9th German – Japanese Symposiumof Sport Science

Report17th September – 19th September 2014
Keio University, Hiyoshi campus, JAPAN1

This Year’s Symposium
The 9th German – Japanese Symposium of Sport Science was held at Kieo University
from 17th to 19th September based on the Agreement for an Academic Exchange between The
Japan Society of Physical Education, Health and Sport Sciences (JSPEHSS) and the German
Society of Sport Science (dvs).
The theme of this symposium was “Possibility of Sport for Social Development”.
In the symposium, three key note speech were given by Prof.Dr. Maike Tietjens(University ofMuenster), Prof. Taku Yamaguchi(University of Tsukuba) and Prof.Dr. Makoto
Chogahara(University of Kobe). Total of 33 colleagues including 7 German colleagues haveparticipated in this Symposium. From German society, Prof.Dr.Bernd Stauss(former president)
and Prof.Dr.Dorothee Alfermann(president before last) also participated.
In the warm atmosphere, participants have discussed actively and deepen understanding
toward each other’s culture and status of sport science. This symposium provided an
opportunity for each participant to discuss over own research area. Comments from researchers
in various areas made discussion much more interesting and stimulating not only forpresenters, but also for other participants.
For the Future Symposium
On the other hand, most presentations were held in English in this year’s symposium.
Typically, the presentations were conducted in German in the past symposiums. Conducting
presentations in English made it easier for people to participate in this symposium who have noknowledge in German and it is a global trend; however, how the future symposiums should be
conducted including what languages should be used, need to be discussed further.
At the end of this year’s symposium, we also discussed how to advance and continue this
symposium based on agreement between both societies. Especially, we both agreed thatmaking this symposium attractive for younger generation is an urgent task. Prof.Dr.Dorothee
Alfermann has announced that the next symposium will be held in 2016 in Leipzig. For the
success of the next symposium, we need to make announcement to both societies’ members
earlier than this year’s symposium.

Opening Greeting by Prof.Dr.Yasuo Yamaguchi
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Opening Greeting by Prof.Dr.Dorothee

Alfermann

The Venue

Prof.Dr. Maike Tietjens(University of Muenster)Prof. Taku Yamaguch(University of Tsukuba)

3

Prof.Dr. Makoto Chogahara(University of Kobe)

Poster Presentation

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Program

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KEYNOTE	
  SPEEH<Keynote Speech 1>
Physical Education and the development of the physical self-concept : What we know and what we don’t
knowProf. Dr. Maike Tietjens : University of Muenster, Germany<Keynote Speech 2>
Japanese Contribution to International Development through Sport - Value-creation in anticipation of
beyond 2020 Taku Yamaguchi Ph.D : University of Tsukuba, Japan<Keynote Speech 3>
Hosting the World-class Sports Mega-events in Japan : What Will Be Generated?
Makoto Chogahara : Kobe University, Japan8

< Keynote 1 : 17th Sep. 14:30 – 15:30 >Physical Education and the development of the physical self-concept: What we know and what we don’t know
Prof. Dr. Maike Tietjens:

University of Muenster, Germany

Developing a positive and healthy self-concept is regarded as one of the most important tasks in humandevelopment. Consequently, a main research area of developmental psychology is focused on the structure anddevelopment of self-concept in childhood, youth, and adolescence (Bracken & Lamprecht, 2003; Harter, 1999). At thesame time, self-concept is regarded as an important predictor and as a consequence of behavior (Marsh, Gerlach,
Trautwein, Lüdke, & Brettschneider, 2007). Shavelson, Hubner, and Stanton (1976) were the first to suggest ahierarchical model with self-esteem at the apex and several dimensions (similar to those of Bracken & Lamprecht,2003) at the second level, which then received considerable attention in the psychological literature. From thisperspective, self-concept is regarded as multidimensional and consisting of academic and non-academic domains,with the latter also including the physical self. These authors suggested a hierarchically organized, multidimensional
self-concept, placing general self-concept at the first and several self-concept sub-domains at the second level. The
sub-domains in turn are also assumed to be hierarchically structured.
For the physical self-concept, which in broad terms is defined as entailing all perceptions about one’s own body,such as appearance, sports competence, or endurance (cf. Marsh & Redmayne, 1994; Fox & Corbin, 1989),
self-related “perceptions are formed through experiences with [an individual’s] environment […], and are influenced
by environmental reinforcement and significant others” (Shavelson et al., 1976, p.411).
Gender differences vary substantially in direction and magnitude in many domain specific self-esteem facets(Gentile et al., 2009). Nevertheless, the disparity between males’ and females’ self-perception does not necessarily
describe actual differences in the given abilities (Syzmanowicz & Furnham, 2011). Concerning the physicalself-concept, a reasonable amount of studies has shown differences between females’ and males’ self-perception, suchthat males score higher than females on most scales, except for appearance (e.g. Aşçi, 2002; Caǧlar, 2009, Marsh,
1998, Stiller & Alfermann, 2007). These differences can be interpreted as a function of sport socialization in terms ofamount and quality of sport activity: Males generally participate more often in sport activities (e.g. Biddle et al. 2011)
and actually achieve higher scores in most of the motor tasks. But they can also be seen as a function of genderstereotypes. Sport is typically regarded as a male-dominated area associated with masculine codes and values.
Consequently, females would rate themselves lower on such domain specific self-concepts (Dworkin & Messner,
2004; Messner, 2002).
General changes in the physical activity lifestyle in industrial nations such as Germany can lead to healthphysical problems like obesity or diabetes, and psychological problematic states, e.g. in the self-concept already inyoung age. Especially for the implementation of tailored intervention programs it is important to monitor
systematically e.g. the physical self-concept of children and to be able to track until youth. Amongst others,
developmental changes in cognitive, motor and social abilities as well as behavioral changes take place in this life
period. E.g. Differences as well as changes in sport behavior can be observed.
Most of the studies on physical self-concept focus on youth and older age groups, there are only few studies
which examine the development, structure and motivational factors of the physical self-concept in childhood (e.g.
Harter, 1985; Marsh, 1996; Seyda, 2012; Lohbeck, Tietjens, & Bund 2013).
Focal point of my talk is therefore the investigation of the (physical) self-concept of children and the impact of sport
activity, motor skills and various motivational factors in the context of physical education and other sport settings.
Literature : please ask the author

9< Keynote 2 : 18th Sep. 10:00 – 11:00 >Japanese Contribution to International Development through Sport- Value-creation in anticipation of beyond 2020 Taku Yamaguchi Ph.D :University of Tsukuba, Japan

