“Education: intellectual, moral, and physical” is still a paradigm of educational thought today. Deducing from this paradigm, one often tends to think that physical education aims at only the physical development of people, while physical education as a school subject has the objectives of mental and social development as well as skills' and physical development. This contradiction is the problem examined in this study, which is solved through critical and structural examination of the text of Herbert Spencer.
There are many authors who cite H. Spencer as a part of their writings, but all are lacking in understanding of his thoughts on physical education concerning the problem addressed in this present paper. The analysing viewpoints of the text are: A. the fundamental structure of his “education”; B. the meaning of the term “physical” in his work; C. his principles of training; and D. his object of physical education.
It was concluded that for Herbert Spencer physical education means that the ordinary life of people should be guided by scientific knowledge from a “physical” viewpoint. In this sense the term “physical” means both health and physical knowledge. The training principle included in such a concept is to overt latent possibilities of life through physical knowledge, wherein people are educated through self-discipline. The object of Spencer's physical education includes people's eating habits, clothing, as well as bodily movements. These three viewpoints, intellectual, moral, and physical, are a guide for life. Physical education activities, as a subject, are a way of life for both pupils and their teachers. This life also is to be seen from these three viewpoints. From the above mentioned, the difference should be discernable between physical education as a subject and physical education as a critical viewpoint of Herbert Spencer.
The value of H. Spencer's theoretical structure for today's theory of physical education are as follows:
A. discrimination between life and knowledge,
B. discovery of life through “physical knowledge”,
C. adaptability to thoughts on physical education in other cultures, including those of the past and future through these structures.

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This study is a continuation of a previous paper that examined the problem of the concept of teaching materials in physical education. The purpose of this study is to describe the relationships among the “teaching unit”, “teaching content” and “teaching material”, as well as to consider the positioning of teaching material toward a content-method relation of instructions in physical education.
The concept of teaching materials can be defined as the means to help learners acquire the teaching contents (subject matter). Teaching materials can be also defined as the immediate objects of teaching-learning activities, This definition shows that the concept of teaching materials is subordinate to the teaching contents, and that the teaching materials are composed in correspondence to the teaching contents. In this context, a “teaching unit” can be organized on the premise that both the teaching contents included in a certain sport and teaching materials, as the means to teach these contents, exist.
To understand teaching materials as a means indicates that teaching materials mediate between the teaching contents and teaching methods. The vehicles which connect both dimensions, for instance, are the instructional devices used to give cognitive informations to learners and/or the styles of practice to make them acquire specific skills. Accordingly, it is unsuitable to confuse the relation of teaching materials to teaching contents, and it is also improper to separate teaching materials from methodological problems.

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The purpose of this study was to find a direction to analyze the structure of sport performance. The following problems were discussed as necessary steps to pursue this purpose:
1. Do fakes and feints represent (Darstellung) actual play?
2. Does sport performance represent (Darstellung) life issues?
3. Does sport performance have a function of representing (Darstellung) feelings?
The results which were drawn from the discussion were as follows:
1. Fakes and feints do not represent (Darstellung) actual play.
2. Sport performance does not represent (Darstellung) life issues.
3. Purposive sport does not have a function of representing (Darstellung) feelings. Artistic sport, on the other hand, has a function of representing (Darstellung) feelings. However, this function of representation (Darstellung) is subordinate to a presentation of performance which is supposed to attain high points.
Through the above discussions, it was found that the function of representaion (Darstellung) was not an intrinsic moment in the structure of sport performance. It seemed that Cassirer's concept of representation (Repräsentation: each element represents and expresses the structure in the form) was useful to clarify the structure of sport performance.
The function of representation (Repräsentation) exists in the relationship within a certain form. Each movement represents and expresses the structure of the sport performance. In other words, the whole performance is not a gathering of several movements, but each movement structures the performance and includes the structure in itself. Even a movement which looks like a reflex in a performance has a function of representation (Repräsentation).
It would aid progress in sport instruction if both the teacher and students have the recognition of the function of representaion (Repräsentation) in sport performance. The reason of this is that a teacher, based on this recognition, could make students acquire and understand the meanings of the movements in the preformance while teaching them various movements.

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The purposes of this study were to examine what phases were used to anticipate correctly one's opponent's attacks and what reasons were given for anticipation of attacks for both the experienced and non-experienced in karate.
Subjects of this study included 12 members of university karate clubs, who had over one year's experience in karate (G group) and 30 students who had no previous experience in karate (P group).
The reverse punchs, jabs and front kicks of karate performed by a beginner and an advanced player were filmed with a 16mm cine camera from the front to serve as the models for anticipations. Each film was re-formed into 4 types of film: 1) cut into 9 frames (b10), 2) cut into 7 frames (b8), 3) cut into 5 frames (b6), and 4) cut into 3 frames (b4) from the frame of the punching arm or kicking leg to that of the most extended condition.
The presentation order of the film was from b10 to b4 for both groups. After the subjects viewed the film, they were asked to judge the kind of attacks and describe the reasons for their judgements in a questionnaire.
The results were summerized as follows:
1. The G group, (experienced), could correctly anticipate the kind of attacks in the phase of preparatory movements of the body, especially in the model of the beginner.
2. The P group, (non-experienced), had difficulty in anticipating correctly the kind of attacks, until the phase of attack movement on parts of the body had begun. This was noted when they viewed both the models.
3. The G group totally judged the kind of attacks by the movements of the attack parts as well as other parts of the body, after the phase of preparatory movements, but the P group only judged the attacks by the movements of the attack parts.
From the above results, it was determined that the P group could not understand correctly the preparatory movements of the body for attacking.

