本研究は，足と靴のフィット性を評価するための指標としての足甲接触圧に対してよく用いられる2種の靴の違いが与える影響を検討することを目的とした．被験者は若年男性36名であった（年齢，22.6±1.2歳）．足部寸法計測により選定したサイズの2種類の実験靴（ビジネスシューズおよびウォーキングシューズ）を用いて，普段通りの速度で歩行動作を行った．薄型圧力センサを用いてそれぞれの靴条件での歩行動作中の母趾球上面，第一趾脛側最突出点，腓側中足点，小趾球上面，第二楔状骨点および踵点の足甲接触圧を計測した．接触圧のデータは，歩行周期を荷重応答期，立脚中期，立脚終期，前遊脚期および遊脚期に分類し，各歩行相における平均値を算出した．対応のあるt検定の結果，荷重応答期における第二楔状骨点ではウォーキングシューズと比較してビジネスシューズの接触圧が有意に高値を示した．これはビジネスシューズでは荷重応答期における背屈モーメントの増大に伴い底屈運動の抑制が大きくなりウォーキングシューズに比べて第二楔状骨点の接触圧が増加したためと考えられる．

    The purpose of this study was to investigate the skilled process related to the qualitative change by the movement form of dribble shoot by non-dominant hand in 23 female subjects who were from the third grade to the sixth grade in an elementary school. We also aimed to obtain some suggestion of adaptable instruction of the shooting skill.

    The main results may be summarized as follows:

   1) A certain close relationship was found between the number of experienced month and the score of form. In addition, it was found that the starting time of instruction of dribble shoot by non-dominant hand is effective to start the same time of instruction of dominant hand.

   2) The difference between the skilled process of dribble shoot by dominant and non-dominant hand was appeared by the keep phase. According the develpomental tendency of qualitative change in dribble shoot movement by non-dominant hand was depended on the keep phase.

   3) The skilled process of dribble shoot by non-dominant hand was found to develop step by step through the 6 stages from the state of beginners to that of the skilled performers and to appear the one-handed shoot if the performer was enabled to step the stride pattern from non-dominant foot to dominant foot in the keep phase.

   4) When instructing the dribble shoot by non-dominant hand， it should be instructed through the following processes: to step the stride pattern from non-dominant foot to dominant foot, then to lift the opposite foot of takeoff foot and carry the ball up with one hand, finally to release the ball softly and jump still higher.

    The main results may be summarized as follows :

 (1) Offensive fundamentals can be roughly classified into “body control" , “ball handling" and “shooting".

  1) Body control consists of “body balance" and “footwork".

  2) Ball handling consists of “ball handling"，“reception" “passing" and “dribbling".

  3) Shooting is organized from the following four steps of shots : “one handed set shot"，“jumping set shot"，“jump shot" and “lay-up shot".

 (2) Individual tactics can be divided into two parts: player with the ball and player without the ball.

  1) Individual tactics of player with the ball is triadically classified into the exeution of fundamentals, “one player maneuvers" and “faking" depending upon whether or not they are under direct pressure from a defender.

  2) Individual tactics of player without the ball is classified into “getting open" and “faking" depending upon whether or not they are under direct pressure from a defender.

    From the results described above, we may conclude that we have been able to give a guideline for the investigation of the careful selection and structurization of offensive techniques and tactics in basketball.

    Focusing on the pick play screener which is often used in basketball tournaments and tactics, this study specifically aims at claritying the motion of the screenner in the preparation phase.
    To achieve the purpose, statistical analysis was conducted for teams that advanced to the semi-final of World Cup hosted by the International Basketball Federation (FIBA) in 2006, 2010 and 2014. Statistical analysis was conducted for 8 games (4 games in the quarterfinals, 2 games in the semi-finals, 2 games in the final and 3rd-place match) in each tournament, therefore a total number of 24 games were analyzed.
    The following result: The ratio of pick plays used during games increased as each tournament was held. It also turns out that the simple preparation phase of the motion such as run or walk before screen the user instead of screening or faking is effective.

 Gotoh, H.et al.(1995) considered that it was important in rugby football not merely for each team to establish a complete strategy and a polished tactics but for each player to perceive them sufficiently in a game. Therefore, players cognition in strategies and tactics was investigated by a factor analysis, and was examined, according to competitive levels, traditions and team structure. As a result, it was shown in the preceding study that cognition in strategies and tactics was indispensable and important.

 In this study, we compared the levels of cognition among 6 different top level university rugby football teams in Japan, focusing on their own practical team strategies. And we also made a comparative analysis for cognitive levels in actual mode of rugby style and team skills that were closelv connected with a team strategy.

 As a result, it was proved that there was a significant difference in cognitive levels of practical team strategies, actual mode of rugby style, and team skills among the teams. Consequently, it was considered that each player at the top level in Japanese universities had a specific feature in perceiving practical team strategies actual mode of rugby style and team skills, and performed on the basis of cognition in the three factors.