New sport development decade is coming to Japan. In 2011, “Sports law in Japan” was revised after an intervalof 50 years, and new government sport initiative called “Sport For Tomorrow” (SFT) was launched in 2013, which
conceived from a promise made by our leaders as a part of the Japan's bid to host in Tokyo Olympic and Paralympic
Summer Games in 2020.
Internationally, the concept of International Development through Sport (IDS) and domestic Development
Through Sport (DTS) has been spreading around the world very rapidly by three development framework in 1990’s.
Multi-lateral assistances had been leading by UNESCO since 1960’s but also many other special UN agencies
with IOC families started to work on this field in 1990’s, and finally “UN Office on Sport for Development and Peace”(UNOSDP) was established in 2003.
We made use of various effects of sports until now, not only uses as an educational tool in schools but also social
development through traditional festival and mega sport events. Organizer of Olympic Games, International
Olympic Committee (IOC) had created “Olympism” for their Philosophy. Olympism is a … exalting and combining ina balanced whole the qualities of body, will and mind, blending sport with culture and education (IOC 2013). And thefirst legacy initiative ever linked to an Olympic and Paralympic Games, which was led by the London Organizing
Committee of the Olympic and Paralympic Games (LOCOG). Those initiatives were completed in June 2014, andnow Olympic Legacy will be handed down to Japanese government.
The idea of combining sport and development and its activities are not a new concept in Japan. Japanese
government has been sending volunteers since 1965, include sport relate category over 3,000 volunteer to more than
80 developing countries. Those volunteers are not only working for sport development with many sport categories, aswell as development of Physical Education, HIV/AIDS prevention or Youth development.
Japanese ODA is not only support human development as well as sending sport equipment and building sportfacility in over 90 countries and Japanese Anti-Doping Agency has played a full role in the global fight against drugsin Sport. It has also been established Special NGO’s for this DTS/ IDS activities in 1990’s, and now other NGO’s
which take another issue of development studies, also begin to adopting this IDS method into their activities.
Now, Japanese government plan to go further by launching a new government initiative called “Sport For
Tomorrow” to promote the Olympic Movement world-wide by Japanese style IDS. SFT has 3 different domain, 1)
International Sport Academy, 2) International Sport Contribution, and 3) International Anti-Doping Activities andcarry out a support programme to more than 1,000,000 athlete, global citizen, and future Olympian’s in over 100
countries for tomorrow.
Focal point of my presentation is to share the possibility of Japanese contribution for International
Development through Sport by the SFT programme.

10< Keynote 3 : 19th Sep. 10:00 — 11:00 >Hosting the World-class Sports Mega-events in Japan: What Will Be Generated?
Makoto Chogahara:

Kobe University, Japan

International sports mega-events that have been held in the past have left various benefits and legacies on their
host cities and countries. Upon reviewing reports and research results regarding these mega-events, I have foundthat they have the potential to generate benefits that relate from the viewpoint of the activation of “individuals,”“interactions,” “economy,” “culture,” and “the future.” Benefits for individuals are influences on personal views on lifeand values, which can be seen in the development of a more active lifestyle through sports, cultivation of healthimprovements and meaningful life goals, self-fulfillment of objectives and obtaining life skills, and active aging. For
benefits to interaction, without limiting interaction to event participants, these events may help promote and further
relations between regions and countries, as well as family and friendship circles within the various sports activity
spheres. They may also increase people’s feelings of commitment and belonging to the local area or the country.
Direct and indirect benefits that are expected for economic revitalization may include increased tourism revenue forthe municipality, increased profits in the sports industry, publicity for the host city, creation of jobs, revitalization ofsports organizations, and an increase in gross domestic sport product (GDSP). People have also focused on possible
cultural benefits that will contribute to the actualization of the sports for life culture, volunteering culture, sports
tourism culture, a universalized society, and a lively aged society. Furthermore, the philosophy relayed through these
events and the messages they send have the potential to spur new social and cultural movements. Benefits for the
future mainly involve benefits pertaining to education that is aimed towards today’s youth, and focus on sports forlife education, education on the humanities, global understanding, education regarding peace, positive outlooks on
future society, views on life, inducing a change in thinking regarding aging and the elderly, effects on worldview, etc.
The issue of how to utilize these benefits and profits generated from these sports mega-events for the host cities
and countries to grow and develop, which specifies and targets the legacy, as well as the issue of event plan
formulation with the aim to fulfill such legacies, have grown in importance. This holds true especially for Japan, whowill be consecutively hosting representative sports mega-events for both elite sporting and sports for life, with theTokyo Olympics/Paralympics in 2020, and the Kansai World Masters Games in 2021. The expectation for asynchronized legacy generated from the synergy of these two events has been widely noted. The combination of the“spectating” and “cheering” elements of the Olympics/Paralympics events with the “participation” element of theWorld Masters Games brings about a prime opportunity for the development of a comprehensive sports culture
promotion that fused various aspects of sport. The World Masters Games, which will be held in Asia for the first time,compared to the Olympics, is especially aimed more towards the general public and is directly linked to theintangible legacy (“soft” legacy) of increasing the number of those who participate in sports for life and of developing
the sports for life culture. Due to this, it is important not to consider this event as a one-time occurrence, but rather toexamine it with a long-term outlook for the creation of groundwork concepts for future, by thinking about how to
expand the event’s preparation efforts and hosting results not only within Japan, but throughout Asia. During thispresentation, I aim to introduce the impact and benefits that will be generated from the consecutive hosting of theseinternational sports mega-events, and to present ideas and possibilities for them.

