The purpose of this study is to clarify what the “gap” problem in physical education is, especially on focusing on ability evaluation of non-academic ability. This study discusses specific issues related to the abilities that should be developed and the appropriate methods to develop these abilities in compulsory physical education.
This study adopts the following procedures. First, it reviews past studies on the educational “gap” that transcend the framework of subjects. Next, it focuses on Honda (2005) ʼs criticism of “hypermeritocracy” and her study on the “gap” in non-academic abilities, including “motivation.”Considering the various gaps that occur or will occur in the field of physical education, this study examines how the abilities developed in physical education differ from those in “hypermeritocracy.” Finally, it will be clarified the points to be discussed in the future to discuss the problem of “gap” in physical education.
The conclusions are as follows: (1) The gap, or the “ability differences” at the compulsory education stage, must be resolved. That “every child stands the same starting point” is served as a fantasy. It is considering competition and evaluation as “fair.” In reality, however, the starting points are not equal. Ability and evaluation also need to be understood and designed on the premise that the starting points are different. (2) In compulsory physical education, the function as “a social safety net” is prioritized. It is also the overcoming of poverty of relationship, health, safety, and physical fitness. Therefore, in physical education, it is necessary to acquire the “skills” of “acting as a team” as “activities to know the public nature of abilities and put them into practice.”