In Japan, school education is governed by Education Guidance Principle (EGP) of Ministry of Education, Culture, Sports, Science and Technology (MEXT). The name of EGP for elementary school physical education was changed from
“Teaching guide of school gymnastics” (1913) before WWII to
“National teaching guide of school physical training” (1942) during the war and
“EGP -Book of physical education-Draft” (1949) after the war.
The purpose of this study is to analyze the allocation of ball game-teaching materials in the above Teaching guides/EGP from 1913 to 1949 and clarify its historical change based on the original sources.
The main results are as follows;
1) No term of “ball games” appeared in the 1913-Teaching guide, but a kind of its contents was included in a category of competitive games/plays. The object of this category was an activity which a lot of students simultaneously do it together obeying the rule toward a goal.2) When 1913-Teaching guide was revised in 1926, an expression of “ball games” was clearly used to classify teaching materials for the first time. 3) In 1942-Teaching guide, teaching methods of “ball games” were specifically written. However the explanation of the methods including “Try hard silently” or “Do it quietly” is questionable in terms of the essential aims of “ball games” or “sport” based on the teaching philosophy that they have to be filled with fun, enjoyment or pleasure and so on. 4) In 1949-EGP-Draft after the war, “ball games” as teaching material was positively allocated in curriculum in order to develop the quality or ability of students in order to spend a democratic life and to expect the possibility that students compete under equal condition each other as the post-war educational policy. 5) Surveying the Teaching guides/EGP between 1913 and 1949, it could be partially emerged how “game/play using ball” changed to “ball games” as one of competitive sports using ball/balls.
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