This study aimed to elucidate the impact of intensive and incremental repetitive practice focusing on scapular manipulation on learners' inverted posture and subjective sensations during handstand.　
Among 49 university students targeted in this study, 36 were assigned to the experimental group while 13 were assigned to the control group. Both groups underwent 8 days of practice sessions; the experimental group engaged in handstand practice involving scapular manipulation, whereas the control group performed handstand practice without any scapular manipulation. To assess the effectiveness of scapular manipulation practice, “wall handstand” was conducted before and after the 8th practice session, and posture changes and sensory alterations during movement were examined in each group.　
As a result, neither group exhibited significant changes in shoulder or pelvic angles during wall inversion before and after the practice sessions. However, concerning pelvic angle, both groups initially demonstrated a posture where the angle exceeded 180 degrees, but the experimental group showed a slight decrease in pelvic angle after practice, moving closer to a straight inverted posture. On the other hand, regarding subjective sensations, while no significant changes were observed in the control group, all aspects of “fear,” “sense of physical burden,” and “sense of stability support” significantly improved in the experimental group. Furthermore, multiple regression analysis revealed that the greater the improvement in “ sense of stability support,” the significantly greater the decrease in “fear” as well.　
To alleviate “fear” during “handstand”, it is necessary to learn proper techniques for manipulating the scapulae and to develop the ability to support one's body stably.

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　There have been few studies that have clarified the actual conditions of physical education classes at special–needs schools (intellectual disabilities), such as the teaching style, actual class content, and learning environment. In this study, we conducted a questionnaire survey on the actual conditions of physical education classes at all national, public and private special–needs schools (intellectual disabilities) in Japan, and examined the characteristics of each department by clarifying the overall trend and structure of the efforts of physical education classes. As a result, it was found that, while the overall trend of the efforts in physical education classes is to emphasize “grasping the actual conditions of children,” the actual conditions are mostly grasped through behavioral observation by teachers, and there is little grasping of the actual conditions through the use of standardized developmental tests. In terms of the structure of the actual status of efforts in physical education classes, six factors were extracted: (a) the content of teaching children’s movement, (b) emphasis on physical education classes, (c) enhancement of the environment for physical education classes, (d) the content of teaching children’s health, (e) conducting research and training on physical education classes, and (f) teaching through team–teaching. Furthermore, the scores of elementary school students were significantly higher than those of upper secondary school students in “the content of teaching children ’s movement,” “emphasis on physical education classes,” “the content of teaching children’s health,” and “teaching through team–teaching,” respectively. The effect size was small in both cases, but the scores were significantly higher among undergraduate students than among junior high school students. Although the effect sizes were small in both cases, we confirmed that there were definitely differences between departments.

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The purpose of this study was to examine the creation and utilization of indicators that can clarify the actual conditions and issues of instruction through the analysis of instructional language, and to create basic materials for instruction in Expressive Activity and Dance in physical education.
　Therefore, the items of instructional content and their meanings in several previous studies were reviewed, and their positioning in terms of the skills of “What” and “How” was also organized. Using the results, we analyzed Expressive Rhythm Play of 1st grade elementary school students and showed the number and percentage of utterances of the instructional content items.
　As a result, we created an “ Expressive Instructional Content List” consisting of 9 items (“What”: (1) Feel of material, (2) Image, “How”: (3) Body, (4) Extremity, (5) Variety, (6) Space, (7) Time, (8) Energy, (9) Sequence) and an “ Expressive Instructional Language Table” to determine the instructional content included in the language of instruction. The analysis of the language of instruction revealed that the content of instruction was selected in accordance with the objectives of the class, instruction was conducted with images at the core, and there were suggestions for teaching about the body and sequences. Thus, this study provides insight into the actual conditions and issues of instruction and demonstrates the possibility of using the indexes.

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This study aimed to examine teachers’ awareness of the class content of “Exercises for Releasing Body and Mind” and “Exercises to Create Various Movements” in the lower and middle grades of elementary school based on the differences in teachers’ expertise in teaching physical education. The results revealed the following.
　First, in common with the two classes (“Exercises for Releasing Body and Mind” and “Exercises to Create Various Movements”), general teachers considered “knowledge about the unit,” “making a unit plan,” “the flow (assembly) of a onecredit hour–long class” “exercise masters,” “creating an effective space, ”“Knowledge of teaching materials,” “lack of relevant supplemental reading materials,” and “lack of relevant reference books and magazines” as problems in a high percentage of cases. In “Exercises for Releasing Body and Mind,” they considered “sustaining the children’s motivation” a problem. Second, a higher percentage of the general teachers did not use “government produced materials” and “materials and YouTube” produced by government and private study group in both classes. In contrast, supplementary reading materials and consultation with teachers with extensive knowledge of physical education were used to the same extent regardless of the teachers’ competence in teaching physical education. On the other hand, in both classes, the general teachers requested “examples of how to assist children who are not good at exercising” and in “Exercises for Releasing Body and Mind,” they requested “measures to sustain children's motivation”. And the overall percentage of “requests” was over 90.0% for almost all items, showing a high level of need regardless of the level of expertise in physical education. Finally, all participants considered “movements to move the body” easy to learn in “Exercises to Create Various Movements”. Otherwise, there were many movements that general teachers considered difficult.
　In this study, we obtained important findings regarding teachers’ awareness of “Exercises for Releasing Body and Mind” and “Exercises to Create Various Movements” in the lower and middle grades of elementary school, as shown above.

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