The purpose of this study was to create, and assess the effectiveness of, a learning guidance program to help first-grade students in elementary school master the skills of "submersion" and "bobbing" by playing in the water. The subjects were 28 first-grade students comprising 16 boys and 12 girls from elementary school A in Yamanashi, Japan. The teaching program consisted of a total of six units' hours over three lessons. In the first half of each lesson, we taught "submersion" and "bobbing." In the second half, we performed circuit play using "submersion," "bobbing," crocodile posture, and jumping from a swim platform. Reliability was verified by two university faculty members specializing in pedagogy of physical education. After that, exercise evaluation was performed. The results of the study showed significant improvement in the motion scores from pre-training to post-training for "submersion" (pre: 2.00 ± 0.76 pts, post: 3.14 ± 1.25 pts, p < 0.05) and "bobbing" (pre: 1.54 ± 0.73 pts, post: 2.96 ± 1.15 pts, p < 0.05). "Submersion" became possible gradually, by progressively increasing the area of the face submerged in water, in the order of chin, mouth, nose, ears, and eyes. In "bobbing," although their score improved, the students were able to exhale through the mouth and nose. In order to further increase the movement score for "bobbing," it is considered that more lessons at greater frequency will be required. The results of the study suggest that this learning guidance program is effective for the mastery of "submersion" and "bobbing" skills for first grade students.

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　This study examined baseball-type lessons offered in physical education classes and clarified the issues that arose while implementing such lessons at the elementary school level. The participants were elementary school teachers working in T Ward, Yokohama City. We collected data using a self-administered questionnaire.
　Results indicated that: a) the lesson that was most frequently offered in all grades was T-ball, and b) 30% of baseball-type lessons were not implemented for classes between 3^rd and 6^th grades. From the systematic learning perspective, it is necessary to identify teaching materials and criteria for progressing from easy to difficult lessons in terms of skills and game-judgment. Additionally, while implementing baseball-type lessons, many novice female teachers were worried about their knowledge and skills, suggesting that they needed support. Furthermore, as many of the reference materials, videos, and new teaching materials about baseball-type lessons were not well known, improvements are needed to make these more known.
　In conclusion, improvements based on these results could lead to more effective and efficient implementation of baseball-type lessons in elementary school physical education.

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　It is pointed out that improving the qualitative ability of teachers is the most important issue in Japan. The purpose of this study was to determine the effect of elementary school teachers' attributes on their self-evaluation of their understanding on knowledge about physical education classes from the viewpoint of teachers' attributes using a questionnaire survey method. In this study, the knowledge domain indicated by Yoshizaki (1987) was used to examine the actual state of understanding of the knowledge domain in terms of years of teaching experience, experience as a head of physical education, experience as a member of the physical education department, and gender. A questionnaire survey was conducted asking 153 elementary school teachers about an understanding of teachers' knowledge about physical education classes and analyzed from the viewpoint of teaching experience years, various their experiences, and teachers' sex. The question asked "How do you understand" the seven items of knowledge on physical education classes. 　The results of the comparison of the scores of the understanding evaluation of each attribute were that: (1) teachers with five or more years of teaching experience had higher understanding scores for knowledge of physical education classes, (2) teachers with physical education-related teaching experience had higher understanding scores for understanding, and (3) there were no differences by sex. Next, the results of the analysis from the perspective of the length of PE-related teaching experience for teachers with five or more years of teaching experience showed that: (1) the length of the experience of belonging to the physical education department promoted further understanding of the knowledge about the contents and methods of teaching physical education classes, and (2) there was little knowledge that showed a difference in scores according to the length of the experience of the head of physical education.

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