This study aimed to develop a cognitive scale and to show a structure of physical punishment for college athletes. The study used a questionnaire answered by 1738 students and the data collected was subjected to exploratory factor analysis, reliability analysis, confirmatory analysis and higher-order factor analysis by structural equation modeling. In the result, college athletes' cognitive structure to physical punishment comprised six factors: type of rebuke, violence, empathy, denial of personality, sanction and retribution. The factors had higher-order factor named physical punishment. The resulting scale had sufficient reliability, and we provided suggestions about the use of this scale. The result also showed that college athletes' cognitive was higher in order of type of violence, denial of personality, sanction, retribution, empathy and rebuke. College athletes who had experience of physical punishment had cognitive to type of rebuke and retribution higher than college athletes who didn't had experience. In addition, college athletes who admitted physical punishment had cognitive to physical punishment lower than college athletes who couldn't admit.

The purposes of this study were to develop a new reality shock scale for high school athletes and to examine the differences in grades. Participants in this study were 315 high school athletes (male = 158, female = 157, mean age = 16.19, SD = 0.95). They were given a questionnaire divided by socio-demographic variables, 32 reality shock question items that collected from pilot research in high school athletes from July 2013. In order to develop the Athletes Reality Shock Scale (ARSS), exploratory factor analyses and confirmatory factor analyses, reliability analyses were conducted. To examine the statistical differences in socio-demographic variables, one-way ANOVA was applied to the mean scores of ARSS. The results of exploratory analyses revealed a 4 factor model “Norm Shock”, “Interpersonal Shock”, “Burden Shock” and “Performance Shock” in ARSS. Confirmatory factor analyses and reliability analyses confirmed the acceptable structural validities and factor reliabilities. The results of one-way ANOVA showed that 2^nd grade of high school students showed significantly higher total score in ARSS than 3^rd grade of high school students. The results of this study developed a new reality shock scale for high school athletes. Furthermore, the results of one-way ANOVA revealed grade differences in ARSS. Future research will be needed to explore athlete's psycho / social problems with the ARSS.

The purpose of this study is to develop Life Skills Scale for University Students (LSSUS) and to examine the effect of sport participation for the acquisition of life skills. The subjects of 405 university students (male=186, female=216, Non response=3 ; mean age=19.35, SD=1.11) are asked to answer a questionnaire that is composed of socio-demographic questions, 36 life skills question items and The FIT Index. Exploratory factor analysis, reliability analyses and covariance structural analysis are conducted to develop the LSSUS. Also, cluster analysis and higher-order factor analysis are conducted to examine construction of LSSUS. Furthermore, t-tests and regression analyses are conducted to examine relationship between sport participation and LSSUS. The result of exploratory factor analysis identifies a twelve-factor model with 36 items on LSSUS. Reliability analyses and covariance structural analysis confirm that Cronbach's alpha coefficient reliabilities respectively and the scale has satisfactory fit indices of structural validities. Cluster analysis and higher-order factor analysis show that LSSUS consists of three higher-order factors. The results of t-tests show that mean scores of LSSUS are significantly different between sport club participants and non-participants, higher level and lower level in physical activities. In addition, the results of regression analyses that are set The FIT Index as independent variable and three higher-order factors of LSSUS as dependent variables show that The FIT Index is significantly associate with “Intrapersonal Skills,” and “Active Skills.” The results indicate that sport participation enhance a part of life skills.

  The purpose of this study was to evaluate the influences of acute weight reduction on dietary intake, aerobic power, and sleep in elite university boxing athletes. The subjects consisted of 3 university boxing athletes. The weight loss rate was 3.9-4.6%, and the weight reduction period was 4-10 days. The body weight reached the target value 4 days before weighing in all subjects. The energy intake decreased by 50-60% during the weight reduction period compared with the pre-reduction value. The intakes of 3 major nutritional elements and trace elements also decreased. However, one of the subjects showed an increase in energy intake. The maximum oxygen uptake did not change, but that per body weight increased in all subjects. The sleep time increased during the weight reduction period compared with the pre-reduction value in all subjects. Two subjects stated that the present weight reduction method is not appropriate for them, but one of them reported that the present method will not change in the future.

  The purpose of this survey is to obtain some basic articles of information which would be helpful to the activation of the potential amateur tennis players and the popularization of the sport concerned as well.

The number of the subject persons in the survey totaled 728 : male 349, female 374 unknown 5 of the adult participants of both sex belonging to a tennis school in Yokohama. Average age 47.1 SD=11.83. The period of the study between 3 to 9 of the August in 2013.

  The method based on was the unsigned questionnaires filled with the following items and put into the prepared container just after the submission ; ^*where you used to play the year before and ^*with whom usually as well ^*what cue to come to play ^*favorite lesson menu ^*moments to lose appetite to play ^*period more than 3 months, if it was, being absent from and the reason.

  The synopsis of the answers to the above questions ; Most of the answer-givers looked strongly influenced by their friends and family who enjoy playing tennis and also many people have been attracted to the sport through after-school activities, television programs, Manga and animation pictures. They are found of great use unless ignored.

  The interesting replies to the question of what has made the participants feel dull were ; ^*unpleasant atmosphere under games ^*sentiments on less improvement even after repeating exercises ^*difficulty to enjoy tennis because of patchy rallies. Those three were the 3 major reasons of tennis people frustration.

  In order to sustain public interest and to maintain the present population in tennis, it would be vitally important to stimulate the party and persons concerned and even encourage them to construct a welcoming human contacts and then we might be free of negative notions such as bad atmosphere.

I inspected an elementary school, a junior high school, a high school of Paris on February, 2013 25, 26th. I report the real condition of the physical education class there. And I discover a difference with the general school physical education of Japan. I recognize the good point of the physical education class of France from that. Using it, I want to show improvement plan of the class of Japan. Finally with the contents of the interview investigation to M Rochard and M Gasparini which are a professor at department of sports science of the Strasbourg University. (The visit to the Strasbourg University is February 22, 2013.)