The progress of modern scientific technology can be expressed by the digitalization of analog information. We now understand how the progress of digital technology influences human beings and thus, the world. However, we must, at the same time, also consider critically this progress and the possible negative influence created.
The purpose of this study was to clarify the influences of the body during childhood, a vital time for development of “physical sense, ” from the digitalization of analog information.
The results are summarized as follows:
1) Ourselves are formed and accumulate a wide variety of personal experiences as a result of being, without interruption, in our natural environment. However, the injection of an intermittent flow of information into our environment has greatly influenced this “being.” This changing environment especially influences our childhood, when we begin to develop our self-determined physical senses and movement skills. The movement skills provide a base for our later physical activities.
2) In order to cope with our changing environment, we must once again allow ourselves to play in the spatio-temporal continuum. In this “play, ” our minds and bodies are in harmony with the natural environment. Considering this, it is of the upmost importance for us to play during childhood.
Digitalization reduces the noise from information transfer. However, we need to have a new understanding that in building such an efficient social system we may also be causing ourselves to miss essential information.

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The purposes of this study are three-folds; those are, first of all, to compare the idea of team spirit in sport with Japanese Groupism in sport. Secondly, to make the idea of sportsmanship clear taking the interpretative difference of this into consideration which was formed in the mid-19th century public school, and lastly, to make the points of problem clear when we Japanese interpret the English idea of sportsmanship in Japanese context.
This study also advocates that in the mid-19th century sportsmanship evolved from Christian mentality. Therefore sportsmanship or “playing fair” developed from the Christian belief that a man should be honest or “be fair” toward others. The results are as follows:
1) The meaning of sportsmanship, formed in the mid-19th century in England meant “To be a sportsman”. However, in Japan sportsmanship is interpreted as “The sports spirit” and has taken root “to be a moral behavior of sportsman in games”.
2) The idea of team spirit guarantees individual freedom, self-independence, at the same time it means voluntary, subjective loyalty or self-sacrifice to the leader who is loyal to Christianity. This idea clearly differs from Japanese “Groupism” which controls individual freedom, equality and furthermore, would like to make a man pledge to the group and suppresses his personality.
3) The problems arise when Japanese people interpret the idea of sportsmanship. We directly adopt the term formed in England without any regard to the mentality of Christianity. Moreover, in Japan sportsmanship has been connected with Japanese ethos.

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The purpose of this paper is to examine the arguments for the “other” in physical education & sport. They are regard as a part of moral education and character building. It is shaped in them the general moral norms to the “other”, such as generosity, sympathy, altruism, sociality and democracy, to say nothings of sportsmanship and fair play, for they much involve the relationship to him/er. But those are groundless arguments at all. In that case, it would be necessary to clarify the structure of “the self-the other” relation in them. The “other” is indispensable to shape the self-identity. Best friendship is achieved by sport competition with him/er. Though the relation to the “other” in the arguments can be explained by the structures of Buber's “I-Thou” relationship and sport rule that the both hold on, it is much necessary to elucidate the structure that be realized “I-Thou” relationship and sport rule. From this viewpoint, it would be important to re-examine about the “Physicality”, to elucidate how the self-body is structurized to the “other” and to consider the “topos” of physical education & sport.

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