The perceputual method of golf lesson is the one of the teaching strategies where the learners are instructed to perceive the impact of golf ball on the club face. This method is based on the “awareness instruction” presented by W. T. Gallway as “Inner Game Theory.” There are some scholars, too, as P. J. Arnold, who asserted that it is necessary to regard the kinesthetic percepution of movement based on the man's body awareness as serious objectives of movement education. Certainly, it seems to possible to raise the embodiment of the internal awareness as one of the important objectives of sport education.
It is not possible to overlook the importance of proprioception as a FB information and the knowledge of results (KR). It seems not to be entered, nevertheless, upon the location of the body awareness in the motor skill learning because of the difficulty of the data processing.
Therefore, it is tried in this study to instruct the students as a tentative golf lesson which consists of the perceiving the impact of the ball by the students and the recording the perception. The purpose of this study is to obtain the fundamental materials from this tentative lesson in order to regard the internal body awareness in movement as of importance for the sport education.
The method of this study were as follows; The subjects were 16 male undergraduate students and 4 female students, who were all beginners of golf. The period of this study was from 17th April to 3rd June in 1986, The procedures were, firstly, from 1 to 6 times, only the judgement of impact by guess, and secondly, from 7 to 8 times, the actual impact was certified by the impact marker.
The hypothesis of this study is that “it is more effective to coincide the judgement of impact perception with the actual impact, and that it is improved the effectiveness of the impact if the judgement of the sweet spot will correspond to the actual hitting the spot of club. And the ability of awareness is improved if the error scores which is in the gap between the judgement and the actual impact will be decrease.”
The results obtained were as follows;
(1) There were no improvement of hitting times on the sweet spot except 7 subjects which was based on the judgement of student only by guess. From this result, it seems to suggest that it would be difficult for the students to be motivated to concentrate to the internal body awareness of their own.
(2) As an analysis of the error scores of judgement, the results that relatively many students were improved in the judgement of the impact perception was obtained.
(3) Sufficient results were not obtained, nevertheless, from the supposition that if the awareness of impact were developed with the reliance for the SELF 2, then the hitting times on sweet spot would be increse.
(4) As the results of questionaire (consciousness of students), it can be considered that this tentative method which was aimed for students to experience of the body by means of the concentlation to their own internal awareness as one of the objectives of sport education was obtained sufficient results.
(5) It seems to suggest that it is necessary for the further study to consider the restriction of SELF 1 that would inevitably evaluate the man's own performance, and to incorporate the direction and curving of ball as important informations of the golf swing.

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Aim of This Study: There seems to be some important problems in high school sport club activities. This study surveyed these problems through a questionnaire destributed to 84 chief P. E. teachers of 84 high schools in Saitama-prefecture in Japan. The Aim of this study is to infer a common cause of problems from the survey.
The Survey: The results of survey were obtained from 12 questions. These were deviled in 4 groups: 1) the students' participation in school sport club; 2) consciousness of sports club students; 3) administrative measures taken by school authorities: 4) conditional problems to sport club activities.
The Results and Discussion; Number of students' participation are decreasing. The basic cause arizes from social change, i.e. from, so called, the information society. The mind of students is lacking virtues related to achieve their objectives. The administrative measures by high school authorities are increasing and conditional problems to sports club activities are short of (1) facilities and (2) coaches.
Inference; The cause of decreasing in the desire to participate and increasing in administrative measures by school authorities are infered to destructions of gang-age natural play groups in the communities. It means destruction of the basic experiences of informal group achievement and natural social adjustment. It has affected even in high school ages.

