This study has a meaning in grasping what influence the communication between teachers and students have at the physical education field, in helping communicate between them each other softly, and in helping make progress of instruction softly. That is, this study aims at analyzing communications between teachers and students for physical education instruction, at grasping the relationship between communication and rapport formation, and at presenting basic materials for effective instruction. With the purpose of attaining the purposes, this study performed a deepening analysis to lead to the conclusion as follows.
First, after checking the necessity of Rapport formation between teachers and students at physical education instruction field, it was analyzed largely as 'needs for the formation of trust and affinity' and 'needs for interest and instruction operation'.
At first, it was analyzed that 'for trust and affinity formation' creation of instruction atmosphere, confidence enhancement, high-quality instruction provision, student control, instruction contents delivery etc. were necessary for rapport formation. Next, 'for interest and instruction operation', contact, individual feedback provision, out-of-classroom student control, instruction participation, interest enhancement, soft instruction progress etc. were necessary for rapport formation.
Second, as for the efficient way to form rapport with students at the physical education field, this study classified with and analyzed 'consultation and dialogue', 'concernment and praise', 'communication by physical activity' etc.
At first, as for 'consultation and dialogue' it was analyzed that the consultation at any time concerning light joke, course and worry etc. communication except instruction, asking and listening to dialogue, prompt feedback, instruction method progress focussed on students, level concernment etc. were necessary for rapport formation. Next, as for 'concernment and praise', it was analyzed that positive compathy and recognition, wait and encouragement, daily dialogue, concernment concerning trivial matters and praise, teachers' dialogues faster than students etc. were necessary for rapport formation. In the end, as for 'physical communication', it was analyzed that participation in cooperative instruction, direct demonstration and participation in games, repeated demonstration, positive feedback etc. were necessary for rapport formation.
Third, the difference between communication and rapport formation factors at each of the physical education classes in elementary, middle and high schools was analyzed by dividing them into 'relationship through autonomous and democratic communication' and 'relationship through restricted and controlled communication'.
In Autonomous-type communication and democratic-type communication relationships were classified with 'relationship formation through dialogue and consultation' and 'relationship formation through autonomous movement'. First, 'as for the formation of the relationship through dialogue and consultation', it was analyzed that the teachers consulted on students' families, circumstances, physical strength, and development. Furthermore, it was analyzed that they listened to something even trivial and talked about something for the students. Next, 'in order to form the relationship through autonomous movement, it was analyzed that they communicated with students through light skinship, mutual communication to prevent from injury, and persuaded free activity with physical limitation.
As for restriction-and-control type relation, it was analyzed that they instructed to correct erroneous language and behavior strictly, maintain charisma leadership in view of the instruction of physical education, serious instruction progress, and instruction progress by authoritarian instruction.