The purpose of this study is to clarify the power relation that exists in so-called "Japanese Sports"-the Features of which are spiritualism and groupism-through exploring the foundation process of the Japan Student Baseball Association (JSBA) and the ideals laid out in the Charter of Student Baseball (Gakusei Yakyu Kensho, CSB) in the postwar era. This paper is organized in the following way. First, I will analyze the idea of BUSHIDO-YAKYU-RON as asserted by TOBITA SUISHU, the father of student baseball, in the postwar era. Second, the foundation process and ideas of the JSBA and CSB is examined. Finally the reasons why these theories that treated sport as a form of moral education spread among Japanese people are analyzed from within their social context. The conclusion of this paper is as follows. 1. The aim of TOBITA's BUSHID-YAKYU-RON was to reconstruct a chaotic Japanese Society through moral education in baseball. The Ministry of Education delegated the supervision of sport to each sport association, but decided that the aim of sport should be moral education. 3. JSBA also recognized the purpose of student baseball as moral education, and legitimated it as CSB. 4. Many Japanese people accepted the aim of sport as the ideal of reconstructing Japanese society and preventing juvenile delinquency. 5. Student baseball as a "Japanese Sport" was (and is) compelled not only from the topdown, but through a social consensus. 6. The ideals of CSB were designed by Japanese, and excluded "foreign" people in Japan.

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  In this study, we focused on the collective responsibility of baseball club members who were not directly involved in a scandal, with the aim of providing a new insight into the ethics pertaining to suspension of the club from the Japan Student Baseball Association (JSBA). For this purpose, we referred to Räikkä and Miller, who had conducted a rigorous analysis of collective responsibility for scandal involving individuals, and on this basis considered the punishment imposed by the JSBA in such cases.
  Cases of scandal can be classified broadly into three categories: one in which there is no direct victim, one in which the victim is a member of the same team, and one in which the victim is a member of the public. We assessed the collective responsibility of the baseball club members who were not considered to have committed any misconduct directly related to these categories. The issue of individual scandal in high school baseball was addressed by considering the following four points:
1.  Whether or not the club members had had an opportunity to oppose any wrongdoing without seriously risking their position.
2.  Whether or not the club members had had an opportunity to oppose any wrongdoing by appealing for any facts readily available to them.
3.  Whether or not the club members had had an opportunity to oppose any wrongdoing but did not do so because such efforts would have been considered futile.
4.  Whether or not the club members had accepted any wrongdoing without opposition.
  On the basis of these considerations, we considered it reasonable to support disciplinary action from the JSBA in cases where violence and bullying at the club had continued for a long period. On the other hand, in clubs where there is a hierarchy structure of senior students over junior students, we considered it unreasonable to support any action of the JSBA against junior students who are unable to oppose any wrongdoing because of their inferior position. Also, in cases where there are no direct victims, such as those involving smoking and drinking, we considered that it was not appropriate to impose a suspension unless the prevailing ethos within the club promoted such practices. In cases where the victim is a member of the public, we considered it inappropriate to impose any suspension on members who have not been directly involved in misconduct.

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Why do athletes choose to become second-career teachers? This qualitative research explores the factors influencing elite athletes’ choice of becoming a teacher after retirement. Semi-structured interviews were conducted with ex-professional athlete teachers (7 baseball players and 7 football players) to discuss the reasons for career choice and factors influencing their decision. The data, which were recorded, transcribed and analyzed through the application of principles from Grounded Theory, resulted in 20 concepts in 9 categories. Examples of categories include achievement of a stable livelihood, desire to remain involved in their sports, and influence of significant others. Ex-professional baseball players samples “needed” to become teachers in post-retirement to lead high school club activities due to the former student baseball eligibility restoration system. Meanwhile, former J. League players tended to become teachers to secure a stable future for themselves.

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    The purposes of this study were to investigate the relationship between competitive result and environmental factors in high school baseball. A questionnaire survey was conducted on 533 university students who belonged to the baseball club when they were in high school. The survey content was the following 11 items; 1. Highest competitive result, 2. Presence or absence of the sports recommendation entrance examination, 3. Presence or absence of the sports scholarship system, 4. Occupation of the head coach, 5. Presence or absence of the assistant coach, 6. Number of the assistant coach, 7. Occupation of the assistant coach, 8. Presence or absence of the selection system for enter the club, 9. Number of the members, 10. Type of school (public or private), 11. Presence or absence of the private facility. In case of high school duplication, only one answer was adopted, and other inappropriate invalid answers were excluded for totalization. Finally, 435 students were divided into national group (n＝89), block group (n＝82) and prefecture group (n＝264), based on the best result of the team at the time of high school, and examined the relationship between the competitive result and each environmental factor. As a result, regarding the occupation of the head coach, the proportion of teachers in all groups was high, but in the other items, the relationship with the competitive result was indicated, and the possibility that the difference in these environments could affect the competitive result was shown.