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1) 授業としての陸上運動の教材による好き嫌い, 及び楽しさについて, 児童の認識を明らかにするとつぎのことがいえる。
(1) 陸上運動の教材による好き嫌いをみると, 教材別, 性別により, 好き嫌いに差異があるようである。すなわち, 男女とも走り幅とびが好き (男子64.5%, 女子52.2%) が最も多く, ついで, リレーが好きは男子53.4%, 女子46.7%, 短距離走が好きは男子40.2%, 女子32.2%と最も少ない。とくに, 短距離走が嫌いという女子は34.1%であり, 好きを上回っている。
(2) 陸上運動の好きな理由は, 短距離走では, 走るのが速いから, いつも勝っているからが多い。リレーは, みんなで協力し団結して走れるからが多い。走り幅とびは, 遠くへとべるから, 走ってとべるから, 記録がすぐわかるからなどが多い。
一方, 嫌いな理由は, 短距離走では走るのが遅いから, いつも負けているからが多い。リレーは, 走るのが遅いから, いつもみんなに迷惑をかけるからが多い。また, 走り幅とびは, 遠くへとべないから, とぶのが下手だからが多い。
3教材共通していえるのは, 好きな理由と嫌いな理由は表裏一体になっているようである。とくに, 個人の走る, とぶなどの運動能力の優劣がそのまま好き嫌いに直結していることが多い。リレーは, 個人的競技性だけでなく, 集団としての協力性, 競技性が好きな条件となっている。
(3) 陸上運動の楽しさを教材別にみると, 授業中に楽しさを感じたものは, 男子では走り幅とびが88.4%と最も多く, ついで, リレー82.5%, 短距離走77.7%である。女子は, リレーの83.0%が最も多く, ついで, 走り幅とび78.5%, 短距離走75.2%である。3教材のなかで, 走り幅とびに性差がみられるようである。
(4) 陸上運動の楽しい理由を教材別にみると, 短距離走では, 練習して記録がのびたから, 競走で相手に勝てたからなどが男女とも多い。すなわち, 児童は, 練習して記録を向上させたい, また, 競走 (争) で勝ちたいという認識のもとに運動し, それが達成されたときに楽しみを感じている。
リレーは, 自分のチームが勝ったから, チーム全員が協力できたからなどが男女とも多い。すなわち, チームで協力して練習し, 応援し, それが勝利に直結した場合に楽しいといっている。
走り幅とびは, よい記録をだすことができたから, 助走や踏み切りの練習をして記録がのびたからなどが男女とも多い。
3教材共通しているのは, 陸上運動の教材特性にふれることにより, 楽しさを感じている。しかし, 陸上運動の特性を引き出すのは, 児童をとりまくクラスの雰囲気や交友関係, 教師の助言, 指示, 受容, 賞賛, などが要因となっている。
一方, 楽しくない理由は, 短距離走では, 走るのが遅いから, いつも競走で負けてばかりいるからが男女とも多い。リレーでは, 走るのが遅いから, いつも負けてチームの責任を押しつけられるからが男女とも多い。走り幅とびでは, よい記録をだすことができないから, 助走や踏み切りが上手にできないからが男女とも多い。
3教材に共通する理由は, 先に述べた嫌いな理由と関連している。
(5) 陸上運動の好き嫌いと楽しさとの関係をみると, 3教材共通していることは, 男女とも好きと答えたもの及びどちらでもないと答えたもののほとんどが, 楽しさを感じている。
一方, 嫌いと答えたものでも, 男女の約半数が楽しさを感じている。すなわち, 好きだから楽しい場合が多い。しかし, 嫌いだから楽しくないとは必ずしもいえない。嫌いな児童のなかには, 楽しさを求めて学習に取り組んでいるものもけっこう多いのである。
2) 陸上運動の指導認識について, 教師の立場から明らかにするとつぎのようなことがいえる。
(1) 教師が陸上運動を指導する際に重視する項目は, i力いっぱい活動させる, ii体力をつけさせる, iii運動の楽しさを味わわせる, iv自己の記録を向上させる, vみんなで協力して練習させる, の順である。逆に評価点が低いのは, i競走 (争) に勝てるようにさせる, ii記録や計測のしかたを身につけさせる, iiiきれいなフォームを身につけさせる, などである。このことから, 教師は陸上運動の指導にあたり, 児童に, 力いっぱいに活動させて, 体力をつけさせる。また, 記録の向上をはかることを重点的に認識し, 指導し, 助言している。
(2) 教師は児童の陸上運動の授業における楽しさについて, 短距離走と走り幅とびでは, 自己の記録を向上する楽しさが最も多いと認識している。また, リレーでは, チームで協力して競走 (争) する楽しさをあげている。
3) 児童と教師の陸上運動に対する認識の分析と指導法について
(1) 陸上運動の授業中における楽しさを感じる内容を, 児童は, i練習して記録をのばす, ii競走で勝つ, iiiチームで協力する, を多くあげている。しかし, 教師の指導認識では, i力いっぱい活動させる, ii体力

