Kyuzo Takenoshita (1909-1988) was a leader in the reform of physical education in Japanese schools following World War II. This study clarifies Takenoshita's work in the field of physical education during the early postwar period by examining Takenoshita's understanding of Japan's defeat and the directions he sought to take after it.
　Takenoshita envisioned a “new physical education” based on Sukeichi Shinohara's theory of the body. However, he did not criticize the physical education during the war as “Education of the Physical”, but rather as “spiritualism”. Using Shinohara's theory, Takenoshita argued that there should be a change from physical education that suppressed the body as a slave to the spirit, and instead aimed to create physical education that would foster harmony between the body and spirit.
　His experience of restrictions on student sports during the war had let him to recognize that sports had been suppressed by military in Japan. While emphasizing the essential difference between physical education and sports, Takenoshita came to believe that it was important not to distort the belief that sports were an end in themselves, as had happened during the wartime.
　For Takenoshita, believed that the concrete state of physical education was defined by the forms of society and thought of each era, there had been no theoretical contradiction in the continuity of Shinohara's body theory from the war into the post-war period. The continuity of Shinohara's body theory into the post-war period without mentioning the connection between nationalism and Shinohara's body theory during the war would have been criticized as a lack of reflection on past physical education. On the other hand, Takenoshita's theory of physical education, which found educational value in sports based on Shinohara's theory of the body, enabled him to criticize physical education and sports during the war while also developing a post-war philosophy of physical education.

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　This study proposes an “N-fun filling approach,” a hybrid model that combines two teaching strategies: “fun filling approach,” and Teaching Personal and Social Responsibility (TPSR). In the development of this N-fun filling approach, we examined how Hiroki, who had behavioral problems, changed through high jump classes. As a result of examining classes that introduced the N- fun filling approach, the following viewpoints were clarified: “Enjoy the ‘fun feeling’ of movement” “creating an environment,” and “feeling flustered by the teacher.”

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　The purpose of this study is to clarify how teaching policies for physical education classes vis-à-vis the study of infectious diseases have been demonstrated on the basis of historical changes in the Course of Study and relevant commentaries. Further, the research study aims to clarify the relationship between these policies and the actual practices incorporated in the educational field.
　Because of the analysis, the following content related to infectious diseases was listed in the Course of Study: ① disease prevention, ② infectious diseases, ③ public health and hygiene, ④ bacterial pathogens, and ⑤ tolerance. While there are differences in the way emphasis is laid in elementary, junior high, and senior high schools, there is a need for guidance. However, no practical studies were observed related to this content or physical education skills, and there was a gap between them in the social demands related to the COVID-19 pandemic in recent years. Therefore, in the future, it shall be necessary to develop curriculum management that relates the study of infectious diseases to physical education practices and to clarify the ideal physical education skills so as to secure the requisite amount of motor skills while ensuring physical distance.

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　The purpose of this study was to summarize the changes in research and practice, with a focus on postwar rugby classes, as well as the contents of the Courses of Study, and to identify issues for the future.
　As a result of the analysis, the following points became clear.
　1) Since the 1978 Courses of Study, the study of rugby has expanded to include girls. However, there was no research or practice targeting female students.
　2) In the Courses of Study, “learning about playing rugby” has been added in the order of skills, strategy, and spatial penetration. In terms of research and practice, there have been fewer articles dealing with strategy and spatial penetration than those dealing with skills.
　3) In the Courses of Study, “learning how to learn rugby” has been described in the following order: rules and regulations of the game, safety measures, planning and execution of practice and games, and learning for a lifelong sport. In terms of research and practice, there were some articles on the rules and regulations of the game and safety measures, but no research or practice on the planning and execution of practices and learning for a lifelong sport.
　4) In the Courses of Study, “attitude learning” has been added in the order of contributing to the team, respecting rules and others, taking initiative, and protecting one's own and others' health and safety. In research and practice, there were articles on contributing to the team, respecting rules and others, and protecting one's own and others' health and safety, but none on independent initiative.

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　The purpose of this study is to determine the time allocated for intended learning and total class time required to acquire cross, loop, and cut-pass in tag rugby for elementary school fifth and sixth graders.
　The results indicate that:
1. A significant improvement was observed in the appearance rate of the student’s cross, when the time allocated for intended learning was set at four hours of 12 hours and eight hours of 12 hours, and the pass rate showed roughly 70% or more when the time allocated for intended learning was set at four hours of 12 hours and eight hours of 16 hours.
2. Regarding the loop, no significant improvement was observed in the appearance rate, when the time allocated for intended learning was set at zero of 12 hours and four hours of 12 hours, and the pass rate showed 30% or less when the time allocated for intended learning was set at zero of 12 hours and four hours of 16 hours.
3. Regarding the cut-pass, no significant improvement was observed in the appearance rate, when the time allocated for intended learning was set at zero of 12 hours and four hours of 12 hours. The pass rate showed 80% or more when the time allocated for intended learning was set at four hours of eight hours, and 66.7% at zero hours of eight hours.
　These results suggest that cross can be acquired by setting the total class time at 12 hours including four hours allocated for intended learning, that loop was difficult to acquire with 12 hours of total class time with or without four hours allocated for intended learning, and that cut-pass can be acquired by setting a total class time of eight hours including four hours allocated for intended learning.

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