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ORAL PRESENTATION<Oral - 1 : 18th Sep. 17:00 — 17:30 >Was verändert sich beim Erlernen motorischer Fertigkeit -am Beispiel des TrampolinspringensToshiyuki Ichiba : Universität Chuo
<Oral – 2 : 17th Sep. 16:30 — 17:00 >Cancelled Golf in 1908 London Olympics
Soichi Ichimura : University of Tsukuba, Professor emeritus<Oral – 3 : 17th Sep. 17:00 — 17:30 >A German-Japanese Perspective on Motivational States and In-Game Cognitions in Soccer
Guido Geisler : University of Tsukuba<Oral - 4 : 17th Sep. 17:30 — 18:00 >The Global Home Advantage in Soccer
Bernd Strauss, Dennis Riedl, Kathrin Staufenbiel, Andreas Heuer : University of Muenster, Germany<Oral – 5 : 18th Sep. 11:30 — 12:00 >Lern- und Lehreidee der Bewegung - auf Grund des Buches"Fushikaden"「風姿花伝」 von"No" Meister; "Seami"
Shunichi Tazuke : Doshisha University<Oral – 6 : 18th Sep. 12:00 — 12:30 >Chances and problems of recruitment of athletes with disabilities
Reinhild Kemper, Dieter Teipel : Friedrich-Schiller-Universität Jena, Germany<Oral - 7 : 18th Sep. 15:00 — 15:30 >Longitudinal development of BMI, motor abilities, physical self concept and group climate of Dutch and German
primary school children after 3-years of daily physical activities
Roland Naul & Dennis Dreiskaemper : University of Münster, Germany<Oral - 8 : 18th Sep. 16:00 — 16:30 >Psychosocial determinants of premature career termination in sport: A prospective study with adolescent athletes in
SaxonyAnna Baron-Thiene : Technical University of Chemnitz, Dorothee Alfermann : Leipzig University, Germany<Oral - 9 : 17th Sep. 16:00 — 16:30 >The need of risk assessment of heat summer and the prevention of heat stroke in Tokyo Olympic 2020
Masao Kanamori : Biwako Seikei Sport College, Japan Wakana Matsuo, Yoshifumi Nagai, Seiichi Nakai,<Oral - 11 : 19th Sep. 11:00 — 11:30 >Collaborative Research Planning Program for International Students at the Tsukuba Summer Institute for Physical
Education and Sport.
Miki, Hiromi : University of Tsukuba, JAPAN<Oral - 12 : 19th Sep. 11:30 — 12:00 >Evaluation of physical activities and sports in all-day primary schools in the state of North-Rhine Westphalia
Willibald Gebhardt : Research Institute, Essen, Germany

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<Oral - 1 : 18th Sep. 17:00 — 17:30 >Was verändert sich beim Erlernen motorischer Fertigkeit-am Beispiel des TrampolinspringensToshiyuki Ichiba:

Universität Chuo

Das Trampolin gehört zu den kompositorischen Sportarten wie Gerät- bzw. Kunstturnen sowie RhythmischeSportgymnastik usw., die scheinen einerseits, vom Alltag fernzuliegen, anderseits aber daher attraktiv zu sein. Das
Trampolin ist in Japan heutzutage eine selbständige Sportart und das Gerät als ein Hilfsmittel beim Turntraining
gebraucht. Die Universität Chuo bietet seit Jahren die Praxiskurse des Trampolins neben Ballspiele, Fitness u.a.m.
an. Diese Sportkurse sind im Rahmen eines Hochschulsports betrieben, der für die Studierenden verpflichtend ist.
Es handelt sich nun um das Trampolinspringen. Genauer: wie lehrt und lernt man „Swivel Hips(1/2 Schraube in den
Sitz aus der Sitzposition)“. Der Stundenplan der Trampolinpraxen während eines Semesters wird vorgestellt. Und es
wird in Bezug auf den „Swivel Hips“-Sprung beschrieben, wie sich die Bewegungstechnik bei den Studierenden
verbessert. Neben den äußerlich sichtbaren Veränderungen ist hervorzuheben und zu erörtern, ob und wie dieStudierenden durch die Erfahrungen vom Trampolinspringen neue und/oder andere Erkenntnisse gewinnen.

< Oral – 2 : 17th Sep. 16:30 — 17:00 >Cancelled Golf in 1908 London Olympics
Soichi Ichimura:

University of Tsukuba, Professor emeritus

Golf was included in the programme of the Olympics in 1900 (Paris) and in 1904 (St. Louis). The next Olympics werescheduled to be hosted in Rome. However, when Vesuvius erupted in April 1906, Rome declined and London was
invited by the IOC to step into the breach. It seemed quite natural that the London’s Olympics included golf in the
country in which this game was one of the most popular sports having the ancient and venerable tradition. The
British Olympic Association (BOA), who was responsible for organizing London’s Olympics in 1908, actually planned
golf for them. However, the Olympic golf tournament in 1908 was not put into practice, it was abandoned just a few
days before the scheduled date of the game.
It is the purpose of this article to examine how and why the scheduled golf came to result in cancellation.
To trace the process from the start through the finish of abandonment the mainly

used historical materials

were following. Those were American and British newspaper d stories including six stories from the London Times,
and three volumes of the club history of the Royal and Ancient Golf Club of St. Andrews (R&A).
	  As early as 1906, Lord Desborough, a Chairman of the BOA, sent a letter to the R&A that was the controlling bodyof golf, and to other governing bodies of sports, stating that the BOA had been asked to hold the 1908 Olympics in
England, asking each sporting body to lay the matter before its council and to nominate a representative to serve on
the council of the BOA for the organizing of the Olympics.
The BOA received satisfactory replies except in the case of the R&A. Desborough decided, in 1907, to entrust theRoyal St. George’s GC with the organization of the golf competition in the Olympics. The R&A, that kept surprisingly
silent at first, later tried to explain that the letter may had never arrived in St. Andrews. After the plan of the golfcompetition was announced officially protest was raised by the chairman of the Green Committee of the R&A withregard to the legitimacy and administrative adequacy of the BOA to conduct golf competitions in the Olympics. This13

attitude of the R&S caused British golfers to withdraw to make proper entry to golf. Due to the lack of participants,
the golf competition had to be cancelled.
Only the loss of the letter from the BOA may not be the direct cause of the abandoned golf. The club history of the
R&A published in 2003 teaches us that the R&A was negative, from start to finish, to golf in the Olympics. After the
Olympics, when the R&A asked	
  to send a representative to the British Olympic Committee an appointed one wassent with the reservation that the Committee of Management of the R&A did not think "that golf is a game which islikely to be benefited in any progarmme of Olympic sports". More than this response, the R&A refused to becooperative to the Olympics in 1916 and 1920.
From the sources that were referred in this article it can be read that there existed a conflict between the R&A
that wanted to preserve the conventional ways of golf tournament which it had developed with effort over a long
period of time and the BOA, organizer of the Olympics, who wanted the game of golf to attract a large number ofgolfers from many countries to participate in the competition. It may be called the conflict between regionalism andglobalism in sport, which still lingers today.

