The purpose of this study is to consider movements as a medium of instruction in physical education based on Hans Lenk's concept of “movements as proper achievements.”
In the first part of this paper I examined the relation between Hans Lenk's concept of “body as medium” and “bodily movement.” In the second part of I discussed “movements as proper achievements.” In the third part I discussed “everyday movements” and “sporting movement” as a medium of instruction in physical education. In the last part I considered the grounds for “everyday movements” as a medium of instruction in physical education.
The results of this study were as follows:
1. Lenk stated that “the body is an action center as well as a medium.” He considered the body as the constituent vehicle and constitution of existence, and stated that “without motor performance there is no activity, no life, and no possibility of expression of any kind.” After all the body can constitute its existence through movements.
2. Lenk discussed movements as proper achievements within a culturally impregnated and evaluated framework, and stated that “the learning new, difficult, goal-oriented movements involves mastering one's own body and surrounding world, it involves mediating new variants of self-expression, self-representation, and self confirmation.” Thus bodily movements have the possibility of a medium toward the world.
3. Lenk stated that “the movements and actions of sports must be distinguished from the everyday movement patterns”, and represented that “everyday movements” can be regarded as achievement in the widest sense, but are not socially institutionalized. He concluded that “sporting movements are not the only possibility and forms, but they are, indeed, characteristic vehicles of the individual's turning towards and copying with the world.” However, as “sporting movements” are institutionalized within a competition-oriented society, they tend to decline from a medium of instruction in physical education to a vehicle for the product of movements.
4. Since “everyday movements” are not institutionalized within a competition-oriented society, they are free from the product of movements. And because they are not the idealized norm patterns, therefore they have a diversity. It was concluded that “everyday movements” (achievements in the widest sense of the word) as a medium of instruction in physical education are grounded on the superiority to the product of movements and the diversity of movements.

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The aim of this research was to examine the strategic thinking of instructor in PE (physical education) class based on game theory economics, especially the following six concepts and solutions: (Incentive, Commitment, Lock-in, Signaling, Screening and Monitoring.)
In the process of forming/grasping goals, Incentive and Commitment maintain a mutually complementary relationship with each other. The former is used as an evaluation tool to help students understand the necessity and the meaning of goals, and the latter is used as a tool to shift students' learning process from the trial-and-error to the trial-and-approach in interaction between instructor and students.
In the process of achieving goals without help, Lock-in and Commitment maintain a mutually complementary relationship with each other in deepening students' learning process of “I can do it-I understand it.” Particularly, the former is identified as a tool to realize the unique enjoyment of movement material as practices (learning) and to assure each student's personal enjoyment experience.
Further, in the process of connecting the above two processes in class, Screening and Signaling play significant roles of directing students to achieve goals without help. The former is used as a tool to clarify each student's different and unique perceptions and perspectives and to realize the appropriate instruction for each learning process through information in group notes and individual cards or through instructor's creative way of questioning. The latter is used as a tool to provide an environment (courts, rules, etc.) for students to grasp the intent (preparation) of instructor.
Finally, Monitoring is a comprehensive evaluation activity to match the teaching process of instructor with the learning process of students. It is also a teaching activity to make an accurate judgment/evaluation on the efficacy of instructor's methods. In other words, this concept is a reflective viewpoint to makes a comprehensive judgment on whether the instruction methods based on the above five concepts and solutions match the aims of the class. Awareness of circumstances that occur unexpectedly or beyond the instructor's control is particularly important.
From the above, it can be concluded that six concepts and solutions derived from the game theory of economics can be used as educational perspectives and correspond to specific methods employed in PE class. Six concepts and solutions in PE classes are all structurally related to each other and could be the strategic thinking for the desirable PE class for students.

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