The purpose of this study is verifying the practicality of 4-level Balance Board Test. Subjects were 197 healthy college boy. The used balance board was made of plywood (diameter=360mm, thickness=22mm), and iron cylinder (diameter=100mm, height=50mm). The bottom is grinded by the globular shape and divided into 4-levels by the size of the radius of a ball. The size of the radius of a ball was as follows. (level. 1=250mm, level. 2=200mm, level. 3=150mm, level. 4=100mm) The subjects repeated getting on and off for 30 seconds in an order from the level 1 to level 4, and compared the total of the time. Result : Normality of histogram ; As one index which shows the validity of a test, we created the histogram. When the histogram was made in sum total time to levels 1-4, it became the normal distribution type which frequency concentrates near average value. : Reproducibility ; As a result of performing a retest after two weeks to 21 equivalent to about 10% of the whole subject, the correlation coefficient of a sum total time indicated high correlation (r=0.873, p<0.001). It is thought by the method of dividing the degree of difficulty into 4-level, and judging with a sum total time from this that it was able to discriminate from the difference of each balance capability. Moreover, it is thought that the reliability of data is high also from the height of the reproducibility of a retest. Practicality : The time concerning a test is 4 minutes per one person. One balance board can be made for 6000 yen per set, is cheap compared with other expensive measuring instrument. The practicality as a field test of 4-level Balance Board Test was suggested from the result of this study.

The purpose of this study is to develop the social support scale for injured athletes and to investigate between the social support and injured athlete's emotional states in recovering process. The first, to develop the questionnaires of Social Support Scale for Athletic Injuries, 298 college athletes (male 124, female 107, mean age 19.8) in Tokyo area answered the questionnaire. The results of exploratory factor analyses identified 2 or 3 factors from 5 types of social support scales (coach, team mates, doctor, family members and friends). Each of these factors showed appropriate Cronbach's α reliability coefficient. The second, One-way ANOVA were conducted Social Support Scale for Athletic Injuries by injured level. Significant main effects were found in “Physiological support from team mates”, “Psychological support from team mates”, “Physiological support from family members” and “Physiological support from friends”. The results of these analyses showed that athletes who suffer from chronic pain felt lower social support than athletes who recovered from injuries. The third, to investigate the association of Social Support Scale for Athletic Injuries and Emotional State Questionnaire, multiple regression analyses were conducted with each gender. The results showed that social support system for injured athletes decrease the negative emotional reactions.

The purpose of this study is to investigate the relationship between vividness of mental imagery and effectiveness of image training for sport performance. Seventy four university students (30 males, 44 females) were participated in this research. The subjects were randomly divided into the control group and the experimental group. Moreover, both the control group and the experimental group were asked to answer the vividness of mental imagery questionnaires (Nishida, 1981). Then, they were divided into high image group and low image group according to the median score of mental imagery questionnaires. The subjects who were in the experimental groups were participated in the image training programs. On the other hand, the subjects who were in the control groups were not participated in the image training program. All subjects were participated in the experiments ‘Foot Back’ to evaluate the effects of the image training and the performance levels. The results of two-way layout ANOVA (high image control, low image control, high image experimental, low image experimental × pre, post) showed that the main effect was found both control group and experimental group. The result of this analysis means that effectiveness of image training could not always effective to the performance level. The result also showed that the relationship between vividness of mental imagery and effectiveness of image training could not find in this experiment. However the subjects of high vividness of mental imagery group showed high sport performance before image training. This study concluded that high vividness of mental imagery is something related high sport performance.

In this study, the digital portfolio formed the hypothesis of being effective in improvement in subjective skills and objective skills, and verified the validity from the results of two classes that performed jump box movement. Consequently, in addition to subjective skills, it became clear that objective skills are also raised by combining a digital portfolio (VTR) with the study which utilized portfolio assessment. The monitoring of the conventional learning evaluation is only done for skill by the teacher, and the student was made to correct passively. However, in the learning that utilized the digital portfolio, the student himself does monitoring and makes it possible to correct actively. Moreover, the learning that utilized portfolio assessment is materialized as "centrifugal learning" which can prepare various goals itself, without remaining in "centripetal learning" whose all members pursue the result of having been decided. Reflections there are not only a skill, it is included to constitution of a performance to create with a friend, and an establishment place of a jump box. The experience induced the dialog with the friend "in what it should next succeed." And a student can practice now actively. From the above results, it is thought that the learning, which utilized the digital portfolio is the following learning. (1) By digital portfolio learning, it can have a dialog and cooperate with a friend, a teacher, etc. inevitably. (2) By digital portfolio learning, the student itself can learn actively and they can think. (3) By digital portfolio learning, as a result, skill can be raised and the pleasure to movement can also be found out.