<Oral – 3 : 17th Sep. 17:00 — 17:30 >A German-Japanese Perspective on Motivational Statesand In-Game Cognitions in Soccer
Guido Geisler:

University of Tsukuba

This descriptive, qualitative study used a reversal theory framework to examine the in-game motivational states of
119 intercollegiate soccer players in Germany (59) and Japan (60). Information was also gathered on players’
retrospective recall of thoughts and feelings while playing. Motivational data were obtained via the State of Mind
Indicator for Athletes (SOMIFA), while in-game cognitions were reported through an open-ended questionnaire.
Descriptive data from the SOMIFA suggest that all of the participants were oriented toward the mastery (strength,
control) and conformity (follow instructions) motivational states during matches. In addition, the Japanese players
reported a stronger endorsement of the telic (serious) state, and they were more sympathetic and alloic (concernedwith others’ outcomes) than the German cohort. With respect to the salience of these motivational states, the telicorientation was the most dominant for the Japanese players whereas in Germany, it was spread out between the
alloic, autic (concern about own outcomes), and mastery states. Other findings, obtained through content analysis,
revealed that the German players’ thoughts during play reflected appraisals of both personal and team performance.
In Japan, in-game thoughts were also centered on personal and team performance, but players reported additional
cognitions about representing their teams well and displaying sufficient effort. These results are compared withprevious findings with the SOMIFA, in which motivational states are correlated with winning and losing games, andshow promise for using the scale to determine players’ preferred motivational states during competition (both for
optimal performance and player satisfaction). The study also provides a foundation for follow-up cross-cultural
work with more elite players.

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<Oral - 4 : 17th Sep. 17:30 — 18:00 >The Global Home Advantage in Soccer
Bernd Strauss, Dennis Riedl, Kathrin Staufenbiel, Andreas Heuer
University of Muenster, Germany
Home advantage is defined as the increased probability to win at home rather than in away games (see e.g. theseminal work by Courneya & Carron, 1992) and can be seen as one of the most prominent effects in sport psychology(Allen & Jones, 2014; Carron et al, 2005; Strauss & MacMahon, 2014). This study investigates the global homeadvantage in soccer and its change over time. The data was collected from open source online-databases. We
analyzed data from the highest (premier) league in 194 of 208 FIFA countries with available data starting in 1888and up to the season 2011/2012, in total N = 684,162 games. We controlled several confounding variables (e.g.,
leagues taking place in one stadium) and analyzed home advantage on three major levels (confederation, league, andteam). The study includes several variables taken from previous literature that have been discussed as potential
moderators for home advantage in soccer (e.g., socio- and economical country variables, e.g. temperature, e.g.
league-specific homogeneity). Overall, the worldwide home advantage has decreased since the 1980s but still
accumulates to a home winning percentage of 61.9% (of all decided games, without tied games) in the newmillennium. With respect to the three major levels we find home advantage variance to be mainly originated on theleague level. On this level, the actual global home advantage follows a normal distribution – with an immense
variation between the different leagues (from 50 % up to 90%. General country variables yield no contribution for theunderstanding of home advantage, whereas several league characteristics (e.g. league homogeneity, this is thevariation of team strengths in the concerned league) account for about 30% of the variance in home advantage
magnitude.

<Oral – 5 : 18th Sep. 11:30 — 12:00 >Lern- und Lehreidee der Bewegung - auf Grund des Buches"Fushikaden"「風姿花伝」
von"No" Meister; "Seami"
Shunichi Tazuke:

Doshisha University

1. Einleitung
Der Gehirnwissenschaft hat erklärt, dass wie das Gehirn des Top Athleten in der Bewegung funktioniert. Aber es
wird nicht gewusst, wie man die Koordinative Fähigkeit bekommen.
Die Schlüssel wurde einen Buch, d.h. “Fushikaden「風姿花伝」“ gesucht.
2. Die Auslesung des Buches; “Fushikaden「風姿花伝」“
Das “Fushikaden “ wurde die Philosophie bei „Seami“ geschrieben. Er ist Meister von „No“. Seine Philosophie hat auf
seine Erfahrung beruht. Und das “Fushikaden “ ist jetzt noch einziges Buch und einzige Philosophie „No“ zu lernen
und zu lehren.
In diesen Versuch wurde das Buch; „PHILOSOPHICAL INVESTIGATION INTO THE ZEAMI’S TEECHING OF
EXCERCISE AND EXPERTISE“ von „Tadashi Nishihira“ als Auslesung des “Fushikaden benutzt.
3. Lern- und Lehreidee im Buch “Fushikaden「風姿花伝」
Man darf nicht bis sieben Jahre alt lernen. Es gibt drei Ebene. Als erste Ebene „Miyojin「未用心」“ handelt man mit

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der Unbewusstheit. Man handelt mit der Bewusstsein als Zweite Ebene; „Yojin「用心」. Dann als letzte Ebene„Muyojin「無用心」“ handelt man mit Bewusstsein der Unbewusstsein. Es gibt neun stufe zu lernen zu Meister. Mansoll ab vierte Stufe lernen. Und nach die letzte stufe soll man erste Stufe lernen.
4. Lern- und Lehreidee der Bewegung – auf Grund des Buches “Fushikaden“
Man soll ohne zu lernen von jemandem bis sieben Jahre alt erleben. D.h. original und Talent. Das Talent wird seine
Eigenart in der dritte Ebene; „Muyojin. Die Grobkoordination und Feinkoordination der Bewegung sind in derzweite Ebene; „Yojin. Nach erreichende letzte Ebene, d.h. Automatisierung, kann man die Bewegung in erste Ebene;„Miyojin “ und in der zweite Ebene; „Yojin nachahmen. Dann kann man jemanden lehren.
Literatur:
西平直,	
  世阿弥の稽古哲学（ PHILOSOPHICAL INVESTIGATION INTO THE ZEAMI’S TEECHING OF
EXCERCISE AND EXPERTISE）, 東京大学出版，2009<Oral – 6 : 18th Sep. 12:00 — 12:30 >Chances and problems of recruitment of athletes with disabilities
Reinhild Kemper, Dieter Teipel : Friedrich-Schiller-Universität Jena, Germany
The concepts of talent identification and training in the paralympic sports have become more and more importantand sophisticated. For instance, the Australian Paralypmic Committee (APC) manages a number of sports andprograms that benefit Australia's paralympians both on the sporting field and in everyday life. This program has
expanded on the successes of talent search to take on a greater talent developmental role whilst still retaining its
talent identification activities. The U.S. Olympic Committee (USOC), paralympic military & veteran programs
provide post-rehabilitation support and mentoring to American servicemen and women who have sustained severe
physical injuries. These veterans are introduced to specific adaptive sport techniques and opportunities throughclinics and camps. In Germany, the paralympic concept of talent identification and development was criticized for thelack of financial budget, training, scientific staff and media coverage. Since 2001 the high-level disabled athletes wereallowed to use the basic service of the Olympic centers.
In the present study specific aspects of chances and problems of athletes with disabilities were investigated form theperspectives of groups of athletes, parents, coaches and club officials. 34 persons took part in the qualitative survey bymeans of a focused interview, among them 10 high-level athletes.
The athletes mentioned as chances the improved concept of high-level sport and of the talent identification forcareers in various summer and winter sports by scouts and coaches. Furthermore they pointed out the financial aid
and personal assistance also for junior athletes to take part in weekend-training camps and international
competitions. The parents mentioned the adequate diagnosis und development of young athletes with a disability
and the aid by local coaches and teachers as well as the positive impact on the behavior and personality traits of thejunior handicapped athletes. The teachers told about the inclusion of handicapped pupils in classes at regular schools.
The coaches stressed the improved financial support and the enlarged educational and training program. The club
officials made comments concerning the positive trends of financial sponsoring and the influence of high-level sport
for the individual athlete with a handicap.
The problems were seen by the athletes in the lack of knowledge of the specific forms of disabilities and theinformation transmission from the national paralymic committee to the clubs about the high-level sport for pupils
and juniors. Problems still existed in the insufficient knowledge about the offers of the Olympic centers, in the16

