The purpose of this study is to show the new possibility of the teaching methods regarding Karadahogusi exercise. The author examined the pleasure and the technique attached to the exercise and re-examined the teaching methods of the exercise. The author also worked on how teachers take hold of the participants of the exercise by using their own judgment and noticed that teachers sift in order to judge what works and what not. The author consequently got to the point of which the gaze of the relationship thrown among the participants being sifted by the gaze of teachers would generate the following possibilities:
1. Between the students that tackle the same problem:
There is the possibility of knowing other people's comfort and pleasure by sharing the experience.
2. Between the pleasure and the uneasiness and the distress:
There is the possibility of the joy of getting over the uneasiness and the distress. There is the possibility of finding the exercise or sport that is suitable for each student. For teachers to realize this possibility, they should teach with the ability to recognize both sides of the situation. Teachers should not teach or recognize one side only.

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In this study, learning was regarded as involvement of “self-others-thing/material”, and critical examination was performed on a study evaluation as objective leading skill performed so far. By paying one's attention more to a teacher's physical nature, it aimed at clarifying the phase of the physical which fulfilled its function of the evaluation which was not visible until now. Moreover, the key, which found out the state of the study evaluation focused on study of a child by that was shown. Therefore, “mind” and “body” were regarded as one thing and examination was carried out with the physical theory by Ichikawa which studies states in which the physical exists as a phenomenon caused by the living physical which presents a certain function to “now and here”. Furthermore, from the body of teacher who appeared in classes of physical education, an evaluation act was extracted and studied, and analysis and examination was performed on the body of the teacher who conducted evaluation. Consequently, the following points became clear.
·When a teacher thinks a great deal of a child in the first place and does an act by classes, the act including evaluation is generated, and the body to evaluate has appeared.
·What is evaluated physically is made possible because a teacher circulates “the physical conditioned by the system” and “my physical”. And a useful standard or not only a principle standard but the evaluation standard overlooked so far called a sympathy standard is generated.
·The body of the teacher currently involved in classes of physical education has an evaluation act. Therefore, this teacher's body can be called “the body for evaluation”.
·The body of teacher for evaluation aids a child in assessing the significance of a movement. On the other hand, it is the body, which tries to interpret that.
As mentioned above, in this study, the phase of the new body of teacher for evaluation was found out in the body layer. And it suggested the importance of the function in giving classes. From now on, it clarifies in giving classes of the structure of generation of the body for evaluation based on the result obtained by this study.

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Though many theories concerning life-long sport have been proposed, the question of the conceptual structure and theory of life-long sport have still been remained open. In the discipline of philosophy of sport, Ohashi presents a structural clarification of the concept of life-long sport. However, the question remains as to what is a life-long sport. The purpose of this study is, therefore, to show the concept of life-long sport and propose a model for discussion. The procedure of this study is as follows: 1. The author examines the meaning of life-long sport in terms of both political and social points. 2. The author examines critically a life-span developmental theory from the viewpoint of the body and its life cycles. 3. The author considers the concept of life-long sport and a theory for life-long sport that discusses a life-long sport itself. The consequences of discussion are summarized as below:
1. Even if, one says, that life-long sport is socially important, the question of what the values are among individuals still remains.
2. E. Erikson's life-span developmental theory lacks the body as a factor.
3. Life-span developmental theory is seen as the idea of life-long sport. Such a hypothesis makes possible that one can interpret a structure of life-long sport threefold, idea, principle and practice. The principle of life-long sport should not be constituted by the life-span developmental theory, but by the results of physical education or sport science because the body is a very important factor to be considered.

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