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This study examines the hypothesis that “Snow-boarding”, a new sport, is greatly influenced by skiing or surfing, by means of selecting a typical individual Snow-boarder's case and verifying it in Japan. By verification of this case it was expected to elucidate concrete data related to today's general theory of “lifetime sports” and “environmental theory” on outdoor sports. As a result of verifying Skiing and Surfing in the process of their relationships to Snow-boarding, the following were made clear:
1) It may be said that Skiing, practiced at school from elementary school to high school, has played a rather important role in the process of adapting to Snow-boarding. This fact can be taken as one aspect of the theory of lifetime sports, along with a proof of close relations with Skiing and Snow-boarding.
2) Surfing is considerd to be significant in the introduction of Snow-boarding, which also makes it clear that Surfing is conceptually connected with Snow-boarding.
3) It was made clear that Skiing and Surfing have developed in local and environmental areas, and they are concrete examples of the environmental theory on outdoor sports.

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Skiing is a typical winter activity units included in the Physical Education curriculum in Hokkaido which located in northern Japan. Upon examination of the present skiing unit, many problems are evident. It seems that these problems have resulted from the present unit planning which has been constructed and modeled after the alpine skiing unit.
The purpose of this study is to inquire into the possibility of improving the skiing classes by introduce a cross-country skiing unit.
The procedure included (1) the planning of a cross-country skiing unit, (2) instruction based on the planed unit, and (3) comparison between the alpine skiing type unit and the cross-country skiing type unit.
The subjects of this unit were 259 students from Asahikawa Junior High School, and the instructional period was from Feb. to March, 1987.
The results were as follows:
1. In reviewing the present skiing units which prevailed in Physical Education classes, many practical problems were found. These problems included class size, financial expenditures, facilities and equipment, and a biased view of nature of physical education teachers.
2. We found that a cross-country skiing type unit had a positive possibility for problem-solving after the instruction of the designated unit.
In conclusion, it is suggested that the cross-country skiing type unit should be introduced in many schools because it has the potential to be more effective than the alpine skiing type unit.

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Forschungsziel:
Schulsport zerfällt in die drei Bereiche Gymnastik, Spiele/Leichtathletik und Tanz.
Durch intensive Forschungsarbeit ist uns das wirkliche
Schülerbewubßtsein in diesen Bereichen klar geworden.
Die Forschungsergebnisse haben gezeigt, daß der Bereich Spiele/Leichtatletik im
Vergleich zu den anderen beiden Bereichen inhaltsreicher ist. Als Grund dafür könnte man seine besondere Charakteristik anführen.
Dennoch sollte auf die verschiedenen Problempunkte in diesem Bereich hingewiesen werden. Ein Teil der herausgestellten Probleme findet sich bei Sportveranstaltungen und in der Lehrmethode.
Untersuchungsmethode
Die Umfrage wurde im Juni 1988 an drei Universitäten bei 238 Studenten durchgeführt. Dabei konzentrierte man sich hauptsächlich auf deren Einstellung zum Sport.
Ergebnis
1) Die Schüler haben viel Erfahrung mit Volleyball, Basketball, Fußball (Männer) und Leichtathletik (Mittel-und Langstreckenlauf sowie Sprint), nämlich mehr als 85%, mehr als bei anderen Sportarten.
2) Die Meinung der Schüler zeigte klar, daß im Bereich Spiele/Leichtathletik in vielen Fällen die Lehrmethode zu bemängeln ist.
3) Bei den Schülern ist eine klare Trennung zwischen Zuspruch und Ablehnung zu erkennen. (Dabei wird die Entscheidung von den eigenen Fähigkeiten beeinflußt.)
4) Vielfach wurde der Wunsch nach Sportarten geäußert, die ein Leben lang ausgeübt werden können. Dazu zählen Tennis, Ski und Schwimmen.
5) Was die Unterrichtsform betrifft, so sprachen die Schüler sich für die Einführung von Wahlfächern aus.
Beurteilung
Die Ergebnisse unserer Untersuchung zeigen, daß im Sport an den Oberschulen die im folgenden angeführten Punkte nue überdacht werden müssen.
1) Lehrmethoden, mit dem Ziel mehr Interesse bei den Schülern zu wecken.
2) Anwendung derselben Lehrmethoden von der Grundschule bis zur Oberschule.
3) Die Ziele in den Sportbereichen, insbesondere von Seiten der Sportpädagogen.

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