restricted counseling program in the Olympic centers and the limited sponsoring and media presentation. For theparents the insufficient information about various kinds of disabilities, the time-consuming travels to training camps
and the temporal absence of their children from home were considered as disadvantages. The teachers manifested ahigh degree of the uncertainty about the contact with and behavior towards juniors with handicaps in general and in
sport disciplines in specific. The coaches were quite skeptical about the ways of interaction and communication withthe junior athletes with disabilities, especially in situations of high physical load and psychological stress. The club
officials criticized the necessity of financing long travels for training sessions and competitions as well as the limited
time for person-related training.
Several specific recommendations for the improvement of the talent identification and development from theperspectives of the athletes with handicap, parents, teachers, coaches and club officials are suggested.
Kemper, R. & Teipel, D. (2010). Chancen und Probleme der Nachwuchsförderung und Rekrutierung vonLeistungssportlern mit Behinderung. Köln: Sportverlag Strauß.

<Oral - 7 : 18th Sep. 15:00 — 15:30 >Longitudinal development of BMI, motor abilities, physical self concept and group
climate of Dutch and German primary school children after 3-years of daily physicalactivities
Roland Naul & Dennis Dreiskaemper:

University of Münster, Germany

BackgroundAt the cross-border region of Germany and Netherlands, in total 1.235 children (n= 758 German, n= 477 Dutch) aged
6 to 10 in community-based networks of schools, sport clubs and municipality offices for health, education and sport(12 municipalities, 37 primary schools) received a daily physical activity programme of 60 to 90 minutes five times aweek over three school years.
Programme
The intervention includes four lifestyle components: exercise, nutrition, screen-time in leisure, geographicalmovement environment. Beside the five times of physical activity units per week a weekly cross-curricular lessonon benefits of physical activity, healthy nutrition and reduced media consumption was given by expert teachers.
Methods
BMI and motor ability development were measured longitudinally each school year and compared to nationalreference norms. A children`s and a parent`s lifestyle questionnaire were applied for the social context (physicalactivity, nutrition habits, time allocation for electronic devices, child-rearing) including the development ofself-concept of the children and the group climate in their school class.
Results
Instead of a control group, data is compared with German national reference data. Hereby children of each cohortshow a significant higher level of performance at five motor items (sit ups, pushups, 20m-run, jumping sideward,
balancing backwards, p ≤ .001, .15 ≤ η² ≤ .40). BMI percentiles mean was reduced significantly for German cohort 2 (p≤ .001, ƞ² = .10). Media consume was significantly reduced (p ≤ .001, .09 ≤ η² ≤ .59). Physical activity increased
significant in German C1 (p = .039, η² = .03). Analysis also showed significant correlations of social and psychologicalparameters with motor abilities and BMI.

17

<Oral - 8 : 18th Sep. 16:00 — 16:30 >Psychosocial determinants of premature career termination in sport: A prospective study
with adolescent athletes in Saxony
Anna Baron-Thiene : Technical University of Chemnitz, Germany
Dorothee Alfermann : Leipzig University, Germany
Objectives: The primary objective of this study was to predict premature career termination versus career
continuation among youth athletes from different sports who were raised in sport schools. These schools areorganized such that athletes find an optimal organizational environment for combining school and sport career.
Design: Questionnaire study with 10th graders and two points of measurement one year apart.
Method: At the end of the school year, all 10th graders (52 girls, 73 boys) from five out of six schools of sport in Saxony,a federal state in Germany, filled in standardized questionnaires, measuring psychological variables, deemed asimportant for a successful career: personality traits (Freiburger Persönlichkeitsinventar – FPI), sport motivation(Sport Orientation Questionaire – SOQ), and volitional skills (Volitional Components in Sport – VKS). In addition,
demographic and sport related information was collected. One year later, while at the end of 11th grade, participantsfilled in the SOQ and VKS again.
Results: Between the first and second point of measurement 37 athletes had dropped out of sport whereas 88
athletes were still active in their respective sport. Among the dropouts, a majority came from individual sports (n =31) and relatively more were females. Results show that dropouts reported significantly more physical complaints,
less sport motivation and lower volitional skills at Time 1 than still active athletes. At Time 2, the differences
between both groups had even increased.
Conclusions: Supportive school environments for dual career management may be helpful for athletes, but the school
agenda could be improved by offering psychological training for young athletes, particularly in motivational andvolitional skills.

