The deformation of underwears is observed by some experiments. The method of finding out the deformation of underwears, discussed in part 1, proved to be effective enough. The experiments were carried out by four maidens twenty-one and twenty-three years old who tried sixteen underwears made of spun yarn and stretching nylon thread by their same motions of gymnastic exercises. The principal results of the experiments are:
1. The qualitative analysis of the deformation of underwears, shown in Fig. 2 and Fig. 3.
2. The quantitative analysis of the partial deformation of underwears, geometrically shown in Fig. 5.
3. The relations between the contraction of skin and that of unders by motions, shown in Fig. 6.
4. The relations between the representative value of partial deformation of underwears and the increasing rate of surface area of underwears before and after wearing them (R), illustrated in Fig. 9.

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The object of this study is to check up how to teach children on the pair exercises / pyramid exercises in accordance with their actual state through formative evaluation of the teaching and by elucidating the tightness of the exercises felt by children. The subjects were 517 the 6th graders of elementary school and 16 of teachers who taught them. Surveys were carried out with different format of anonymous self-administered questionnaires separately for children and teachers. As a result, the teaching was highly evaluated with level 4 or higher in all the details and overall judgement in the formative evaluation, showing that the subject children in this study highly evaluated the teaching of this pair exercises / pyramid exercises. At the same time, it was shown that 65.3 % of the children felt the tightness of the pair exercises / pyramid exercises ; female children felt more tightness than male children. Twelve categories of factors which make the pair exercises / pyramid exercises tight were extracted: the major ones were, “Being foundation” of the pyramid, and “Body pain”. Significant differences between the sexes were found in “Pain of being ridden on”, “Hotness” and “Fear”. More female children answered this way than male children.

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 “Handstützüberschlag rückwärt am Boden” ist eine reizvolle Übung für die Kinder und oft als “Flick-Flack” genannt. Dabei aus leichter Hockstellung mit Rückverlagern des Körperschwerpunktes erfolgen Hüftstreckung, schenller Armzug und Absprung. In der Flugphase ist die Bogenspannung des Körpers ausgeprägt, und das Aufstützen der Hände geschieht unmittelbar nach dem Absprung. Bei allen vorhandenen Lehrweise des Flick-flacks am Boden wird im allgemeinen auf direkten Wege angegangen. Z.B ihre Flugphase unterstützten zwei Helfer in den Handstand, in dem sie am Gesäß und am Brustwirbelteil die Gesamtbewegung führen. Mit andern Worten ist die Hilfeleistung des Helfers unbedingt nötig, um erfolgreich diese Übung zu erlernen. Deshalb war es sehr schwer, daß diese Übung als Lernziel des Gerätturnens in der Schule gesetzt wurde.

 Der Zweck dieser Betrachtung besteht darin, daß das neue Lernprogramm des Handstützüberschlag rückwärts am Boden gestellt werden soll, so daß der Lernende unabhängig von Herfer, also von sich selbst sie ausführen kann.

 Darum wurden die neuen Lernschritte aufgrund dem methodischen Prinzip der graduellen Umformung der Lernsituation aufgebaut, in dem das Gerät “Physio-roll” anstatt des Helfers benützt wurde. Diese neue Lernschritte bestand aus sieben Stufe. Mit diesen neuen methodischen Übungsreihe für das Erlernen des Flick-flacks wurden der Sportunterricht an der Universität Tsukuba im Jahre 2004 gegeben.

 Daraus ergab sich, daß bei diesen neuen Lernschritte im Vergleich zu bisherigen Lehrweise vor allem mehr Studentinnen das Flick-flack erfolgreich erlernen konnten.

 Zum Schluß sei betont, daß von jetzt an die Veränderungen und Verbesserungen dieser Lernschritte erforderlich sind, in dem diese Lernschritte in den Unterrichtspraxen angewandt und daraus die Informationen über die Korrekturen dieser Lernschritte gesammelt werden.

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 This paper considers how the partner exercise has been retained in physical education practice and school sports festival from elementary school to senior high school in japan after deleted from the course of study. The partner exercise was deleted from the course of study were 1953 in elementary school, 1958 in junior high school and 1960 in senior high school. The Ministry of Education by the official daily gazette from 1958, in addition, strengthened the restriction of the course of study. The most important part of this argument is that the reason why the partner exercise has been retained in the physical education practice and the school sports festival under strengthened the restriction of the course of study.
 The results of the considerations are summarized follows:
 In the course of study in elementary school (1949), the partner exercise belonged to the part of the calisthenics composed of three children without the pyramid building. Since the partner exercise deleted from the course of study in elementary school (1953), a lot of teachers through the discussion in physical education magazine recognized that the partner exercise is the same as the calisthenics. Therefore, the partner exercise has been exist in physical education practice in order to training physical fitness and mind.
 In the course of study in junior high school and senior high school (1951), the partner exercise belonged to the part of the “Kohgi” (= apparatus gymnastics, pyramid building, stunts and tumbling). Since the “Kohgi” deleted from the course of study in junior high school (1958) and senior high school (1960), the partner exercise recognized the calisthenics as like elementary school has been retained in physical education practice.
 A further important point is the relationship between the physical education practice and the school sports festival over the partner exercise. The partner exercise has been placed in the program of the school sports festival before practiced in physical education. Performing the partner exercise in the school sports festival needed a lot of time to prepare it, because many teachers and audience sought high performance for students. As a result, the partner exercise was practiced in physical education course in all year in order to complete it in the school sports festival.
 Finally, the main reason why the partner exercise has been exist in the whole school after deleted from the course of study was that a lot of teachers gave it highly educational philosophy which the character building through the school life.

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This study aims to devise original gymnastic exercise applicable to dietary education and to verify its effectiveness. This original gymnastic exercise, "Vegefru -exercise", is the gymnastic exercise choreographed to the music "Vegefru" which an NPO, Japan Produce Alliance for Better Health, has produced for the purpose of promoting consumption of fruits and vegetables, by using an Indian club developed earlier as sporting equipment to promote health. In order to verify its effectiveness, cardiotachometry and a questionnaire investigation was carried out in the last week of classes starting in April and ending in July in 2007 where "Vegefru-exercise" was adopted as warming-up exercise, by targeting at 299 of first-year students at J women's college. Also by targeting at two students of the same college, measurements of MET-levels were performed in order to show the exercise intensity. The results are as follows. The cardiac rate became from 113.2 bpm at one and a half minutes after the start of the exercise to 118.2 bpm at 3 minutes after the start of the exercise, where MET-levels increased from 7 to 8 METs after 3 minutes. These results suggest that the exercise intensity of the exercise is suitable for the of health Promotion. The results of the questionnaire investigation are as follows. The tendency was analyzed by comparing three groups of students divided according to their competence for the "Vegefru-exercise", "high competence group", "medium competence group", and "low competence group". To the questions on "impression after the exercise", "experience of various movements and large-scale movements", "hope for re-experience", 90% of them answered in the affirmative, by answering as "It was pleasant.", "I could experience it." ,and "I hope for it.". It was observed that among the groups the higher in competence the more evident this affirmative tendency was. To the question concerning dietary education, "Is the 'Vegefru-exercise' applicable to dietary education ?", which had been the objective to develop this exercise, 90% of the students answered in the affirmative. This answer suggests that this exercise is effective in application to dietary education.

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