It is necessary for coaches to know what a pass is when they coach. The dictionary definition of “pass” in the context of soccer is “To deliver the ball to an ally”. A pass is satisfactory depending on the technique and decision making. Therefore, in coaching, “what is a pass” is difficult to be properly clarified. Nevertheless, coaches can improve the passing ability of players. That is, coaches are consciously know the significance of passing a target of coaching. The purpose of this study was to clarify passing as a target of coaching. To this end, both passing training and passing coaching were considered. The present result clarified is that passing as a coaching target is motor task. Therefore, it is now being recognized that improving movement form enables one to achieve the motor task (pass).

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The purpose of this study is to clarify the characteristics of Kinästhese soccer players. In or-der to achieve this purpose, firstly literature on the reason that why soccer players cannot handle the ball deliberately have been reviewed. According to the literature, making the game more ap-pealing and using“ art of foot” was the main reason of prohibiting soccer players from handling the ball deliberately. Secondly, meaning of kicking the ball has been studied. As a result, kicking the ball is a kind of behavior which determine losing or winning of the game. As for the Kinästhese soccer players, we concluded that conscious effort [I will kick the ball] is one of the major charac teristics which should be considered by coaches.

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    We investigated the achievement situation after the entrance into the club of rookie players who belong to the Waseda University Association Football Club and those players who achieved excellent results in the Japanese university football league.
    We collected information about the situation of the hometown team in which a member grew up, the university entrance route, and the game appearances. The period covered in the investigation included a first term (1991-2000) and a latter period (2005-2014). 18 players with dominance of total hours of appearance in each year (until 1995, 16 players) were defined as the main force, and the production frequency of main force players was analyzed for every hometown team. In one season of registration, the number of cases where main force players were produced typically totaled one person and, at most, reached four.
    The results of the study showed that, among the 1,418 cases studied in the 20 years, among the 348 cases of admission based on recommendations, the number of those who became main force players was 230.
    The Club got many rookies from admissions based on recommendations and from admissions from affiliated strong schools and J-Youth high school football clubs. But although cases of entrance from affiliated schools were numerous, a problem was found that in the Waseda Football Club there was a low rate of these players becoming main force players.
    In the first term, members who entered on the basis of recommendations didn’ t play in the main force, and members who entered on the basis of affiliated school entrance and the general entrance admission played the active parts. On the other hand, in the latter period there were increased cases of entrance from private high schools and J-Youth Club, following the increase of the limit of students admitted to the university, and increased numbers of these players in the main force.
    The results showed that the number of the university-graduate J-Leaguers who join a J-Club is increasing in Japan, and that the cases in which universities with strong soccer teams get rookies from J-Youth Clubs and from high schools through the admission recommendation system is increasing, showing a change in the player acquisition method.

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 In recent years, interests on the tactics learning of ball games have been rising in the field of school physical education in Japan.

 The purpose of this study is to examine an assessment standard of game performance based on viewpoints of the tactics learning in soccer. Thereupon, the assessment of games of soccer in physical education in elementary school was intended. As the assessment standard of the game, Allen Wade’s Principle of Team Play （1967）, which affected TGFU (Teaching Games For Understanding) and TSCS (Teaching Sport Conceptsand Skill —A Tactical Games Approach—), was applied.

 As a result, followings have been made clear.

1. Games of children made progress along the route of genealogical evolution of soccer.

2. The games of children made progress gradually to the 1st phase (Penetration), the 2^nd phase (Depth), and the 3^rd phase (Width). Then, it can be estimated that it develops to the 4^th phase (Mobility) and the 5^th phase (Improvisation).

3. The progress stages of the game of children matched the principle and priority order of the team play.

 Therefore, the Allen Wade’s Principle of Team Play can be an assessment standard of the game performance based on viewpoints of the tactics learning in soccer.

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〔目的〕

のボールキックの際のボール速度と筋量および筋力の関係を明らかにすること．〔対象と方法〕またはフットサルを定期的に実施している男子大学生26名を対象とし，利き足と非利き足でキックした際のボール速度，筋量（体組成成分）および筋力（等速性最大脚屈曲・伸展筋力）を測定し，それらの間の関係を考察した．〔結果〕ボール速度は利き足が筋肉量，非利き足が等速性最大脚伸展筋力と相関がみられた．〔結語〕利き足と非利き足ではボール速度と筋量，筋力との関係が異なる．

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The present study was investigated the strategy of modern football. And we analyzed of the offensive system during 8 games in the World Cup Italy 1990. Average goals per game was 2.19 (in 52 games and 114 goals). The number of stealing the ball per 1 game were, in a team won a game, 116. 8 times/game and 114. 1 times/game in a team lost a game. The most number of stealing the ball in the field was 549 times in Area B (defending nalf). In a team won, numbers of stealing the ball in Area D and E was more than that of a team lost a game. With regard to a style of stealing the ball, a team won a game had lots of direct free kicks and pass intercepts etc. , but a team lost a game had lots of goal kick and saved a ball by goal-keeper. With pressing a highly developed tactic, success often depended on a team's ability to cop e with crowded areas and intense pressure. One significant factor in this situation was the speed with which a team reacted to a lose or gain of possession. Stealing the ball, counter attacking at space, taking quick free kicks, and surprising the oppositi on with either fast or disguised moved were all important methods of overcoming compact, highly organized team units.

