Movement of sport for all has been developed in Europe from the sixties of twentieth century. Efforts have been proceeded toward sport for all in Japan, too. However, rate of Japanese who do physical activities and sports regularly is low. Japanese who do physical activities and sports more than once a week is under 50%. The most common reason Japanese give for their not doing physical activities and sports is “lack of time.” It is recognized that physical activities and sport and free time are strongly correlated. But, it seems to exist some problems and queries in relationship among physical activities, sports and time. For example, if leisure time increased, would percentages of physical activities and sports participants rise? How do people consider time for sports? Therefore, in this study, I discuss time consciousness of physical activities and sports and new perspectives of sports in daily life.
Main points of this study are as follows:
1) Concept of sport has been narrowly understood. This is one of the main reasons for low rate of doing physical activities.
2) Concept of sport should be changed for new perspectives of sports in daily life.
3) It is important to introduce light physical activities in daily life.

View full abstract

In this study the author considers whether a ‘serious’ physical movement, unaccompanied by cheerful looks, can be regarded as play for man. On this point, Kitada has reported that forms of ‘play which exudes pleasure in the effort to grow up’. The purpose of this paper is to clarify three points concerning play and human movement: 1. We inspect the phenomenon of human activities by which work and constant effort can become an experience of play. 2. What kind of experience is play, compared to other experiences in life? 3. Why a stoic (serious) act and an attitude can be play? This paper does not consider the general phenomenon of play, but only the phenomenon of human activities. The author uses the theory of Huizinga and Takahashi. To classify human movement and sport, we adopt Sato's forms of movement. Consideration of these results support Kitada's argument that ‘play is considered as an activity that involves the least effort and brings as much pleasure as possible’. On the basis of this view, we conclude as follows: 1. According to a subject's experience of play, a man has to suffer and to make efforts by way of action to enjoy play. This can be seen as an aesthetic experience, as in the boat that Nakai drew. 2. We suggest that the existence of ‘the refinement of work (techne)’, and ‘a quick motion’ as an aspect of a concrete physical movement, lead to experience. 3. We conclude that an apparently stoic human movement, which appears as the above ‘a quick motion’ and ‘refinement of work’ may be play.

View full abstract

The purpose of this study is to clarify “physical interaction with others” as the basis of movement practice. This study consists of the following four parts: (1) To survey previous researches related to interaction in PE classes. (2) To consider the necessity of phenomenological considerations focusing on the concept of “working on others.” (3) To examine interaction with other's body in movement practice. (4) To discuss problems of other's body in “interacting physically with others.”
The results are as follows: (1) Interaction in the previous researches is regarded as “the way of teacher behaves”, especially his/her “verbal interaction.” 2) The following two points are important as to phenomenological considerations in this study: (a) To “work on others” as practice; (b) To distinguish the content from the act of consciousness concerning “working on others” in movement practice. (3) One's “working on others” has specific purpose and changes the content of consciousness corresponding with others. It is based in one's own practical body, and interaction with others means to interact physically with others. (4) It is clarified that we interact physically with others based on “physical communication (leibliche Kommunikation)” and “physical injection (Einleibung)” according to Schmitz. “Physical interaction with others” in movement practice can be comprehended as “working on others as practice” based on understanding of others by one's own body.

View full abstract

The school physical education is one of the social functions, but the certain field of education. Therefore it is necessary to search for the essence of school physical education in the viewpoint of education.
The purpose of this study is to investigate the fundamental thinking form for what the school physical education should be, through the analysis of Eduard Spranger's pedagogy, in order to the theoretic development of physical education as an academic discipline. For the purpose in this study, the papers and writings concerned with the discussion of the school education in Spranger, E. 's works were picked up and analyzed for drawing the fundamental cognition of the theoretic discussion of the school education. Based on the cognition, it had examined what the school physical education should be.
In according to his pedagogic theory, it is necessary not only to learn the physical movement techniques, but to contribute to the fertile building a human character in school physical education. The educational possibility of school physical education is essentially fertile, so it can not be exhausted in the technological thinking or the logic of efficiency.
The ultimate require of school physical education is not in fabrication of useful people, but in building a human character. It is in the direction of the humanism, and every thing is discussed in the logical point just for the contribution for building a human character in school physical education. So, the logic of efficiency might be taken place there adequately just in the certainty of building a human character in school physical education. The most important thing in school physical education is not the sport facilities, not the physical movement techniques, but the every actual child and student as the estimable human being on his own way of human becoming. The essential righteousness might beyond over the logic of efficiency in the theoretical thinking of physical education as an academic discipline.

View full abstract