本研究の目的は、卓球選手のメンタルトレーニングと心理サポートを行い、その有効性を検討することである。女子中学校3年生１名を対象とし、2018年10月から現在に至り、スポーツメンタル名誉指導士がPSTと心理サポートを実施している。PST内容では1）アセスメント2）目標設定、3）リラクゼーション、4）集中力トレーニング、5）イメージトレーニング、6）セルフトーク、7）自己評価の7項目を行い、練習日誌及び内省報告をもとに面談を行い、心理サポートを実施した。データ収集は、心理的競技能力診断調査（DIPCA.3）・心理スキル測定調査（PPI）・感情プロフィール（POMS）などを利用し行った。分析方法は、量的研究と質的研究の混合研究法を用いた。DIPCA.3の心理検査の結果は、『闘争心』『自己実現意欲』の値は高かったが、『リラックス能力』『自信』は低かった。POMSの結果から、「活動性」の値は低く、「疲労」「怒り」が高く、オーバートレーニングのように見え、良好な氷山型とは言い難い。また、面談及び練習日誌・内省報告の内容をKJ法的手法により図解化した。

 In this paper, the following things were described regarding the former Kurayoshi City Meirin Elementary School as the first circular public school building which had been completed as the third one in Japan: (1) The detailed background and placement of this circular type school building were explained based on “Gakko enkakushi (History of Kurayoshi City Meirin Elementary School)” possessed by Meirin Elementary School and; (2) The advantages and disadvantages of a circular type school building understood by specialists including Kanao Sakamoto were organized from newspapers and magazines and then its advantages and disadvantages interpreted by teachers and students were revealed according to “Enkeikosya wo donoyouni ikasuka (How Circular Type School Buildings Should be Used)” (Published in “Gakko enkakushi”).

 Kanao Sakamoto seized an opportunity to actually build the circular type school building of Kurayoshi City Meirin Elementary School, beginning construction in February 1955 and completing it in September, through his brotherin-law named Yoshimi Furui who was a Diet member from Tottori Prefecture. This building was constructed by removing an existing building and then placing it in front of the school gate, treated symbolically as the new face of Meirin Elementary School.

 Both teachers and students pointed out the moving distance shortened thanks to the concentration of their traffic lines as one of the advantages of a circular type school building, proving that the traffic line plan based on a circular form effectively functioned as Sakamoto had assumed. In addition, it was found that there were many fan-shaped classrooms regarded as functional because of their advantage that their blackboard enjoyed good visibility with not reflecting light and accordingly they were suitable for a large class. Further, the advantages advocated by specialists (Kanao Sakamoto in particular) included the efficient use of the ground and building area on the ground of the geometric property of a circular form and the economical construction with reducing construction materials, many of such advantages being perceived as attractive by constructors. In this sense, Kanao Sakamoto’s approach to trumpeting the circular type school building early as a topic of conversation via mass media such as newspapers and magazines could be evaluated as excellent in terms of management sense also from the fact that a circular type school building was going to be widely accepted throughout Japan thereafter.

 Meanwhile, the disadvantages of a circular type school building included what were caused through the adoption of a circular form such as the uniformity of sunshine and insolation by classroom, the teachers dazzled by daylighting from the back of a classroom, and the bustle of its central areas (spiral stairs and passages), clearly indicating that the fact that a circular type school building could be regarded as functionally imperfect was certainly associated with its crucial defects as a school building.

 Thus, in this paper, the reality of the circular type school building that overemphasized economic efficiency and was functionally imperfect was successfully clarified. It can be concluded that this imbalanced character of a circular type school building was the very potential reason for its having become prevalent once but gone out of use suddenly.

By considering the five circular type school buildings by architects different from Kanao Sakamoto, we obtained three findings regarding the diversity of the forms of circular type school building.

1. In circular type school building by each architect different from Kanao Sakamoto, one tendency was to try to improve its function.

2. Another tendency was to develop its formability in an applied manner.

3. Circular type school building was often adopted because of its symbolism, and the advantages of circular type school building claimed by Kanao Sakamoto were not given the highest priority.