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1. 器械体操経験者から初心者に至る成人男子7名を被験者とし, 鉄棒の腕立て前転を行わせ, 動作並びに筋の作用機序の面より, 運動構造並びに習熟過程について検討し, 腕立て前転の技術的ポイントを明確にせんとした。
2. 熟練者の場合は回転開始後, 一時的に股関節の伸展動作を行い, 股関節の角度変化を有効に利用して腕立て前転を成功させているものと考えられる。一方, 非熟練者の場合は股関節の屈曲動作に加えて, 上体の鉄棒真下通過前後, 上肢・上肢帯筋による引き動作を行い, 腕立て前転を成功させているものと考えられる。
3. 技術解説書等で強調されている回転後半の手首の返し動作, すなわち, 手関節の屈曲動作は熟練者の場合には観察されず, 非熟練者においても, 観察される場合とされない場合があった。いずれにせよ, 回転が滑らかに行なわれた場合には, 手首の返し動作は必らずしも腕立て前転を成功させるための技術的ポイントとは成り難いものと考えられる。
4. 腕立て前転が出来なかった者に, これまでの解析結果を基に練習させた。その結果, 回転の前半, 股関節角度が維持出来るようになり, 腕立て前転に成功した。その内, 1名の被験者については, 非熟練者に類似した放電様相の出現が観察されるようになったが, 他の1名については, 上肢帯筋および躯幹筋に余分な筋緊張が残存した。

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The purpose of this paper is to investigate the development of motivation in sport group.
The method adopted in this investigation is as follows; firstly the process in the development of the ideal groups, those are mixed stage, united stage and individualized stage, were established, secondarily, the principle of the motivation in the each developmental stage of sport group was clarified.
As the result of this study, the characteristics of each stage and principle of motivation in sport group are summarized as follows:
1) The mixed stage of sport group is organized in players motivated by basic need. Therefore, an object of motivation is each player in sport group.
2) The united stage of sport group is organized in players combined by an abstract power. Therefore, the abstract power has to be changed into a concrete object.
3) The individualized stage of sport group is organized in players motivated by higher need. Therefore, the player has to be treated as an independent person.
In conlusion, as regards the motivation of sport group the quality of its group is deeply concerned. Accordingly, a clear understanding of the sport group is required for us.

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The aim of hurdle running is to run rhythmically without speed down. In order to do so, the most suitable height of hurdles and intervals for each student must be given. The present study was designed to find the most suitable height and intervals of the hurdles. Optimum height and intervals should be that students could perform hurdle runnings maintaining the rhythm of three strides with hurdle running time being the shortest.
Subjects were 610 male students of the 1st and 2nd grades from 11 diferent local junior high schools. They were deviled into 14 groups according to their heights and strides of 50m dash time. Each group was given 15 conditions with varying heights and intervals, and most suitable condition for each student was found. The relation between the hurdle running time under optimum condition and physique, physical strength, and capacity for locomotion was determined using a multiple regres sion analysis evaluation by the method. A chart conforming the optimum condition was made out by heights, strides of 50m dash, and 50m dash time. Students who have differences of 50m dash time, heights, and strides were given optimum condition from the chart and the validity of the chart was determined using the ratio of 50m hurdle running time to 50m dash time.
Furthermore, the chart was introduced in the class of physical eduction. A new instruction was compared with those of the conventional teaching methods concerning hurdle time, maintenance of three strides, ratio of hurdle running time to dash time, and subjective evaluation by the method.
The results were summarized as follows.
1) From the analysis of multiple regression, a 50m dash time was determined to be the prime factor of hurdle running time under the optimum hurdle height and interval condition.
2) A teaching method using the chart was the most suitable for the accmmodation of individual variations.
3) The method using the chart was the most effective in providing students with both height interval of the hurdles. Students learned the skill in a short period of time. Therefore with this method students could have more practice time which could further improve their records.

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