The purpose of this study was to examine some demensions determining managerial behavior of athletic club managers. Further, this study also aimed to analyze the elements influencing on managerial behavior and relationship between managerial behavior and its effectiveness. The questionnair was distributed to 570 managers of soccor clubs in junior high schools from May to June in 1990. Three hundred sixty-five usable questionnairs were returned, resulting in a response rate of 64.0%. The summary of the results was shown below: 1) Factor analysis showed that managerial behavior of athletic club managers were defined by seven kinds of dimensions; bringing up club members, keeping up discipline, keeping up mutual trust, initiative of innovation, information management, networking, and creating environment. 2) Managerial behavior of athletic club managers were influenced by individual attributes (the years of experience as school teacher, the subject in charge, the experience of player, the years of experience as athletic club managers) and organizational size (the number of school students, the number of club members). 3) Five factors (trouble, ambiguity, boundary spanning, heteronomy, cooperation) were extracted as dimension of situational characteristics surruonding athletic clubs. The negative correlation was observed between managerial behavior and "trouble" and "ambiguity" as dimension of situational characteristics. 4) The stronger correlation was observed between athletic performance and "information management", "creating environment" as dimension of managerrial behavior. The educational effect on club members and the self-evaluation of managerial ability by managers correlated closely with all dimensions of managerial behavior.

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Studies on methodology of physical educational management are very few until now. But the development of meta theory on what purposes is in creating knowledge that is indispensable so that physical educational management is given an assured discipline. The purpose of this paper is to reflect upon studies of physical educational management, and to show subjects for forming as a science throuth making reference to philosophy of science in educational administration. Main suggestions on the basis of a view relating to the nature and the meaning of theory examined in educational administration were summarized as follows: (1) Constant self-examination is a indispensable task for any disciplines. In studies of physical educational management the argument about learning character was dull. Understanding what theory was lacked. By those reasons, the construction of scientific theory system has not developed. (2) Educational administration was determined descriptive science or nomothetic science. Is is necessary that we understand the meaning and the significance of the theory in physical educational management. Main function of the theory is explanation. It is not sets of mere normative (ought to) and prescriptive (how to) knowledge, but the system of theoretical knowledge is solutions of "why" "what". (3) Specific method and methodology of physical educational management should be pursued. For the present, it is important to examining and adopting the methodology of existing discipline. Recent years there are some critiques to theory movement in educational administration the investigated in this paper. Theory movement emphasized too hard theory building, made light of practical study. It remains to be proved methodological inquiries of business administration for the determination of the character of physical educational management.

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The purpose of this study was to examine Takekuma's model of community of knowledge - ambiguity about organizational behavior in management of physical education. Furthermore, this study also aimed to verify several hypotheses that were deduced from this model. Data were collected from 537 managers of physical education in elementary schools, junior high schools and high schools by questionnairs. The managers of physical education were required to reply to the items about organizational behavior, physical education improvement, style of organizational learning, organizational climate, task environment and managerial behavior. The results were obtained by applications of ANOVA and multiple regression analysis. Main findings were summarized as follows: 1) Organizational behaviors on physical education class in elementary school and club service were categorized in "autonomous behavior". Organizational behaviors on physical education class in junior high and high school had an inclination to "self-reflected behavior" or "fixed behavior". 2) "Fixed behavior" was most effective in four typical behaviors, and "autonomous behavior" was least effective. From the viewpoint of getting higher the organizational effectiveness, it needed to own jointly the process of sense-making and to have agenda. Under the conditions of possessing the knowledge (or information), it was important to exclude the ambiguity. 3) The degree of "occupation-community of knowledge" and "exclusion-retention of ambiguity" were depended on style of organizational learning, organizational climate, and managerial behavior.

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