<Oral - 9 : 17th Sep. 16:00 — 16:30 >The need of risk assessment of heat summer and the prevention of heat strokein Tokyo Olympic 2020
Masao Kanamori : Biwako Seikei Sport College, Japan
Wakana Matsuo, Yoshifumi Nagai, Seiichi Nakai,
The Mainichi Newspaper pressed that Tokyo heat raises worries for athletes and spectators at 2020
Olympics(October 23, 2013). 	
  I received an interview from the Mainichi and answered as follows; Even if the
Olympic Games opened in Tokyo in midsummer covers the stands on a roof, heat stays in around seat, and thehumidity goes up it, and it is thought that the heat index does not fall down that much. When we make sportfacilities, to prevent the outbreak of the heat stroke patient, we make it easy to pass wind of nature, and one devisinglocating green and a brook, a fountain in the neighborhood is desirable. Recently Japanese have experienced very hotsummer and the highest temperature due to the climate change. It is expected that warming keeps being held theTokyo Olympics2020 more in the summer, and it is intense heat. We have estimated that how many heat stroke
patients and people of emergency conveyance we expected and discussed on the risk assessment and on preventive
heat stroke.

18

<Oral - 11 : 19th Sep. 11:00 — 11:30 >Collaborative Research Planning Program for International Students at the Tsukuba
Summer Institute for Physical Education and Sport.
Miki, Hiromi:

University of Tsukuba, JAPANInstitute of Health and Sport Sciences at University of Tsukuba has organized the Tsukuba Summer Institute forPhysical Education and Sport every summer since 2010. In 2014, 84 international and Japanese students
participated to one of 4 programs; Sport, Physical Activity and Culture in Japan (SPAC), Laboratory Workshop(Labo), Sport Business Management (SBMGT), and Collaborative Research Planning (CoRP) programs, from July
18th to 25th. The program was developed by David Kirk (Bedfordshire University) and Jackie Goodway (Ohio State
University) and led by them and the faculty members of their universities and University of Queensland andUniversity of Tsukuba. The purpose of the program is to examine the process of conducting high quality research inphysical education, sports, and physical activity. The participants are divided into international andmulti-disciplinary groups of 5-6 to develop a research step by step as follows; 1) Identifying a hot topic, 2) Conduct aliterature review and summarize the literature for the hot topic, 3) Identifying a theory, 4) Communicating theimportance of the topic, 5) Developing research questions, 6) Identifying the research methods, 7) Identifying outlets
to publish and present the research, and 8)Final project presentation. After the program, the participants answered
the questionnaire asking their expectation before the program, evaluation after the program, free description about
the things that had the largest influence on the “after” ratings, the abilities and attitude they improved, and tips forworking with people from different culture and with different research interest. Both English native speakers andnon-native speakers rated the program higher than their expectation before the program. The CoRP participants
noticed the influence of the program contents, structure, teaching staff, heterogeneous group, and actual practice.
Since the participants included undergraduate students and Ph.D. candidates, some Ph.D. candidates negatively
evaluated the level of contents.

19

<Oral - 12 : 19th Sep. 11:30 — 12:00 >Evaluation of physical activities and sports in all-day primary schools in the state ofNorth-Rhine Westphalia
Willibald Gebhardt:

Research Institute, Essen, Germany

Background
Between the years 2009 and 2011 an evaluation study was conducted with eight different modules (A/B) ofinvestigation. The five governmental districts and four social geographical regions of settlement of the state (twodifferent urban and two different rural types) were selected with 5 municipalities and 5 districts. Four different
modules of investigations (A) analyzed (1) inquiry of the structure, amount of given PA units within the school year of
2009/10, (2) inquiry of the structure and range of sport clubs which offered PA units at local primary schools, (3)inquiry of gender, job and qualification profile of individual persons who distributed PA units, (4) inquiry of
stakeholders of local sport coordination centres of the state sport confederation, local stakeholders of social agencies
which organize the complete after-school programme. Four B-modules served as case studies on gender, health,participation and social integration.
SampleIn total 426 primary schools (74,5% of all primary schools of the 5 municipalities/regions), 178 sport clubs of 1.859(9%), and 263 individual persons (32%) who conducted PA & sports at the schools in the afternoon participated in the
study.
Methods
A mixture of online inquiries, written questionnaires, short telephone interviews were used and supplemented eachother for the different target groups of the A modules.
Results
Extra-curricular PA and sports in the afternoon is given at 98% of the new all-day primary schools; 62% are related
to a single sport with the most favorite of football and dance. There are 4,2 PA and sport offers at each school with 1,7offers per child per week on average. Half of the offers come from sport clubs (51%), 63% of instructors are female.

20

POSTER PRESENTATION
18th Sep. 14:00 −	  15:30<Poster – 1 >Practical Research on Development through Dance in Environmental Education
Yuko Hatano : Kobe Shinwa Women’s University<Poster – 2 >Specific aspects of inclusion in school from the perspectives of teachers
Reinhild Kemper, Stefan Beckert, Thomas Vetter, Stefanie Schmidt
Institut für Sportwissenschaft, Friedrich-Schiller-Universität Jena, Germany<Poster − 3>
Relationship between the motivational climate and motivation of participation for exercise in college physicaleducation classes.
Naoya Nagata, Ken Yamauchi, Reiko Sasaki, Hirohito Kato, and Akihiko Kondo: Institute of Physical Education, Keio University<Poster − 4>
Participation Motives of German Karateists
Dr. Martin Meyer, University of Vechta, Prof. Dr. Peter Kuhn, University of Bayreuth, Germany<Poster – 5 >Heart Rate Variability as a Parameter of Mental & Physical condition
Kisato Kanoh : Chuo Univercity, Jun Satomi : Ritsumeikan Universcity,
Japan Yasumitu Tanaka : Panasonic Co.Ltd, Japan<Poster – 6 >Eine Studie über die rechtliche Perspektive der Körperlichen Züchtigung -Vergleich von Japan und DeutschlandJunya Sone : Osaka University of Health and Sport Sciences, Japan21

<Poster – 1>
Practical Research on Development through Dance in Environmental Education
Yuko Hatano:

Kobe Shinwa Women’s University

The Ministry of Education, Culture, Sports, Science and Technology emphasizes education for supporting
sustainable development, and interest in environmental education has been increasing recently in schools. One
example is environmental education as a topic in cross-curricular comprehensive education.
In 2008, the year that a revision of the Guidelines for the Course of Study was announced, Kobe hosted theEnvironment Ministers Meeting. At the time, sorting of household waste was not conducted, and events by local
governments relating to educating the public on global environmental considerations from the perspective of sorting
household waste and environmental education were conducted.
This paper provides information on development support through dance in environmental educational activities
conducted by the author.
In Kobe City, a waste-sorting mascot called Waketon, a waste-sorting jingle called the Waketon Song, and a
Waketon dance that expresses the content of the song were proposed. In response to a request from theEnvironmental Bureau, the author performed at a G8 event, dispatched dancers and volunteers to theEnvironmental Bureau booth and school and local events, and conducted various other environmental educational
activities. The Environmental Bureau commended the dances and performances created by the author, and there
were reports in the news media. As a result of these reactions, the author came to the realization that environmental
education using dance and performance can be effective means of conveying messages different from text and words.
Based on the practical research, the author will continue investigating the potential of development support
including environmental education using dance.

