The purpose of this study is to try to present a classified language model of sports in order to analyze and understand the language of sports. The relationship between language and sports seems to have a tendency to be treated in restricted fields such as the words in a teaching situation. So, in this study, I tried to classify and analysis the language in sports by approaching not from separate words in sports but from the totality of the words in sports.
As a method of this study, two categories were adopted in order to classify the language in sports as follows:
1) Denotational language or Metaphorical language. (distinction of language)
2) Structure of sport or phenomenon of sports. (distinction of sports) And then, the language of sports can be classified into four groups by combining these categories as follows:
A group: structure-denotational C group: structure-metaphorical
B group: phenomenon-denotational D group: phenomenon-metaphorical
As a result of this study, it has become clear that the languages in sports are widely concerned not only with the teaching situation but also with various aspects of sports. In the language of sports, there are some ambiguous words which don't work properly. But this problem could not be solved by a method such as providing simply a strict prescription for those all words. Whenever speaking about the matter of a language in sports, it must be considered that language in sports has multi-dimensional and varied characteristics and roles.

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The purpose of this paper is to criticize the points of view and description of the historical studies on “Yojo” and “Eisei” in Japan.
The studies on “Yojo” and “Eisei” have been mainly examined in the following fields; the history of medicine, of physical education, of education, and of thought. In addition to these, the studies have also been examined in the history of women and history of cities. I consider the studies of the most important scholars; Takizawa Toshiyuki, Imamura Yoshio, Suzuki Toshio and Kumita Katsumi. Their studies have the backgroud of the method of the history of medicine, of physical education, and of education. This gives rise to the increase of Taiiku as the strategy of “power” Foucault says. I show the three premises of the historical studies on “Yojo” and “Eisei” in Japan. These premises are “an author” as the origin of the textes, the value judgement of “scientific”, and the enlargement of the curret knowledge and practice of the health. These premises, however, aren't acceptable.
The things to examine in the history of “Yojo” and “Eisei” are as follows: (1) the form of production, the rules, the functions of the discourse of “Yojo” and “Eisei”, and the relation between it and other discourse; and the premises themselves, that is, (2) the value judgement of “scientific”, (3) the enlargement ofthe curret knowledge and practice of the health.

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It is necessary in ‘schools’ to pursue lessons as which will stir up selfactivities of children and which may produce their subjective relations to cultural values. For this purpose, it is important to clarify the methodological principles of probrem-solution learning which may bring about voluntary and independent learning. In this context, this research employs Mollenhauer's pedagogic theory as a viewpoint of examination and examines the pedagogic significance of ‘common problems’ in ‘problem-formation learning.’
The results obtained are as follows.
(1) It is recognized that a ‘common problems’ is a problematic situation in which children find a variety of opportunities to make up problems using teaching materials presented to them, and that the ‘problems’ have functions which facilitate the ‘sharing of habitus’ between children. This ‘sharing of habitus’ arises in the process of their contact with technical aspects of the exercise. These functions are meant to cultivate the most fundamatal capabilities of children such as their perception and thinking. In other words, the functions stir up ‘the power to live’ in children.
(2) It is hoped that a ‘common probrem’ may help to creat in teachers a process whereby they think in terms of ‘translating’ the technical aspects of an exercise into information which children can understand, thereby promoting the ‘sharing of habitus’ between teacher and child, and facilitating the formation of a ‘joint learning’ or ‘subject-subject’ relationship between them.
The results of the above-mentioned discussions in ‘proberm-formation learning, ’ with the concept of ‘common probrems’ as its principle basis are considered to verify Mollenhauer's pedagogic theory from the standpoint of practice.

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The purpose of this paper is to consider philosophically symbolic meanings of sport as expressed in the medium of film. More specifically, a hermeneutic analysis will be conducted of the structure and functions of the meanings conveyed in one particular film, namely, “Chariots of Fire.” The study will involve an investigation of the following three items: (1) the formation processes entailed in the production of sport images; (2) rethinking of the nature of sporting values represented; and, (3) the symbolic meanings of the sport represented.
To engage in a hermeneutical analysis of sport, it is necessary to interpret the playtext of sports in accordance with a specific context and in consideration of the prevailing metatext. Consequently, “Chariots of Fire” will be investigated and interpreted in this threefold framework.
Obviously, even the title “Chariots of Fire” has strong religious and other symbolic meanings. The body of the film conveys many symbolic images including, for example, instances of racism and muscular Christianity. This paper will investigate these and other images within the context of the expressed purpose of the film producers. It will be demonstrated that sport films, such as “Chariots of Fire, ” are highly effective mechanisms by which to present, communicate, and reinforce a wide range of symbolic meanings, thus causing the viewer to reflect anew upon both the nature and purpose of sport.

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