The purpose of this study is to reconsider the concept of ‘Leisure’ in Physical Education and to suggest the concept of ‘Sport & Leisure’. ‘Sport & Leisure’ as a concept is widely understood. It is implicated in ‘Sport’ and ‘Leisure’ and furthermore, extensive actions of human being.
In the beginning of the study, I would like to examine 4 fundamental questions in this paper. These are (1) the place of ‘Leisure’ in Japanese research area on the philosophy and principles of Physical Education, (2) the extent of Japanese language as ‘Leisure, ’ (3) the logic of discussion about ‘Leisure’ in Physical Education, and (4) the perspective of ‘Sport & Leisure’ in Japanese Physical Education.
The results of this examination were as follows:
(1) The argument about ‘Leisure’ in Japanese research on the philosophy and principles of Physical Education (1965-1976) regarded physical exercises and sports as the main activity, considered the usefulness as important and devalued the factor of ‘Goraku’ (amusement);
(2) ‘Leisure’ in Japanese meant spare time, and was associated with ‘Goraku’ (amusement) and ‘Asobi’ (play). The meanings ‘Goraku’ (amusement) and ‘Asobi’ (play) are related to ‘Kairaku’ (pleasure), ‘Hoojuu’ (intemperance), ‘Dohoraku’ (indulgence) and ‘Hootou’ (debauchery);
(3) In the Japanese Physical Education literature ‘Leisure’ means spare time. The practical use of the spare time is important. And the practical use of the spare time must be taught in Physical Education. Physical exercises and sports as the subject matter of Physical Education are sound and useful, therefore physical exercises and sports should be the main activity of the spare time. Furthermore the factor of ‘Goraku’ (amusement) must be reproached, because this factor relates to unsound factors such as ‘Kairaku’ (pleasure), ‘Hoojuu’ (intemperance), ‘Dohoraku’ (indulgence) and ‘Hootou’ (debauchery);
(4) ‘Leisure’ is conceptualized as not only spare time and the activity but also as a state of existence. Thus the meanings of ‘Leisure’ in Japanese Physical Education must be reconsidered. It is necessary to introduce new logic into Japanese Physical Education. I suggests that ‘Sport & Leisure’ is an important conceptual tool to construct a broader perspective.

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The purpose of this study is to discuss whether the human moving body, which is the medium of expression in sport, is retreated behind the expressed meanings and describe the mode of existence of the body through comparison with the mediums of language and art.
In ordinary language, it is pointed out that the sounds, which are the mediums of expression, are retreated behind the expressed meanings. The reason why this retreat occurs is that the sounds function as tools and accomplish expression of meanings indirectly since the combination of meanings and sounds is arbitrary.
In art, it is not possible to divide the combination of the meanings and mediums of expression, and a finished work becomes a direct expression of the meanings. The mediums constitute a work of art as the essential constitutive elements. Therefore the mediums which hold the meanings show sensuous characteristic of their existence since the mediums do not function as tools to express the meanings indirectly.
The meanings which expressed in sport can be recognized in the framework of purposive sports and aesthetic sports. The meanings found in purposive sports are expressed regardless of the intention of the performer. So it is considered that the human moving body appears as a direct expression of the meanings and shows sensuous characteristic of its existence. Intentional expression can be found in aesthetic sports. The meanings are not given to the human moving body arbitrarily and the body does not function as a tool to express the meanings indirectly. Therefore it is considered that the body appears as a direct expression of the meanings and shows sensuous characteristic of its existence. However, unlike art, it cannot be said that the meanings expressed in sport are tightly combined with the human moving body as the medium.
As the result of this discussion, it is suggested that the human moving body in sport is not retreated behind the expressed meanings and shows sensuous characteristic of its existence. In order to prove this characteristic, physical synchronizations which arise on sports spectators' bodies can be pointed out. Appearance of practical behavior of a spectator to synchronize with movement of a performer means that the human moving body is provided with the existence, and shows sensuous characteristic of its existence.
As the conclusion of this study, it is described that the human moving body is not retreated behind the expressed meanings and shows sensuous characteristic of its existence. It is also pointed out that the meanings expressed in sport are not tightly combined with the human moving body.