<Poster – 2>Specific aspects of inclusion in school from the perspectives of teachers
Reinhild Kemper, Stefan Beckert, Thomas Vetter, Stefanie Schmidt : Institut fürSportwissenschaft, Friedrich-Schiller-Universität Jena, Germany
By the ratification of the UN-Convention on the rights of persons with disabilities in 2009 the German government
committed to the implementation of this law of education on all school levels, at work and in leisure and sport. The
paragraphs 7 and 24 in specific are related to general education. These articles ensure all persons with handicaps
and special needs the right of free access to all kinds of education. For the education of children on all school levels
this law implies a high amount of adaptation of the organisation, the staff and the contents of lessons. According to
the study of Sasse and Schulzeck (2012), the inclusive lessons at specific school levels were still associated withseveral kinds of reservations and negative connotations of the teachers, the parents, the children and pupils. The
teachers seemed to have not yet enough knowledge, experience and measures to cope with the new and unusual
requirements of the inclusive lessons. The present study emphasizes the analysis of specific attitudes of theteachers towards inclusion in general and inclusive lessons and the associated challenges by means of qualitativeinterviews.
In terms of a qualitative pilot study problem-centered interview were conducted. 40 teachers (25 female, 15 male)with an average age of 44 years participated in the interview survey. 30 teachers had some experience with inclusion
in classes, whereas 7 teachers had only a low degree of knowledge. 16 teachers worked in primary schools, 7 teachers
in integrative primary schools, 2 teachers in a comprehensive school and 5 teachers in comprehensive schools with22

inclusion. 10 teachers were active in secondary schools and 7 teachers in Gymnasiums. 39 teachers taught physicaleducation on the various school levels.
The findings of the qualitative studies show that almost all teachers had a positive attitude towards inclusion of
pupils with handicaps, even though some teachers displayed notions of uncertainty, anxiety and disapproval in theinteraction with pupils with disabilities. All 40 teachers with short-term to long-term experience at school were surethat they had not been sufficiently prepared for the requirements of the inclusive school and in specific for inclusive
lessons.
Some teachers had taken part in specific additional courses of special education for handicapped children and thus
had acquired basic and advanced knowledge about inclusion. Other teachers wished more opportunities of seminars
and practical instructions in order to enhance their experience with handicapped pupils and enrich their personal
behavior.
The findings of the present qualitative study confirm the results of Sasse and Schulzeck (2012) that the majority ofthe teachers had a positive attitude towards inclusion at school, but that several reservations and prejudices against
common lessons of nonhandicapped and handicapped pupils were still present. These reservations apparently
resulted from the insufficient educational program and training of teachers of physical education. By means ofpositive changes of attitudes and the reduction of negative views of the handicapped persons the idea of an inclusive
school and also part of the whole society can be realized in the future. This goal can predominantly be reached byfrequent contacts and mutual understanding of nonhandicapped and handicapped children, pupils and adults.
Sasse, A. & Schulzeck, U. (2012). Das Netzwerk für gemeinsamen Unterricht in Thüringen. Gemeinsam leben.
Zeitschrift für Inklusion, 1, 44-50.
<Poster − 3>
Relationship between the motivational climate and motivation of participation for exercise incollege physical education classes.
Naoya Nagata, Ken Yamauchi, Reiko Sasaki, Hirohito Kato, and Akihiko Kondo
Institute of Physical Education, Keio University
Introduction
One purpose of Japanese college physical education classes is to encourage students to develop a habit of exercisethat continues throughout their lives. For many students college physical education classes are the last opportunity
to learn about exercise and sports, and to develop healthy exercise habits that will persist following graduation.
Japanese exercise habits are influenced by an intrinsic motivation to participate in exercise (Fujita and Sugihara,2007). It is well known that intrinsic motivation can be promoted by a mastery climate (Gutierrez et al., 2010), andNakasuga et al. (2012) showed the positive effects of such a motivational environment in a Japanese junior highschool. However, it is not clear whether a mastery climate would improve intrinsic motivation in college physicaleducation classes. The purpose of this study is to clarify the relationship between the motivational climate andintrinsic motivation for exercise in college physical education classes.
Methods
The participants of this study were 141 students (18–25 years old) that had enrolled in classes for basketball,
aerobics, fitness training, jogging, or walking. We used the motivational climate questionnaire for physical education
classes in Japanese (Isogai et al., 2008) and the motivation scale for exercise adherence based on self-determination
theory (Matsumoto, Takenaka, and Takaie, 2003) were used. The two scales were modified for college-level physical23

education classes. The exercise motivation scale was measured in the first and final classes, and the motivational
climate questionnaire was measured in the final class only. In this study, we analyzed the covariance of mastery andperformance climate to assess their effect on student motivation in the final class.
Results & Discussion
External regulation and amotivation increased as a result of classes, indicating a decline in motivation for exercise
participation. Additionally, external regulation and amotivation were affected by initial levels of motivation (at thestart of classes) and the class performance climate. Data suggest that performance climates had a negative influenceon motivation for exercise participation in college physical education classes. On the other hand, intrinsic motivation,
identified regulation, and introjected regulation that were already high did not change. This may have been due tothe fact that classes were optional and therefore, students began with high motivation.
<Poster − 4>
Participation Motives of German Karateists
Dr. Martin Meyer, University of Vechta
Prof. Dr. Peter Kuhn, University of Bayreuth
Keywords: motivation theory – sport motives – martial arts – participation access
The study analyzed the motives of German people to exercise Shotokan karate. This investigation was linked withside projects, which dealt with temporal stability of these motives and their emotional substantiation. Additionally,
the circumstances under which German people started exercising karate (such as the development of interest) had
been determined to reveal different kinds of access to karate. Furthermore, possible relations between personalparameters (e.g. age and sex) and motives of practice had been examined.
With regard to the theoretical sampling, 32 German karateists had been acquired for a qualitative survey. In total,
the study identified 60 motives that had been assigned to 22 major categories and classified into five columns. Manyof these motives are subject to time-related instabilities and different emotions which are partly contrary (such as
fear and thrill). Some of these motives correlate with personal factors (such as health, performance and social
motives). Furthermore, the intention mainly derivated from encountering martial arts in the media. As a result,most of the subjects participated in the survey were faced with the philosophical background and the exceptionalmotion dynamics of martial arts. The reasons which finally initiated martial arts training in general and karate
training in particular are mostly arbitrary (e.g. social interaction or advertisement of sport clubs).
Columbus, P. & Rice, D. (1998). Phenomenological meanings of martial arts participation. Journal of sport behavior,
1 (21), S. 16-29.

