The present study was on the assumption that outdoor education was integration of environmental education (EE) and adventure education (AE) advocated by Priest. The purpose of this study was to compare the effects of EE and AE program in resident camp and to examine the effects of resident camp including the effects of EE and AE program on participants' wilderness attitude. A crossover experimental design was used in seven-day resident camp (CA: 10-15 years). One half of the treatment group (n=36) participated in the EE program before the AE program, and the other half (n=37) conducted them in reverse order. Control group (n=43) consisted of the same age students who did not participate in the camp. “Wilderness Cognitive Attitude Test” using Likerttype scale and “Wilderness Affective Attitude Test” applied SD method were developed by the author and administered four times as pre-and post-tests of each program during the camp and once as follow-up test onemonth after the camp. Both tests were composed of three scales about forest, soil and water as wilderness environment. The result showed the treatment group demonstrated significant increase in cognitive attitude after the EE program and in affective attitude after the AE program. The treatment group also showed significant increase in both cognitive and affective attitude after the camp and it was maintained at one-month after the camp in comparison with the control group. This study implicated that the resident camp aimed at participants' overall wilderness attitude should include both EE and AE program.

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The purpose of this study was to examine the effect of two-week camp on intrinsic motivation. The subjects were a total of 53 elementary school children in two experimental groups (N=27 and N=26) ranged 5 to 6 grade who participated in two-week camps and 49 same grade school children in the comparative group who did not. To measure intrinsic motivation, three scales were used: Children's Perceived Competence Scale developed by Sakurai, Children's Self-Determination Scale developed by the author and Children's Acceptance by Signific ant Others Scale developed by Takano et al. They were administered before, after and one month after the camp. The following results were obtained: 1) Two experimental groups showed significantly greater progress in both Perceived Competence and Acceptance by Significant Others than the comparative group. 2) One experimental group showed significantly greater progress in Self-Determination than the comparative group, although another experimental group did not.
The result suggested that the two-week camp experience influenced on positive direction of intrinsic motivation in the participants.

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This study examined the influences of living environment and modernization on aquatic sports, with the relation of water accidents that were experienced.
The results were as follows:
1. Teaching swimming in the pool is most efficient for the beginner's level, since it is devoid of wave or current and can be easily controlled in terms of safety conditions, but it was considered that additional instructions in a natural environment (ex. sea, river) is important. That should ensure safety and more enjoyable swimming as well as preventing water accidents.
2. Judging from the accidents related aquatic sports in children and adolescents, it was thought that primary and junior high school education ought to include both theoretical and practical instruction in survival swimming and life saving, adjusted to the children's age and their developmental stage.
3. It was assumed that the process of growing old would be not accompanied with swimming and other aquatic sports related skills. In the decreased knowledge of the Japanese classical strokes and a similar decrease in the mastery of the sidestroke, one of approach to clear the problem, We should reconsider the advantages of the Japanese classical strokes, and should effort, to familiar their acquisition as life-long sport.

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The purpose of this study were (1) to classify the thirty-three leisure activities from a viewpoint of the student's needs of the outdoor leisure activities and also classify the thirty-four conditions that influence the students to participate in the outdoor leisure activities according to the levels of their importances they thought, (2) to characterize the each type of outdoor leisure activities according to the relationship to the types of the conditions.
The data were collected from the students of T vocational college in Miyagi Prefecture and 765 samples were collected.
The results are summarize as follows:
1) Five outdoor leisure types were classified.They were defined as follows; the type aims at communication with friends and families in nature (Communication Type), the type aims at adventure (Outdoor Adventure Type), the type nature study and enjoyment feeling with nature (Type of Enjoyment Feeling with Nature), the type aims that marine sports (Marine Sport Type), and the type aims at winter sports (Winter Sport Type).
2) Four factors of the conditions were classified as follows; the factor aims at the good facilities and equipments (Factor of Fullness of Facility), the factor aims at good qualities of services (Factor of A Quality of Service), the factor aims at the popularities and the fashions of the activities (Factor of A Popularity and A fashion) and the factor relate to the skills, information, and equipments etc to enjoy activities (Factor of A possession of Skill and Equipment).
3) Communication Type had negative correlation to Factor of Fullness of Facility. Type of Enjoyment Feeling with Nature had negative correlation to Factor of Fullness of Facility. Marine Sport Type had positive correlation to Factor of A popularity and A fashion.

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