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The purpose of this paper is to clarify an educational meaning of recreation sport.
In this paper, recreation sport is defined as a specific concept of sport. Although we can do sports competitively or for recreation (even if we do recreation sport), we can tell recreation sport from (normal) sport as a different type of sport.
As sports in general aim at advancement through players' competition for victory, experts necessarily lead in a game, and consequently beginners tend to be in a passive position. On the other hand, as recreation sports aim at popularization by stressing on participants' pleasure in the process of pursuing victory, beginners are guaranteed to enjoy games and experts find out fun in promoting beginners' play rather than their own play.
Recently, the fact that children do not have good sociality because of their lack of communication skill is becoming a serious problem. Then, teaching materials for improvement in communication skills are called for in school.
Consequently, recreation sports are expected to be effective teaching materials as such by promoting interrelationship between beginners and experts to enjoy games.

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China has been adhering to a policy of stringent prohibition, strict control, and severe punishment in anti-doping practice. Now, in the face of 2008 Beijing Olympic Games, China has reinforced its anti-doping movement even further by taking the following measures.
1. Increased doping testing. Since 1990, China has invested large sums of money in doping testing. The number of tests has increased from 165 in 1990 to 4, 896 in 2003.
2. More stringent punishment for drug use. Drug use is clearly prescribed in anti-doping regulations. For example, when an athlete has a positive doping test for the first time, punishments such as a two-year suspension from competition and a fine of up to 80, 000 yuan are imposed.
3. Improvements to the sports legal system. Since 1989, China has drafted and promulgated over 30 decrees that constitute the central part of China's legal system on anti-doping and gradually moves the anti-doping movement into a legal system.
4. Reinforced anti-doping information and education. Sticking to the concept of “prevention through education”, China has paid much attention to the education of athletes and their supporting staffs to ensure that they have a correct understanding of the dangers of doping and resist the use of drugs. Much research has been conducted on athletes' cognition and attitudes towards drug use, and a publication entitled ‘Recent Developments In Anti-doping’ is published to provide up-to-date information.
5. Linking to scientific methods. China's Anti-doping Test Center has passed annual examinations by the IOC every year for the past 15 since 1989. It remains a first-class laboratory that provides powerful technical support for monitoring drug use as well as for doping testing during the coming 2008 Beijing Olympic Games.

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The development of a philosophy of physical education and sport in China experienced has gone through three stages. Stage one was the beginning phase, from 1980 to 1985, during which China's physical education and sport philosophy grew from nothing. Its influence was extended through academic activities, and organizationally it was put under the China Sport Science Society. Stage two was one of rapid development, from 1986 to 1995, during which much attention was paid to the study of basic theories, and significant achievements were made by scholars. Stage three was a period of slow development, from 1996 to the present. During this stage, organized academic activities almost ceased, the research atmosphere weakened, and little progress was achieved in research. The internal cause of this was the lack of development of the Chinese physical education and sport philosophy as a systematic knowledge system, and inadequate attention was paid to its combination with sporting practice. The external cause was the existence in China's sport theory circles a tendency to attach more importance to natural science studies than to the studies of humanities and social sciences.
Today in China, the central interests of physical education and sport philosophy researchers are the ownership, the essence, and the function of physical education, the relationship between physical education and sport, the connection between man and sport, and the globalization of sport.
Looking ahead, China's physical education and sport philosophy will surely experience a new age of rapid development as China has already set it as an important and urgent strategic task to promote national quality in philosophy and social sciences, which create an excellent external environment for the development of China's physical education and sport philosophy. The theoretical and practical problems encountered in the sporting fields require philosophical considerations, which also provide a wide range of opportunities to develop a physical education and sport philosophy. Moreover, China has many outstanding researchers, and many scholars show great zeal for physical education and sport philosophy studies.

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