Die Ausdrucksbewegungen sind Erscheinungen, bei der eine Innerlichkeit unbeabsichtigt aüsserlich in der Bewegung sichtbar wird. In der Leben gibt es reine Ausdrucksbewegungen, aber nicht refine Zweckbewegungen. Denn kommen die Zweckbewegungen immer mit dem Ausdruck vor. Den Ausdruck einer intentionalen Einstellung stellt insbesondere die Initialphase der Zweckbewegungen dar.
Während Ausdruck das ungewollte, unbewusste In-Die-Erscheinung-Treten inner Regungen bezeichnet, ist Darstellung eine Bewusstseintat, die nur dem Menschen eigen ist. Bei der Darstellung kann daher vom Üben gesprochen werden, beim Ausdruck dagegen nicht.
Im Tanz spielt die Darstellungsbewegung eine grosse Rolle. Obwohl Ausdruck und Darstellung zwei wesensverschidene Dinge sind, hat begnadete Tanzer oft Fähigkeit, sich in eine Roll dermassen hineinzuleben, dass er nicht mehr “darstellt”, sondern “ausdrückt”. Dagegen werden ritualisierte Darstellungsbewegungen gelegentlich inhaltlos.
Die folgende sind als Beiträge zur Sportpädagogik zu sagen.
1. Unter dem Aspekt der Deutung der Ausdrucksbewegungen soll sick die Bereich der Diagnostik in der Sportpädagogik entwickeln.
2. In der Tanzerziehung soll nicht nur das Darstellungsvermögen durch konkrete Aufgabestellung und sinnvolle Übung verbessert werden, sondern auch die Ausdrucksfähigkeit gefördert werden.

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The purpose of this study was to clarify the accuracy of self-evaluation on the beginners in forehandstroke of tennis, further to ascertain the changes of the self-evaluation when the class proceeded in a half year.
The subjects, who took a tennis class in general physical education of Tsukuba University, were 56 students, and all of them were beginners of tennis.
The subjects performed forehand-stroke were recorded by video camera from two directions. After that, they evaluated the self-movement with questinnaires. The investigation were performed in May and December, 1986.
Responses were obtained through a 3-point-scale-type selection (1. well done, 2. could not done, 3. not conscious). The accuracy of self-evaluation of subjects was checked by three tennis instructors using the video films.
The results were as follows;
(1) As the class proceeded, the subjects become more aware of their whole movement.
(2) It appeared more difficult for the subjects to evaluate their movement during the impact and followthrough.
(3) It seemed easier for the subjects to evaluate their movement while they were in still ready position.
(4) It seemed that the subjects had difficulty in evaluating the racket position at the begining of the class, however the subjects learned to better evaluate the position as the class progressed.
From above results, it could be suggested that instructors must place importance on the phases of impact and follow-through, and the sense of racket position while instructing beginner's tennis.

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The purpose of this study is to clarify the direction to understand the structure of sport as a cultural form. The following steps were adopted as the necessary procedure to attain this purpose;
1) To verify the appropriateness of eliminating value-oriented ranks among cultural forms while studying the nature of each cultural form.
2) To examine the difficulties in considering the structure of sport as a culture from the viewpoint of the concepts of culture so far adopted, and to develop a new standpoint to see the structure of sport through this examination.
3) To find out the direction to understand the structure of sport based on this new standpoint.
In order to attain the purpose, the frame of E. Cassirer's philosophy was adopted in this study.
Since 1960's there has been a growing tendency to recognize sport as a culture in Japan. This tendency seemed to arise from an intention of enhancing the value of sport to be ranked with other cultural forms. However, it is obvious that all cultural forms have been formulated with close relationships among themselves, and each form has constructed its own constitution which is irreplaceable with another cultural form. Each form exists as a function indispensable to human nature which put meanings on chaotic impression of the world. In other words, they exist only as differences without any value-oriented ranks. Since value is usually set on an object according to a special criterion derived from several human tendencies, we should consider the object itself without its value if we try to study its nature. Therefore, to grasp the nature of a cultural form, it should be examined without consideration of its value-oriented rank.
In Japan, distinctive qualities or administrative characteristics of sport phenomena have been referred to as the structure of sport. However, the structure of sport as a cultural form can not emerge through the study of these apparent aspects of sport since the structure and phenomena exist on different levels.
In sport, skill is objectified as movement styles. Although a movement style phenomenaly disappears according to the end of the performance, it is, in fact, developed to a high degree in the movement subject or in other subjects who come in touch with the movement style. On the phenmenal level, one's skill exists within his organic limitations. His skill is, on the structural level, inherited beyond his organic limitations and will be continuously developed and objectified as new movement styles in sport. In other words, sport has its structure in which objectified skill and its spirit are continuouslly developed in a dialectic system to higher level. And organizational changes on one's organic level will reach to organizational formation of humankind, such as economic system, through sport as a cultural form. Therefore, it seems that sport exists as a function which has its own continuous and creative structure concerned with the nature of humankind.