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本研究では，スピードガンと画像計測による打球速度計測を実施した．その結果，スピードガンによる打球速度計測法は，正確に打球速度の計測ができることが明らかとなった．また，使用する道具の違いに関して，金属製バットを使用した場合において，合竹製のバットと比較して有意に高い打球速度が得られた．さらに, レギュラー選手と控え選手を判別することを目的として，69名の高校野球選手の打球速度データを用いて，判別分析を行った．その結果，打球速度と身長を説明変数として用いた場合，z = 0.158×(打球速度)－0.056×(身長)－11.018となり，約70%で判別可能であることが明らかとなった．

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  In baseball games, there are instances where a pitcher deliberately targets a batsman of the opposing team with a pitch in order to retaliate against a previous strike on their own player by the opposing team. The present study focusing on major league baseball aimed to clarify the nature of the responsibility sensed a pitcher who finds himself in a similar position after a batsman on his team has taken an intentional hit from the opposing team's pitcher in order to analyze the structure of the pitcher's dilemma. We looked at the situation not only from the viewpoint in which the pitcher's responsibility is considered an obligation, as proposed by Takikawa, but also from the obligations concept proposed by Sandel.
  We found that there is a responsibility to comply with the official baseball rules to discourage any retaliatory hit on a batsman in order to avoid any intentional injury to a member of the opponent's team. On the other hand, responsibility for an intentional hit on a batman can be considered an obligation in order to implement an unwritten rule that condones such retaliatory action. Therefore the structure of the responsibility is considered to be an obligation that generates a dilemma for the pitcher and promotes conflict. On this basis, the difficulty of resolving the problem related to a retaliatory hit was highlighted. Furthermore, the possibility of analysis in accordance with the responsibility concept for ethical issues in sport was suggested.
  We discuss the concept of responsibility as an obligation that presents a conflict, and consider which course of action should have priority in such cases.

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The purpose of this paper is to clarify the historical meaning of Student Baseball Control Regulations (YAKYU TOSEI REI, SBCR), which was established by Ministry of Education (MOE) to make political adjustment to the modernization of sports in Japan at that time and to "guide" students' thought in the "right" direction (SHISO ZENDO, moral guidance). To do so, relationships between SBCR and two kinds of autonomy in student baseball, one is mainly organized by managers, coaches and alumni of student baseball, the other by players are examined. It tells us how MOE intervened and controlled student baseball under SBCR, how participants of student baseball responded to it, what form of autonomy they tried to establish, and who were the subjects to do it. Based on these facts, I will discuss the effect of SBCR on student baseball in Japan. The conclusion of this paper is as follows. 1. Because of fiscal limit, SBCR allowed student baseball to levy admission fee and hold baseball games which were organized by business companies, while SBCR controlled and conducted managers, coaches, and teachers concerned with student baseball to remove "bad" influence of student baseball and to "guide" students' thoughts into the "right" direction. 2. The control of student baseball under SBCR repressed the possibility of self-government by players and other students. 3. To reduce the amount of admission fee and distribution to each school, MOE intervened student baseball, which was made legal by SBCR. 4. Participants of student baseball resisted intervention of MOE, which led the movement to establish student baseball control association. 5. As student baseball turned into large-scale and became more organized by the participants (not players) of student baseball, players who belonged to Tokyo Big 6 Baseball League resisted managers or "moral guidance" by MOE through baseball. 6. The movement that was aimed at establishing student baseball control association collapsed due to their different perspectives on the relationships between controlling persons and controlled persons. While this movement shows the sense of autonomy in student baseball at that time, it also shows that it was preceded by those who didn't take students' autonomy into consideration. Through these processes, Japanese baseball was being organized by the participants of student baseball, not by the baseball players themselves.