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In this study, a goalkeeper training program for children under twelve years old, developed in Germany, and a guideline for training goalkeepers under twelve, developed by Japan Football Association were compared.

After analyzing the two programs, a new goalkeeper training program which could be used by local clubs in Japan with the aim of promoting the skill of goalkeeping in Japan was suggested.

The results are shown below.

1. In comparing the goalkeeper training programs for children under twelve years old in Germany and in Japan, seven similarities and three differences are found.

2. Components to consider for a goalkeeper training program, are measures to promote an improvement in individual physical coordination, skills, and ability to plan strategy. Also, issues to consider are ways to relieve possible mental distress of the players, to insure enough time for field-play training, and that even coaches with no experience as a goalkeeper can conduct the program.

3. On the basis of issues mentioned above, a seven component goalkeeper training program is suggested.

The program is divided into four stages, according to children’s skills, their understanding of tactical behavior, and the difficulty of the basic goalkeeper skills. Also, each of the Goalkeeper Training Program components from the first stage to the fourth stage is organized so that coaches carry out the trainings more than twice at every stage.

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 Das Ziel dieser Untersuchung ist es, deutlich zu machen, welche kinästhetische Weisheit des Leibes in welcher mäeutische Anleitung entsteht, wenn das effektive Annehmen eines Vorwärtspasses auf den Fuß trainiert wird. Es soll Material gesammelt werden, auf dessen Grundlage eine konkrete Anleitungsprozess erstellt werden kann, um bisher nicht mögliche Bewegungen möglich zu machen. Diese Untersuchung machte Folgendes deutlich.

1. Die taktische Stärke eines Spielers, der im Fußballspiel einen Vorwärtspass auf den Fuß annimmt, setzt sich aus den folgenden Elementen zusammen: 1) intuitive Weisheit des Leibes zum Erfassen des Raumes im eigenen Rücken, bevor der Ball angenommen wird, zusammen mit technischer Weisheit des Leibes, um den Körper in eine Haltung zu bringen, in welcher der Pass angenommen werden kann; 2)sowie intuitive Weisheit des Leibes, um den Raum abzuschätzen, damit der Ball im Moment der Passannahme nicht vom gegnerischen Verteidiger abgenommen werden kann, zusammen mit technischer Weisheit des Leibes, um den angenommenen Ball beherrschen zu können.

2. Die beim Empfänger des Passes entstehende Weisheit des Leibes entwickelt sich in einer Weise, bei der ständig erhaltenen visuellen Informationen eine intuitive Fähigkeit entsteht, die Weisheit des Leibes eingefühlt ist. Und greichzeitig damit entsteht ein Weisheit des Leibes zu einem Ganzen, die die beiden Arten technischer Weisheit des Leibes und intuitiver Weisheit des Leibes gemeinsam vereinigen sind. Es wurde deutlich, dass diese kinästhetische Weisheit des Leibes mit weiterer Erfahrung aktiver und passiver Absichtsentwicklung sowie mit verbalen und non-verbalen Methoden weiter angeregt werden kann.

3. Es zeigte sich, dass mittels der Entwicklung von intuitiver Weisheit des Leibes, mit dem der Empfänger eines Vorwärtspasses auf den Fuß bei der Annahme des Balls den Raum in seinem Rücken erfasst, sowie von technischer Weisheit des Leibes, um mit der entsprechenden Körperhaltung den Pass annehmen zu können, auch weiterer kinästhetische Weisheit des Leibes geschaffen und gefördert werden kann, wie zum Beispiel Bewegungen des Torwarts oder die Vorbereitung auf einen Schuss, für den der Spieler Richtung und Entfernung einschätzt.

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本研究では，精神的な健康問題がない元プロ選手の，「プロでをする」と「関連以外の仕事をする」という仕事間で，仕事に付加している意味（仕事の意味）と仕事を通して得たもの（仕事の機能）にどのようなつながりがあるかを理解することを目的とした．10 名に半構造化インタビューを行い，継続比較法で質的分析を行った．その結果，情報提供者ごとに「プロでをする」と「関連以外の仕事をする」で同じ意味と機能があり，両方の仕事間で“同じ意味と機能でのつながり”があった．また，「関連以外の仕事をする」意味と機能は，「プロでをする」意味と機能を土台にして変化したものであり，両方の仕事間で“過去の仕事の意味と機能を土台にしたつながり”があったことも理解された．さらに，関連以外の仕事をしたとしても，【が仕事の軸】という認識を，プロでをする時と変わらず持っていたことが理解された．

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