The present study was designed (a) to develop an instrument using factor analysis based on data from 600 boys and girls, to assess group attraction among junior high school students in physical education classes, and (b) to examine, in the following way, the relation between attitudes toward physical education courses (assessed by the Kobayashi Physical Education Inventory) and group attraction. The contigency testing was done on the results of questionnaires administered to the students of 94 physical education classes in some junior high schools.
The results obtained were as follows:
1) In the factor analysis of the group-attraction questionnaire, the first factor suggested that students chose colleagues primarily on the basis of the way the colleagues accomplished tasks, and the second factor indicated that students also made such choices on the basis of friendliness of the colleagues.
2) To make a model on which to generate a criterion for judging group attraction, we calculated indexes based on the results of the group-attraction questionnaire. The mean plus or minus 0.5 standrd deviation of each index, determined from the 94 classes, provided an “intermediate” range for classifying the relative value of a given index. If the value of an index exceeds this range, it is considered “high”, and if the value of that index is below the corresponding intermediate range, it is considered “low”.
3) Based on the relative rankings of the various indexes, group attraction could be classified into six degrees.
4) In examining the relation between group attraction and attitudes toward physical education courses, we found that “high” group attraction was associated with high attitude scores, but low group attraction was not so clearly associated with low attitude scores. Instead, an “unbalance” in group attraction, that is, choice of colleagues on the basis of the way the colleagues accomplish tasks rather than on friendliness of the colleagues, or vice versa, was more clearly associated with low attitude scores.
5) We suggested that the attitude scores increased higher by progress in group attraction.

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The purpose of this study was to clarify the structural relationship between “SHE” (Chinese archey in ancient times) and “SHELI” (ceremonial system of Chinese archey in ancient times) in Confucianism and then to indicate its implication to sport education. The method of this study was to treat the fundamental literature in Confucianism. The author especially attached importance to Japanese interpretations, because they give us a definite interpretation.
“SHE” was one of the cultural movement forms, while “SHELI” was a system of ceremonial form of “SHE”. In Confucianal education, the aim was to make students become a perfectman- “JUNZI” (ancient Chinese gentleman). The function of “SHE” was not only to enhance physical ability, but also to embody the virtue of “YU” (Brave) as “JUNZI”. Based on this function, the role of “SHELI” was to embody many virtues in Chinese society.
The form and value of “SHE” and “SHELI” in the past were entirely different from modern sport. However, it seems that this research on “SHE” and “SHELI” will contribute to sport education studies because of the coincidence of the social function of the communities.

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The purpose of this study was to investigate the difference of perceived self-efficacy according to each learning process, and the influence of perceived self-efficacy on motor performance.
Thirty-six male children, who were fifth and sixth grade, were randomly assigned to three equal sized learning process groups; Forced Step Learning, Self-determined Step Learning, and Success Experienced Step Learning Group. This experiment was divided into three sections; 10 trials practice, 50 trials learning, and 10 trials test sections. The ringtoss task was employed to examine children's motor performance.
The results were as follows:
1) Success Experienced Step Group perceived higher self-efficacy than other groups.
2) In regard to motivation there was no significant difference among the groups before the test session.
3) In ringtoss performance there was no significant difference among the groups though Success Experienced Step Group performed better than other groups. But Success Experienced Step Group appeared to have acquired a cognitive strategy more effectively than other groups.
These findings indicate that a subject's perceived self-efficacy level and acquired cognitive strategy were differentiated in each learning process. It is suggested that perceived self-efficacy and acquired cognitive strategy in the process of motor learning were important to improve motor performance.

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The purpose of this study was to examine the effect of extreme changes in step length on the oxygen uptake at fixed speeds, i.e., 60, 80, 100 and 120m/min walking, respectively. The subjects were eight healthy active female students who performed treadmill walking for 18 min with the three different step lengths, i.e., freely chosen (FCSL), as short as possible (SSL) and as long as possible (LSL) at each speed. During each walking trial, the step lengths changed every 6 min. Determinations of oxygen uptake and step frequency were made during 5-6, 11-12 and 17-18 min. The mean % VO₂max and oxygen uptake per 100meter (ml/kg/100m) were 22.4-54.3 and 18.5-22.1 for FCSL, 40.5-61.4 and 33.3-24.9 for SSL and 48.8-67.8 and 39.4-27.5 for LSL at all speeds, respectively. The oxygen uptake per 100meter during walkings with the SSL and the LSL were significantly greater (p<0.05) than the FCSL at each speed. However, there were no significantly differences between walking with the SSL and the LSL. The mean increases in oxygen uptake per 100meter were 14.8-2.8ml/kg/100m for SSL and 20.9-5.4ml/kg/100m for LSL. Both extreme increase and decrease in step length from the freely chosen step length caused increase in oxygen uptake. These resuits indicate that extreme changes in step length affected walking efficiency.

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