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野球用木製バット（以下、バット）の材種と流通の現状と変遷を明らかにするため、国内主要バット工場6 社への聞き取り調査及び文献調査を実施した。材種に関しては、1979 年に国内製造されたバットはほぼ全量が北海道産材であったが、2005 年頃を境に、北海道産アオダモから北米産・中国産メイプル、中国産モウソウチクへと移行し、現在は外材が少なくとも約70%を占めていると推計される。流通に関しては、以下の点が明らかになった。外材の増加により、1985 年に比べ、北海道のバット材工場数が激減した。バット工場については、メーカーの下請けを維持する工場とメーカーの下請けから脱却する工場の二極化が起こっている。さらに、1985 年には、国内で加工・製造されていたバットが、現在では、バット材加工の多くが海外へと移行し、バット製造工程の一部も中国へ移転し始めていることが明らかになった。また、販売方法としては、インターネット販売が新たに登場した。このような状況で北海道産アオダモによるバット生産を継続するためには、アオダモの育成だけではなく、原産国表示によるブランド力の維持も重要ではないかと考える。

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    This study aimed to clarify the characteristics of experiences in athletic club and life skills of college baseball club members with national level competitive abilities. First, with regard to experiences in athletic club and life skills, we conducted the characteristics of the entire subjects in this study. Subsequently, we examined the differences in experiences and life skills based on differences in competitive abilities. We also analyzed the relation of athletic club experiences on life skills. We conducted a questionnaire survey that targeted 379 members of college baseball clubs, and analyzed the data of 301 members. As a result, college baseball club members generally scored high on support from others for sports club activities and etiquette and manners for life skills. On the other hand, the score of setting goals for life skills was low. The roster players who are registered as members in the official game tended to have higher scores for self-disclosure than the backup players. Furthermore, the roster players also scored higher on life skills, setting goals, thinking carefully, being humble, and maintaining physical health and well-being. Finally, while experiences in relation to support from others as well as effort and endurance had a positive influence on many life skills, the experience of daily life guidance from leaders had a negative influence on some life skills.

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The purpose of this paper is to clarify the political process that Ministry of Education (MOE) intensified the control over student baseball after the outbreak of Second Sino-Japanese War in 1937 and "oppressed" it in 1943. At the same time, the paper examines the political aspect of the discourse about student baseball insisted by Tobita Suishu in that period. Two sets of axes, "appeal-edification" and "autonomy-compulsion", are set to analyze the discourses of physical education and sports during the war. The conclusions of this paper are as follows. 1. School administrators, teachers and others who were involved in physical education and sports insisted on proceeding the unification of their administration, and reorganizing it into a top-down system in order to adjust it to the total war regime at that time. As a result the Greater Japan's Promotion Society for Student's Physical Training (Dai Nippon Gakuto Taiiku Shinkou Kai) and the Greater Japan Physical Education Association (Dai Nippon Taiiku Kai) were established after the breakout of the Pacific War. 2. Tobita insisted on establishing the student baseball control organization to remove the "maladies" of student baseball, and to edify players through baseball. His opinions were highly evaluated because they were well-accorded with the ideal of New Order Movement. 3. In 1943, as the tide of the war got worse and supplies were lacking in Japan, MOE compulsorily obliged students to join athletics and physical trainings such as marching and bayonet drills. Those trainings were to prepare students for a draft and also to train them to be workers who would support the industry. Student baseball, which was determined as inappropriate, was "oppressed" as a result. 4. The word "oppressed," which is used to describe student baseball at that time, is not only a simple adoption from Tobita's perspective, but underneath the word, there were stories of the "innovative" aspect of Tobita's discourses and the contribution to the war by participants of student baseball.