24

<Poster – 5 >Heart Rate Variability as a Parameter of Mental & Physical condition
Kisato Kanoh : Chuo Univercity, JapanJun Satomi : Ritsumeikan Universcity, Japan
Yasumitu Tanaka : Panasonic Co.Ltd

Heart rate variability (HRV) is the physiological phenomenon of variation in the time interval between heartbeats. It
is related to interaction between sympathetic and parasympathetic influences at sinoatrial node in the heart.	
  The
greater the variation, the stronger is the function of the parasympathetic nerves, and it can be considered that the
body and mind are in a relaxed condition. For athletes who repeat intense training, it is extremely important toretain the function of parasympathetic nerves, to take enough sleep and rest and to recover when they don’t exercise.
Purpose: To examine whether measuring HR and HRV would be efficient for athlete to evaluate their daily
condition. We also examine the difference of autonomic function in male workers with and without metabolic
syndrome.
Methods: The Autonomic Nervous activity entering the heart is analyzed using 3 different apparatus. That is to say,nocturnal HRV was measured by Polar Pro Trainer5 or Acti HR4 (ITC) in healthy male subjects with a habit ofphysical training. And the influence of posture changes on control of ANS was estimated by Croswell-made“Kiritumeijin”(3 min at sitting position following 2 min at standing position) in male workers.
Results and Conclusion: HR and HRV would be useful indices for monitoring athlete’s mental and physicalcondition during stressful training period. Measuring HR and HRV would be also helpful for checking the disturbed
autonomic function in subjects with metabolic syndrome.
With the progress of the appropriate apparatus, additional applied studies are expected to increase. But further
research is needed to establish a theory and methodology.

25

Participants and the Number of presentation

26

2014.4.19.	
 The 9 th Japan German Sport Science Symposium
The Organizing Committee for
The 9th Japan German Sport Science Symposium	
 Chair, Michiyoshi Ae, Ph.D.
Dear Colleague
In 1994, just after the unification of West and East Germany, the 1st Japan German Sport
Science Symposium was held in Berlin. After that the first Symposium, the Symposium washeld in 1996(Tokyo), 1998(Essen), 2000(Velen), 2002(Kyoto), 2005(Jena), 2010(Tokyo), and2012(Muenster).
This year, in 2014, the Symposium will be held at Keio University in Japan as below basedon the agreement for Academic Exchange between the Japan Society of Physical Education, Healthand Sport Sciences (JSPES) and the German Society of Sport Science (dvs).

It is our great pleasure to welcome many delegates in this Symposium.
1.

Date: 2014.9.17 (Wed.)-19 (Fri.)

2. Place: Keio University, Hiyoshi Campus（http://www.keio.ac.jp/ja/access/hiyoshi.html）
3. Promoter: The 9th Japan German Sport Science Symposium Organizing Committee
4. Support: The Japan Society of Physical Education, Health and Sport Sciences(JSPES)The German Society of Sport Science (dvs)
Keio University
5. Organizing Committee: Michiyoshi Ae, Yasuo Yamaguchi, Yoshinori Okade,
Moe Machida, Kuno Hottenrott, Jenifer Franz
6. Implementing Committee: Akihiko Kondo, Yasuo Yamaguchi, Yoshinori Okade,

Moe Machida, Masao Asaoka, Toshiyuki Ichiba,
Shunichi Tazuke, Tomoyasu Kondo, Masato Fujii
7. Themes: Possibility of Sport for Social Development
1)

Social Impact of Mega Sport Event

2)

Possibility of Education on Value of Sport

3)

Assessment of Investment and Benefit

8. Form of Presentation: Oral and Poster
9. Important Dates:

Open for abstract submission and registration: 2014.4.21
Close of abstract submission: 2014.7.30
Close of registration: 2014.9.1
Abstract should be written in 300 words.
Registration will be open through the website:27

10. http://jgsss. jspehss-entry.com/
11. Attendance Fee (Including Welcome Party (9/17) and Lunch (9/18)):

20,000 JPY, 15,000 JPY (Student)
12. Program

13. Registration: Please fill the following items:

After your registration, we will send the bank account information for you to transfer theregistration fee．
14. Contact Address

Akihiko Kondo
Tel.:+８１-４５－５６６－１０７４
Fax.: +８１-４５－５６６－１０８９
e-mail: akihiko.kondo@a7.keio.jp
223-8521	
  Hiyoshi 4-1-1, Kohokuku, Yokohama, Kanagawa,
Keio University Institute of Physical Education

28

Agreement for Academic Exchange
The Japan Society of Physical Education, Health and Sport Sciences (JSPEHSS) and the German Society ofSport Science (dvs) constitute the following agreement for academic exchange to develop and promoteacademic exchange and culture cooperation between the two societies.
Contents
1.

Scientific publications, materials and information shall be exchanged between the two societies.

2.

Both societies shall agree to hold academic exchange sessions through mutual agreements when theyhold their own scientific conference.

3.

Both societies agree to dispatch researchers to attend the academic exchange sessions or whenever theoccasion demands.

4.

Both societies mutually support the academic exchange and its related activities.

Conditions
1.

Both societies will announce the name of their liaison annually at the beginning of January.

2.

The contents of the academic exchange sessions and request for attendance of re searchers

announced in due time to the conference, approximately 6 months
3.

shall

be

shall

be

before.

The names of researchers to be sent to the conference (up to two persons per year)

announced by the partner society two months in advance.
4.

The round trip airfare for the researchers shall be covered by the dispatching society. All

othertransportation and accommodation shall be provided by the hosting society.
This agreement will be valid for a period of four years. By mutual consent of both societies, the agreement canbe revised whenever necessary.
________________________________________

Date

Date

_____________________________________________________________________

Prof. Tetsuro Yamanishi

Prof. Dr. Dorothee Alfermann

President

President

Japan Society of Physical Education,

German Society of Sport Science

Health and Sport Sciences2930