The purpose of this study is to clarify the concepts of ‘body’ and ‘expression’ in dance actions, while taking the concept of ‘emotion’ as a key, to find a position through examining the change of paradigm aimed by post-modern dance movement. The following conclusions were reached after analyzing the theories by James, Lange, Schacter, Shimojo, Yuasa, and Kohama.
1. Actions are a guide to emotions, and the experiences of emotions must be created by the actions to give a hard interrelationship even if the actions are created the performance without having a stimulus of sensation.
2. The body in dance actions is a standpoint to understand oneself and others, a background to realize the intersubjectivity and to unite the personality and to develop the power of creation.
3. The expression in dance actions includes not only the expression on the inside of oneself and emotion, but also the selfinternality of the unconsciousness of others.
For the above reasons, it is considered that the paradigm of ‘actions are a guide to emotions’ means a useful frame to find a change of paradigm position aimed by post-modern dance movement.

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There is the essential problem of the theoretical understanding on human being in the academic cognition of physical education. It is the important task for development and establishment of physical education as the academic cognition, under the points of setting the objection, enligtment the academic cognition, and promotion for the practice of physical education as essential education. Strictly speaking, it might be the one of the traditional problem of philosophy, but for it has the certain importance for the academic cognition of physical education, so it should be discussed in the academic cognition of physical education.
The purpose of this study was to clarify the one of the fundamental moment of the theoretical understanding concerned with human being for the development and establishment of the academic cognition of physical education. In order to investigate this present study, Eduard Spranger's anthropologic cognition on human being, especially the being and the becoming on the way of the advancement for humanistic fertility, was analyzed, and that was applied to investigate the fundemental moment of human being in physical education.
Through the investigation, it had led the result in this study that was the one of the theotetical certainty of the human being in the viewpoint of physical education, as the building being on the way of the advancement for humanistic fertility.
The inquiry concerned with theoretical understanding on human being in physical education is the one of the essential and important task for the academic cognition of physical education. It should be discussed and investigated continually from different viewpoints of human being in physical education. It might be certain that the theoretical enligtenment would be led by the anthropologic discussion of physical education.

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The purpose of this study was, first of all, to extract the articles from “Taiikukakyouiku” by means of the key words and analyze them.
Secondly, the concept and structure of “life long sports” appeared in the articles were summarized. Then, it was found that the concept and the structure of “life long sports” of articles had been patterned.
Sixty-six articlese were extracted in the periodical published from 1973 to 1999 in which “life long learning, ” “life long physical education, ” “life long sports” were used as key words. The article used the term “life long physical education” was only one volumes, on the contrary, the articles used the term “life long sports” were 57 volumes. The term “life long sports” was used from early time in Japan.
The concept of “life long sports” was classified into two categories.
1. Standpoint which life and environment were enhanced throughout life were requested.
2. Standpoint which the ability of autonomy and communications were requested.
The term originated from “sports for all” and “community sports, ” and then settled to “life long sports”. The reason was said to change the implication of the term from quantitative one to qualitative one. Further, the change also implies the shift from “life long physical education” to “life long sports.”
This study will be helpful for understanding of the concept and structure of “life long sports” in Japan.

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