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  The purpose of this study was to clarify the relationship between ball velocity and the mechanical power of the lower limbs during pitching motion in 30 collegiate baseball pitchers. 3-dimensional positions of 37 reflective markers attached to the subject were tracked by an optical motion capture system (Mac3D System) with 12 cameras. The ground-reaction forces (GRF) of the pivot and stride legs during pitching were determined using 2 multicomponent force plates. Pitching motion was assessed in terms of the joint torques, joint torque powers and work done by each of joint in the lower limbs using a three-dimensional motion system. The joint torques of the hip, knee, and ankle were calculated using inverse-dynamics computation of a musculoskeletal human model (nMotion musculous 1.51). Pitching motion was divided into 2 phases: phase 1 was defined as the time taken from the knee of the stride leg reaching maximal height (MKH, 0%time) to the stride foot making contact with the ground (SFC, 100%time), and phase 2 was defined as the time taken from SFC to the ball being released (REL, 200%time).
  These studies revealed that the positive work resulting from hip abduction (r=0.401) and knee extension (r=0.355) of the pivot leg (Phase 1) was positively correlated with ball velocity (p<0.05). The positive work resulting from hip adduction (r=0.359) and knee extension (r=0.409) of the stride leg (Phase 2) was positively correlated with ball velocity (p<0.05). In addition, the pitched ball velocity was positively correlated with pivot hip abduction torque at 74–94%time, pivot hip internal rotation torque at 76–89%time, stride hip adduction torque at 96–114%time, stride hip adduction torque power at 108–114%time, stride knee extension torque at 101–131%time, stride knee extension angular velocities at 158–189%time, and stride knee extension torque power at 156–174%time (p<0.05).
  These results indicate that a pitcher with high pitched ball velocity can generate hip abduction and knee extension power of the pivot leg, and that these are increased by hip abduction and hip internal rotation torque when moving the body forward before stride foot contact. In addition, it is suggested that high-ball-velocity pitchers can generate hip abduction and knee extension torque in order to stabilize the body just after stride foot contact, and that these are increased by the knee extension power for increasing trunk rotation and trunk twisting from the first half to the middle of the second phase.
  Therefore, the present results indicate that pitchers with a higher ball velocity can generate greater mechanical power of the lower limbs for increasing the energy of trunk rotation and the arm.

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　This study examines the policymaking process related to the discontinuation of the Physical Education Bureau of the Ministry of Education, Science and Culture in 1949, by focusing on the constraints on those involved. These aspects are summarized with reference to 2 points: constraints on participation, and constraints on selection.
　First, regarding the constraints on participation, it is notable that a decision regarding the formulation of the Ministry of Education, Science and Culture establishment act was taken at a meeting between Takashi Morita and Paul Webb. Others were prevented from participating in the policy-making forum on the drafting of the bill. Even for policy decisions concerning the Physical Education Bureau, Toshiro Azuma and William Neufeld were unable to have any influence. However, with regard to the establishment of the Health and Physical Education Council, professionals who were peripherally involved were able to participate in discussions related to its purpose and about the members.
　Second, with regard to the constraints on selection, the following can be pointed out: Those who changed the direction of policymaking were Morita and Neufeld. Morita’s action was a policy reversal from establishment of the Physical Education Bureau to its discontinuation, and from the establishment of the Health and Welfare Bureau to its abandonment. The constraint occurred between the Physical Education Bureau, the Civil Information and Education Section, and the Ministry. Neufeld, as a Civil Information and Education Section official, irrespective of his intentions, had to chosen to discontinue the Physical Education Bureau.
　The implications of this study can be summarized as follows: First, the process by which the those involved were constrained was clarified both empirically and structurally. This has provided a new historical insight into the formulation of postwar physical education policies by facilitating a structural grasp of the policymaking process involved, which led to the establishment of a policy network for postwar physical education and sport.

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  The purpose of the present study was to clarify the profiles of the lower limb and trunk motion during baseball pitching in relation to their differences between the wind-up and the set positions, and to determine how the ball pitching velocity can be increased in the set position. The subjects were 12 high school baseball pitchers (age: 16.4±0.5 yr, height: 173.7±4.8 cm, weight: 64.8±8.1 kg). Pitching was assessed using a three-dimensional motion system and 2 multicomponent force plates. It was found that 1) the maximum and average pitched ball velocities were significantly lower in the set position than in the wind-up position, 2) the maximum ground-reaction force of the pivot and stride legs and the impulse of pivot during the stride phase (from the time of maximal stride knee height to the time of maximal anterior push-off force) were significantly lower in the set position than in the wind-up position, and 3) the maximum upper torso/trunk twist angular velocity and the pelvis/upper torso angular velocity at moment of the stride foot contact were significantly lower in the set position than in the wind-up position. These results indicate that 1) the ball pitching velocity in the set position is lower than in the wind-up position. In addition, the factors associated with this lower ball velocity are suggested to be 2) decreased momentum of the pivot leg and 3) decreased rotation motion of the trunk during the arm acceleration phase.
  Therefore, in order to increase ball pitching velocity in the set position, increasing the moment to the rear of the pivot leg during a short period and improvement of lower limb strength/power with the extension movement of the hip and knee joint may be important factors.

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