本研究では小学校第6学年の3学級を対象に, サッカー教材を題材として, 一つは課題の「形成過程」を重視した教授活動が, 他の二つは課題の「解決過程」を重視し, その観点を異にした教授活動がそれぞれ意図的に9時間の授業で実践され, 教授活動の相違が児童の態度にどのような影響を及ぼすかについて, 小林の態度測定法並びに高田・小林の「よい授業」への到達度調査から検討された。また, 単元開始時と終了時に授業中の「試しのゲーム」がV. T. Rによって収録され, 縦パスと横パスの使用の変化からゲーム様相が比較された。
得られた結果の大要は以下に示すとおりである。
1) 課題の「形成過程」を重視した教授活動による授業では, 児童が設けた学習課題の変化様相 (拡散 〈多面化〉 →集約 〈ゴール前のコンビネーションプレー〉) と到達度調査の「新しい発見」項目の記述内容の変化とに対応関係が認められ, 他の2学級に比してゲーム様相並び態度得点に著しい向上がみられた。
2) 教授活動の観点を児童の欲求に根ざした「シュート」に決めさせた授業では, 態度得点がかなり向上し, とくに態度項目中, 「積極的活動意欲」, 「ひたむきな活動」, 「ほんとうのよろこび」に関する項目点に顕著な得点の伸びが認められた。しかし, 単元の目標である「ゴール前のコンビネーションプレー」への課題意識が児童の間で円滑に生じず, 結果的にゲーム様相にはほとんど変化はみられなかった。
3) サッカーの特性である「コンビネーションからのシュート」に教授活動の観点を決めさせた授業では, 単元前に比して単元後の態度得点は向上し, ゲーム様相も高まったが, 単元前半時において児童の思考と教師の提示した学習課題, とくに順序との問に“ズレ”がみられ, A学級の場合ほど高まらない結果がみられた。
4) 以上の結果より, 課題の「形成過程」を重視した教授活動には児童の自然な学習する道すじに対応した授業展開を容易にする作用があると考えられ, これが結果的に態度得点の向上をもたらすことが今回も確認された。これに対して課題の「解決過程」を重視した教授活動では, 児童の欲求を大事にする働きかけを行った場合, 学習する意欲を刺激する作用は認められたが, 学習課題が一部の児童にしか適合しないという難点が指摘された。一方, 教授活動の観点を運動のもつ特性を中心に働きかけた場合では, 比較的態度得点は向上するが, 児童の思考に混乱を生じさせやすいことが推察された。

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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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