much to do with physical education. They seem to have no relation to psychological and social characters cultivated in daily life, except some peculiar ones. The function test of riding a monocycle, for example, seems to show no relation between the the pliable synthetic coordination to control one's body and the physical ability which physical education arms at.
Anyway, three things can be thought helpful in solving the problem:
1. Using the factor-analytic method with many samples
2. Applying some types to children from physical and psychological point of view (ex. “ego” or “super-ego”)
3. Using case-study at the same time

抄録全体を表示

The purpose of this study is to reexamine the concept of courage (ανδρεια) which Plato regards as the goal of gymnastics (γυμναστικη) and to clarify the mechanism of cultivating the courage.
The procedure adopted in this investigation is as follows:
1. The concept ‘courage’ was examined in Plato's thought based on the three moments of the soul (ψυΧη): the rational part (λογιστικóν), the spirited part (θυμοειδεs), and the appetitive part (επιθυμητικóν).
2. Plato's gymnastics was analyzed to show its structure and goal.
3. The mechanism of cultivating the courage was clarified, depending on the results obtained by the investigations in 1 and 2.
The results are summarized as follows:
1. The courage is based on the three moments of the soul; The courage lies in their relations- the spirited part doesn't obey the appetitive part and helps the rational part which keeps the right idea.
2. Plato's gymnastics is made up of three moments: the movements of educational materials, movements instructor, and a person who is taught the movements. And its goal is the cultivation of the courage in the soul.
3. The mechanism of cultivating the courage is clarified in the relations in which a person is guided by an instructor who teaches the movements of educational materials. He (She) who is taught the movements by the instructor gets physical strength and mental vitality. As the result of it, in his (her) soul, the spirited part is intensified and the relation in which it helps the rational part is cultivated.

抄録全体を表示

What should be done to aquire satisfactory results on the training with ball-kicking and weight-lifting? Acrippled child is assigned a daily program of ball-kicking and weight-lifing at the individual home, and once in a while, the tester and the testee make contact with each other on the phone and check the progress of the training. One reason why this kind of experiment is not done at schools or at laboratories of proper facilities is that the number of the children with Cerebral palsy, who-have troubles only with their hand and foot are not many. But most of them have handicaps on other parts of the body besides limbs. Another reason in that the school spares to the external researchers two hours a week at the most, for the experiment and studies. And in most cases the preciaus are bothered by school events.
For the mother of the handicapped children, taking children to these laboratories once a week while training them daily at home, becomes an extra burden and it is hard for them to continue these experiment for a long period of time. The above mentioned are the main reason why we have done the test by connecting the home laboratory of the tester and the home of the testee by the phone. The tester gives directions and checks of the rehabilitation results periodically on the phone.

抄録全体を表示