What are human beings in the context of physical education? How should human beings be explained in the theoretical way by the academic cognition of physical education? In general, it belongs to the quite historical and traditional inquiry concerned with theoretical understanding on human beings for philosophy and pedagogy. So far as phisical education is an appropriate discipline of education, it should be also an important and inevitable inquiry for theoretical cognition of physical education as an academic discipline.
The purpose of this study was to clarify the possibility of the theoretical understanding on human beings in the academic cognition of physical education. In order to investigate this present study, W. Flitner's pedagogic theory on human beings was analyzed, and that was applied to examine the possibility of the theoretical understanding on human beings in the academic cognition of physical education.
Acoording to the frameworks, the possibility of the theoretical understanding on human beings in the academic cognition of physical education can be explained as bellow;
(1) As the framework of biological human beings, it can be explained from the points of the bio-organism and existance of the kinetic-movement subjection as humankind. In this standpoint, there was the first possibility concerned with one dimention of the human beings as somatic being in the context of physical education. (2) As the framework of cultural human beings, it can be explained from the points of accepting, communizing, and transmitting sport as culture. In this standpoint, there was the second possibility concerned with one dimention of the human beings as cultural being in sport in the context of physical education.
(3) As the framework of ideal and creative human beings, it can be explained from the points of enjoyment of sport, creating the worth of sport in his inside mentality, and creating life filled with sport activities of their own with full of pleasure. In this standpoint, there was the third possibility concerned with one dimention of human beings as mentally creative being in sport in the context of physical education.
(4) As the framework of existential human beings, it can be explained from the points of self-realization, self-expression, self-identification, self-enligtment, and so forth in their sport experience. In this standpoint, there was the fourth possibility concerned with one dimention of human beings as existential being in sport in the context of physical education. In addition to this cognition, they can promote their own life more affirmative and more abundant, and they can be more built and more cultivated in sport as worthful existential experiences. Consequently, the sport as worthful existential experiences might make them better and more abundant. In this sense, so far as the ultimate purpose of education is to build one's own human character, there is a fertile possibility of physical education through sport activities as the worthful existential experiences.
The inquiry concerned with theoretical understanding on humans being in the context of physical education is one of the most essential tasks for the academic cognition of physical education. Therefore the importance of the academic responsibility of the inquiry should be recognized, and the academic effort on it by physical education as the academic cognition should be made continually.

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本研究の目的は, オーストリアにおける教育学的身体運動理論の現代的な発展過程に関する基礎資料を得ることにある. その際, 第2次世界大戦後推し進められてきた「体育理論」「スポーツ教育学」「運動教育学」という教育学的身体運動理論の思潮を巡る議論において, まず第一に「体育理論」から「スポーツ教育学」へという発展過程に着目し, ハンス・グロルとシュテファン・グレッシングという各々の代表者の見解の検討を試みた. 本研究の考察は以下のように要約される.
1. 学理論的基本問題について
(1) グレッシングの「スポーツ教育学」という概念の内実は, グロルの「体育理論」における学校教育及び教員養成や教授ポストに関する問題提起に限定されず, 現代の社会的・個人的現実の領域すべてにおけるスポーツの教育学的課題に関わる.
(2) 研究領域と問題圏に関するグロルの体育理論とグレッシングのスポーツ教育学との明確な相違は, 教員養成に直接する諸要求の減退, 教育科学とスポーツ科学が有する諸基準へのスポーツ教育学の到達, そして方法学の教授学への組み込み, という点から指摘される.
(3) 研究の方法について, グレッシングのスポーツ教育学のそれは, グロルの体育理論に比べて方法論と対照論において拡大した体系を備えている. グレッシングの研究方法はグロルの解釈学的・現象学的という伝統的な精神科学的研究方法の方向を経験科学的に生産的に継続する批判的試みであり, スポーツ現実についての多元的方法である.
2. 教授学的基礎理論について
(1) 教材の精選及び体系化については, グレッシングが中心となった1985年からの指導要領が教材の体系化を明示せず, 社会でのスポーツに教科の内容を適応させた. という点で個人形成的・社会形成的運動領域に2分したグロルのそれとは明らかに相違している.
(2) オーストリアでの「枠組み指導要領」は種々の授業計画の独自の作成を教師に義務づけているが, 授業時間構成の考え方についてはグロルの「ヒナ型」とグレッシングの「主題の重点」で大きく異なっている.
(3) 達成判定に関する教授学的論議におけるグロルとグレッシングの見解は, 授業における協力と社会的態度をスポーツの達成能力と並んで評価し, 成績に取り入れるという点に共通性が見いだせる.

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The purpose of this paper is to reconsider ethically the Gender Verification Regulation, then to propose an ethically rational means. The points of reconsideration are (1) the irrationality of sex differentiation in competitive sports, (2) the possibility of defamation of character and an invasion of privacy, (3) necessity for informed consent, and (4) the athletes' right to equal respect and concern.
Proposals here are as follows:
1) The host international sport organizations require every single athlete who will entry to participate in women's event, to hand in her national medical certification issued by each national sport organization.
2) Some winning athletes or athletes by random sampling in women's event take only the first test of sex chromosome, which can exclude an impersonator or a transsexual athlete, in order to give proof of the acuracy of their national certification issued.
3) A close examination should not be executed just because sex chromosome abnormality can not select by oneself, even though a few suspect athletes were identified,

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