Turning now to Jigoro Kano's Theory of Judo, I would like to put forth some proposals as follows, in consideration of which the most of the students come to neglect Kata and to forget the founder's philosophy as the competition getsthe popularity more than the times when Judo was established.

(1) Kano established Kodokan Judo after deep studying a lot of Jujutsu Tech-niques and theories, and then what he consentrated to establish Judo was the safety method for its training. For instance he made long sleeves for the train-ing suits and advanced a new doctorine for leaning with a scientific point of view. Long sleeves could bling about a technical revolution such as easier turn-ing movements under the holding Judo suits and easier off balancing the oppo-nent because of wider space between the opponents each other.

I should suggest the students should consider those new characteristics of Judo and make use of those merits for the training of Kuzusi.

(2) Katas in Judo subjects were created for learning Atemi-waza and Kansetsu-waza, but some dangerous ones hich mean more effective to give serious damage to the body are omitted out of Katas with the reason for safety. Nage-no-Kata and Katame-no-kata are taken separately from Randori by the students.

I should suggest it is neccesary to make new Atemi-waza which works with more serious effeciency as the self diffence and also to make new Kata such as combinations from Nage-waza to Katame-waza.

(3) Kano tried to make a fighting method of Randori in the distance and to study Aikido one day, but did not finish to make it during his lifetime.

I should suggest it is neccesary to succeed to his plan to make the fighting method of Randori in the distance.

(4) The meaning of Ju, he explains, is to give way as a first step towards final victory and later Kano declared the principle of whatever be the object, it can best be attained by the maximum efficient use of mind and body for thatpurpose. I should suggest it is neccesary to contribute toward the social development by considering the principle of Kano's declaration.

(5) The meaning of Do could be said education and also to apply the principleto the affairs of life, and Kano expounded patriotism, courage, self-control and courtesy as Do of education. I should suggest it is neccesary today to advocate the attitudes of courage and courtesy which Kano had expounded, and to express the meaninngu of "Kyo-ei" which Kano had explained.

  In this study, we conducted a survey on the implementation of Budo classes in each prefecture. The items surveyed were the possibility of implementing multiple Budo, the issues of teaching from the perspective of "knowledge and skills," "ability to think, judge, and express," and "ability to move toward learning and human nature," with a view to integrating teaching and evaluation, the teaching system, and measures to devise and improve the content and methods. Based on these investigations, examples of teaching practices to solve the problems will be examined, and teaching plans for 8 to 10 hours will be prepared and practical lessons will be conducted with the integration of teaching and evaluation in mind. Although judo is the main unit of the practical classes at junior high schools, the purpose of this project is to examine the possibility of improving the percentage of students who take classes in multiple martial arts by inserting elements of other martial arts into some of the preparatory exercises and class development.

Introduction:The purpose of this study was to deepen our understanding of how the judo therapy education system was developed during the Meiji and Taisho periods and to provide fundamental knowledge to elucidate the history of the formation of the judo therapy education system.

Results:This study clarified the following three points.

First, during the Meiji period, the spread of this practical method and bone setting was part of this effort. The spread of sekkotsu-jutsu was intended as a continuation of traditional jujutsu.

Second, during the Meiji and Taisho periods, the traditional sekkotsu-jutsu (techniques) diverged from jujutsu and became judo therapy (1920),which was used by judo instructors.

And this decision was supported by the Dainihon Shidokai, a group of Tokyo-based judo dojo masters.

Third, during the Taisho period, they insisted on the effectiveness of bloodless therapy in traditional medicine in comparison with orthopedic surgery, and spread traditional therapies such as fixation methods used for fractures and dislocations, and medicinal methods for pastes by holding workshops for his members.

Discussion: After legalization, judo therapy became aware of its uniqueness and developed as a profession.. As in the face of competing medical fields, judo therapy became aware of its uniqueness and developed a professional awareness of the treatment of fractures and dislocations.

Therefore, it branched off from judo as it evolved into traditional medicine with a medical basis.

In other words, by laying a boundary with other medical treatments, this became coaptation, and as a result, diverged from jujutsu.

The purpose of this study was to review motor tasks necessary for criterion-referenced evaluation in Judo lessons of junior high school physical education and then determines what constitutes the study notebooks. Motor tasks were classified into 19 motor aspects of techniques: four Ukemi techniques, 11 Nage-waza techniques, and four Katame-waza techniques. In total, 89 motor tasks were created, of which 24 were Ukemi techniques, 51 were Nage-waza techniques, and 14 were Katame-waza techniques. Content validity for all 89 motor tasks was confirmed by the five physical education specialists using the Delphi method. Each motor task of the Judo study notebook is presented as stop-motion illustrations of movement skills and cues for the techniques. Illustrating the cues for the techniques enables common understanding of the entire motor task to be learned and visualization of that task. Since students will self-assess their skill in class under a teacher's guidance, the following four-point entry column was established: “Can definitely perform," “Can perform," “Cannot perform," and “I don't know." In conclusion, regarding the 89 motor tasks composed for four Ukemi techniques, 11 Nage-waza techniques, and four Katame-waza techniques for Judo lessons in junior high school physical education, stop-motion illustrations of movements and descriptions of cures have been confirmed to possess content validity, and study notebooks were created from motor task content adapted for learning evaluation compliant with Judo benchmarks.

The purpose of this study was to clarify the diffusion of Kodokan Judo in the Korean Empire, especially its relation to school physical education. The process of foundation and diffusion of Kodokan Judo in Korean Empire can be divided into 3 periods, in relation to the Japanese policy of colonialism during the first half of the twentieth century. Namely, during the military rule period (1910∼1919), private Judo gyms were stablished. During the cultural rule period (1920∼1926), even though there were various difficulties, the movement to establish Kodokan Judo was enlarged and developed with Korean Budokan and Kodokan. At the end of Japan Empire period (1927∼1938), the private gyms were consolidated under the leadership of Japan, into Korean Association of Physical Education. Through the teaching of judo, national pride and an independent spirit were fostered in the people.

During the early period of Japanese rule in Korea (the military rule period), all public schools’ physical education program changed to a military type of program, which included judo, kendo, and gymnastics etc. This change followed what was being done in Japan at this time. During the cultural rule period, in all Junior High Schools, the teaching of gymnastics was abolished and Judo was a mandatory subject in the curriculum. Moreover, at this time, many schools established Judo clubs and practice halls, so that the sport was greatly developed during this time.

The diffusion of Judo escalated at the end of Japan Empire period when the so-called military training was enforced in school physical education; so the practice of Judo was widespread in many schools in the country. In this way, the diffusion of Judo in Korean Empire can be seen occurring during three distinct periods.