The National Teacher-Preparation Standards for Sexuality Education represent an unprecedented unified effort to enable prospective health education teachers to become competent in teaching methodology, theory, practice of pedagogy, content, and skills, specific to sexuality education. Higher education will play a key role in ensuring the success of these standards.
Behind the discussions on the content of Physical Education in the late 60s , there was some con − sideration of the scientific approach to education , At that time there was some debate about what should be taught { br Physical Education, Also , it was maintained that evaluation in a Physical Edu − cation class should not be based on performance in a certain sport , but on the s 呵 ect matter content taught in the class . Discussing this issue , the author concluded that scienti 且c research methods and findings of sport sciences should be taught practically in Physical Education classes . However , in order to specify the appropriate content of Physical Education , we still need to consider 1) 七 he rela − tionship between cognitive ability of children and the object of cognition , 2)ateaching method ap − propriate to the ohiect of cognition , and 3)the reasons fbr teaching speci 且c aspects of Physical Edu − cation . Answering these questions will also help to explain why people should do sport . As our social , historical and cultural eontexts are different from those of Europeans and Americans , we should not take the same viewpoint as 七 hem , Based on our own experience of the transf()rmation we should transmit our thoughts to the world to change sport f()r them . Key words :t} 1eory of physica 丑educatiol1 , life style , universality ( Japan J. Phys 』 duc . Hlth
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