The anthropologic problem seems to be the essential to physical education as an academic discipline. Therefore, the purpose of this study is to search for the theoretic moment to contribute the anthropologic discussion in physical education as an academic discipline, through the analysis of Romano Guardini's anthropologic discussion in his pedagogy.
The following two dialectics concerned with the existence and becoming of human being can be presented as important methodology in anthropologic discussion in physical education;
1. the first dialectic: the internal form of the existence and becoming of human being in physical education
The existence and becoming of human being are described as the strain between the possibility of existence and concrete being in physical education.
2. the second dialectic: the external form of the existence and becoming of human being in physical education
The existence and becoming of human being are described as the strain between object in given world and the first dialectic
In the strain between those dialectics, the system of the existence and becoming of human being in physical education might be grasped as a triangle relationship, and by setting the apex as the prospect point for the whole of human being and becoming, the trigonal pyramid is constructed. From the prospect point of it, the dynamics of the existence and becoming of human being in physical education might be irradiated theoretically in the anthropologic discussion in physical education as an academic discipline.

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The purpose of this study is to try to clarify the tendency of current society through the analysis of play. The observation of play was made by female students between 2001 and 2003. I divided play into the following three kinds: 1. unconscious 2. lightly 3. hard. In the case of young children, they are “unconscious” and “hard”. Of adult, “lightly” and of elderly people, “hard”. And of the youth, a little “hard”. It seems that the adult would rather be busy for their daily life than play as they are satisfied with. It would be an index of “qol” that we have enough time for play in daily life or we want that type of life. In this meaning, I feel that the maturity of the present Japanese society is still in a low level. Moreover female student's examples of play shows the following: 1. they are highly interested in their family and child care, 2. they are highly interested in the same generation, while little in the other generation, especially the middle age men. It seems to indicate the tendency of young not to try to connect with the outer world activity.

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The purpose of this study is to clarify how we understand and practice “connection as action” with other players in movement. For this purpose, this study focuses on the following four points: 1) background of discussion about the term of “connection”; 2) practical ability of “connection as action” and it's originality; 3) the subject of “connection as action”; 4) practices of “connection as action” in movement.
To conclude, “connection as action” is practical ability and “intersubjective connection”. We should grasp movement not from “mental connection” but from “connection as action”. Player can understand “connection as action” and player can practice “connection as action” by the following way: 1) to accept the existence of other players; 2) to concentrate on their play; 3) to correspond to their play. Then, the existence of other players changes from “the mere teammate” to “the specific one”.

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