With investigating some critical reports from outside, the survey conducted on graduates, and discussion at the University Council in Japanese Ministry of Education and Culture, criticisms against University Physical Education are theoretical as well as practical. In order to deal with these criticism, many universities have reformed their curriculum.
On the other hand, Faculty Development and Educational Evaluation have become highly important, especially in Physical Education to keep high levels of education and research because the scale of the field has been reducing and the average age at the members in the field are now being high.
In the field of physical education in higher education, self-evaluation has been implemented for more than 10 years. As a result, the original items of self-evaluation were released in 1993. However, accreditation for this field has been immature. Therefore, it is important for this field to discuss the accreditation system.
Under the present conditions of the Reformation of National University, the imminent tasks of physical education in the higher education should aim to carry out are as follows:
1) Informing the significance of physical education in higher education in society in general.
2) Setting up the objectives which are backed up by theories in high standard and embrace wide-ranging applications, such as, school curriculums and educational services of various kinds.
3) Establishing the network among the members of physical education in higher education, wherein lies the responsibility of Daitairen (the nation-wide organization for P. E. teachers in higher education in Japan).

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Recently people enjoy playing street basketball in a playground. Such a “playground style” game (let me call the game style local game hereafter) is also played in Japan.
In general, local games have flexibility to change rules depending on the participants' situations and their interests. These local games have a tendency to omit some elements from the official rules due to participants' pleasure. For example, a free throw is one of the rules, which is frequently omitted in local games. Actually, in many cases, a throw-in from out of bounds instead of free throw was approved when a player committed a foul on a shot. Why was the free throw rule omitted in local games? The reason for that seemed to depend on participants' pleasure. Their pleasure, however, is difficult to treat in scientific studies, because someone's pleasure is not always other's pleasure.
In this paper, to resolve this problem, the concept of “game complex” was highlighted as a jargon apparatus which could serve as a tool of analysis. Furthermore, game was defined as a group of acts which had three elements; 1) a number of participants, 2) performances for a point, and 3) an interest of participants.
With the definition of game, the free throw was considered to be a sub-game of the basketball main-game, and a basketball game is seen as a “game complex”. When participants approved this sub-game and found pleasure in the elements of the game or regarded sub-game as a metaphor of a situation that was lost in main-game, a game complex would be divided into some parts. This was a reason why the free throw was omitted in local games. Moreover, local games had a possibility to become a new official game. In the present paper, correlations between a local game and the official game are discussed.

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This research employs Davidson's theory about events as viewpoint of examination and examines the pedagogical significance of events in physical education classes.
At first we discuss a priori propositions in Davidson's theory concerning ‘events.’ These observations imply that the nature of human action is that the primary reason for such action should be explained in the agent's context. This is where the foundation of Davidson's argument, ‘the primary reason for an action is its cause’ lies. So we argue Davidson's thought on causal relationships in action. According to Davidson, what it takes to state causality in human action, unlike that in natural science, is to translate the statement ‘A caused B’ into ‘B was caused by A’ as a necessary condition. But one question that arises here is whether or not human action has a causal law. To answer this, Davidson proposes ‘anomalous monism.’ He adopted anomalous monism to determine causal relationships in human action. Put another way, studying causal relationships in human action involves explaining mental conditions (subjectivity of an agent) by investigating physical conditions (objective facts).
Next, we examine the pedagogical significance of events in physical education classes. Davidson presents a criterion to divide events into the two categories. Simon divides events between events as type-identity and events as token-identity. Events as type-identity are that if and only if an event with a certain cause and effect brings about the next event, these two events are identical. The ontological characteristics of events as type-identity are various logical relations and the meaning is to predict and control human actions. Events as token-identity are that events that are considered identical with each other if and only if the causes of the two events are the same. The ontological characteristics of events as token-identity can have a spatial relationship and they are marked by individualization of actions, and the meaning is to understand human actions.
The observations on Davidson's theory mentioned that pedagogical significance of events in physical education classes have two cases. One is to atract events as type-identity. The other is to atract events as token-identity. The reflection to events as type-identity works as simulation of teaching theory. The reflection to events as token-identity works as a monitor of teaching theory.
The findings of the study suggest that the importance of interpreting events which take place in classes based on the notion of them allows teachers to capture individual child's behavior with events as token-identity and events as type-identity especially, and that both events as type-identity and events as token-identity are important as ‘comprehensive and continuously usable framework’.

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The purpose of this study was to put in order the problems of the sensibility in sports experience and to clear the relation the three types of sensibilities. The word of the sensibility in sports experience has been used in the various meaning in the various situations. We divided the meaning of the sensibility into three types, and search for the framework of the relation among then.
1. What is the sensibility (sensibility in the ordinary meaning)?
As for the sensibility, in the ordinary meaning says the whole of the natural instinct that contains our physical pleasure, and the whole of human nature.
So sensibility can be said what they are various desires and is an aptitude and a fury.
2. The sensibility of the theoretical meaning.
In the theoretical meaning sensibility is passive ability, sensitivity, and it is an each “representative faculty of the object”. Understanding composes a general concept.
3. The sensibility of the cultural meaning.
The sensibility of the cultural meaning is the character (Be excellent) of the human being who has universal value with historical and by the social background.
4. Rerationship among three sides of the sensibility.
As for the human character (Be excellent), commit society and an age as a power to from. Therefore, the human being who touched this character has a method itself to live in the direction.
Say that the problem of the sensibility in sports experience is concerned with the formation of the so-called human behavioral standard.

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