The purpose of this study was to refer to the problems in the ISU Judging System by considering effects of the technical and artistic marks over total scores, studying the whole tendency found in the Singles evaluated through ISU Judging System.

　I studied the performances and scores of top six skaters of Singles Free Skating at each Grand Prix competitions 2006 (n=72). The ofncial scores, “Judges details” were found on ISU website.

　The point of this study is below;(1)this study found that Technical Score accounts for higher percent of Total Segment Score than Program Component Score does, in top- ranked skaters for both Men and Ladies at Grand Prix 2006, (2) considering about the virtual best score and the possible highest score expected from scores of Grand Prix 2006, it is suggested that the percentage of Technical Score will rise extremely if skaters will execute more and more difficult elements, (3) by classirymg the 7 marks of the virtual best score into 2 categories (technical marks and artistic marks), it became clear that the technical marks account for about 80% of the virtual best score, and (4) by comparing the performances of two skaters who have similar Program Component Score and signiticantly different Technical Score, it became clear that the difference between their Total Segment Score came from the difference in the base value of jumps, which means that the evaluation of jumps greatly affects the Total Segment Score. It should be concluded, from what has been said above, that in ISU Juagmg System, Total Segment Score is mainly affected by technical marks.

　On these grounds, to make the ISU Judging System artistically and technically well- balanced, I believe that the ISU Judging System needs to be changed as below;(1)delete the technical marks of elements from Program Component Score, (2) reexamine the upper limit of Program Component Score or reexamine the evaluation standards, (3) upgrade the factor for artistic marks or set additional artistic mark (s) in Program Component Score, and (4)lower the base value of jumps.

　By taking these steps, the effects of evaluation of jumps on Total Segment Score will become less and the percentage of artistic marks in Total Segment Score will rise, thus the artistic evaluation will have more effect on Total Segment Score.

アニメ等のコンテンツに登場するキャラクターを象った

 This is a case study regarding the movement analysis of ice skating, which was done by an injured person, who tore the Achilles tendon on the left foot, 50 days before an ice skating training camp (instruction) in January, 2004. At that time, the man could not walk on the ground at all with his bare left foot. In that situation, how could he possibly skate?

 Through this study, I would like to clarify why this man could skate on ice as well as teach students how to skate for four days. I would also like to elucidate his ice skating skills with his injured foot and his feelings when he skated.

The story was as follows:

 “A man tore his Achilles tendon while demonstrating a skill on the vaulting horse (box) on December 8, 2003. Immediately he went into the hospital and had an operation the next evening. After that, he stayed in the hospital for three weeks. While he was in the hospital, starting on December 24, he began training, such as walking with crutches as rehabilitation. Of course, at that time, he could not walk at all without a special device (shoes), developed in the medical field.”

 In September, 2003, three months before this incident, another ice skating training camp was held. A paper was written regarding this training by this injured person, entitled“A Study regarding the Emergence of Movement: An Investigative Survey on Ice Skating”. This paper was finished during his stay at the hospital.

 On January 10, 2004, one of the three tiers (height) of the heals of the shoes was reduced by the doctor. That device is shown in the photos (1,2, and 4). The heals were still high and the ankle part was fixed. So, at that time, he could walk on the ground with some difficulty.

 Shortly after he met the doctor, he remembered the following things: While he was writing the paper regarding ice skating, he read a book with a reference, the author said, “Any person can skate who can walk on the ground.” From this idea, he got a hint. “Right now, I can walk with the medical device (shoes).” So he thought he might be able to skate in the second ice skating training camp.

 He searched for a way to skate and finally a special blade for ice skating was found. This blade was attached to the sole of the medical device (shoe). That new skating shoe is shown in the photos (3,6, and 7).

 With this unique skating shoe on the left foot and an ordinary figure skating shoe on the right foot, he could skate on ice and teach the novice students how to skate for four days. This process was recorded by a video camera and analyzed. He also analyzed his feelings while he was skating on ice. The process and results are reported in this paper.