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The purpose of this study is to examine the problems that influence the idea of teaching materials and to consider the concept of “teaching materials” in physical education. In genaral there are two problems in relation to the concept of “teaching materials”. One is the confusion between the contents that should be taught and the means of teaching the contents, and the other is the tendency that the sports established historically and socially are comprehended as teaching materials instantly.
The confusion between the contents and the means will be able to be resolved by distinguishing the concept of “teaching material” from “teaching contents” (“subject matter”). It is necessary that teaching materials are understood and as the means to make learners acquire teaching contents as the immediate objects of teaching-learning activities. Understandig teaching materials in this way will provide the foundation to evaluate the value of teaching materials. To comprehend teaching materials as the means or medium isn't contradictory to the thought that sports are learning objects peculiar to physical education.
This confusion is also derived from understanding sports intactly as teaching materials. Sports are the original form of teaching materials, and teaching materials are what sports have been changed into from the pedagogical aspects. So the concept of “teaching materials” can be defined as the means to make learners acquire the “teaching contents” (“subject matter”) and as the immediate objects of teaching-learning activities.

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With five players from the Kansai Student Soccer League and one untrained player as subjects, control of ball speed when kicked at various speed by the instep kick was studied from the point of view of muscle action.
Speed of the swinging leg before contact with the ball and subsequent velocity of the ball were measured, and at the same time the activities of 14 muscles in the leg, trunk, and arm on the kicking side were recorded. The kick form was also recorded by 16mm cinematography.
With all of this information, the role of skill in the relation between swing speed and ball speed was investigated.
1) Correlation between swing speed and ball speed was high in proportion to the level of skill of the player. The more skillfull the player, the steeper the slope of the regression line. This means that the correlation coefficient reflected consistency in skill and the slope of the regression line revealed the level of skill.
2) To maximize swing speed, active hip flexion and knee extension during the forward swing appeared to be important factors. Thus the activities of muscles crossing these two joints would control the ball speed.
3) Maintaining activity in the knee extensors and hip flexors up to the point of ball impact, and also fixating the foot in plantarflexion, were important in effectively transmitting the momentum acquired during the forward swing into the ball.
4) In kicks in which ball speed was relatively low for a given swing speed, the maintenance of muscle activities up to the point of impact was lacking. This was especially prominent in the ankle and knee musculature of the untraind player.
5) In the skilled players, the movement of hip flexion was momentarily delayed just as the foot was in impact with the ball. This could be considered a “whipping action” as the momentum of the thigh was transmitted into the forefoot.
6) Active knee extension, delay in the hip flexion motion at ball impact, and fixation in ankle plantarflexion were all lacking in the untrained player. After five months of practice, however, the correlation between swing speed and ball speed in this player increased, as well as the slope of the regression line. This player's form and muscle activity also came to more closely resemble that of the skilled players.

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The subject of this study is 951 members, both male and female, of the table tennis club and other athletic clubs including non-athletes of highschools, colleges and others. Their attitudes were investigated and examined. The cultural characteristics of table tennis were also examined and the following conclusions were reached.
1. As far as the table tennis players are concerned, the highschoolers' attitudes toward sports are different from those of colleges students which, in turn, are different from those of women. The highschool players put more emphasis on Victory and women players are spiritualitic and have an idealistic image of sports.
2. Highschool table tennis players more tend to approve the protest against misjudge than volleyball and basketball players of highschool who, on the other hand, put more emphasis on team work and manners than highschool table tennis players do. Volleyball and basketball players also have more spirit of tolerance to their opponents than table tennis players, make much of the spiritual aspects of sports, and take on the cultural characteristics of American sports. Volleyball players and basketball players show similar attitudes.
3. On the highschool level, tennis players don't make so much of victory than table tennis players. Tennis players put emphasis on doing one's best and process of play, and regard pleasure in sports as important. They take on the characteristics of English sports.
4. Female table tennis players of colleges put more emphasis on victory than non-athletes of the same sex who, compared with women athletes, make much of doing one's best, process of play, spirit of tolerance and fairplay. They have an idealistic image of sports.
5. The attitudes of athletes are under the influence of the form of sports such as individual game or team play and the cultural characteristics of sports.

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