The purpose of this paper is to clarify the role of body in school athletic club by focusing on handing down of corporal punishment. For this purpose, the relationship of body to “imitation” and “habitus” is to be considered. The previous studies reveal that those who experienced corporal punishment regard it positively, although they recognise that it is unjust act. This contradiction shows the difference between understanding in verbal level and in body level. However, the latter has been missed so far. This is why this paper focuses on the viewpoint of body.
To conclude, as we learn unconsciously tradition and custom in body level (“habitus”) and body itself has no relation to moral judgement, corporal punishment is also handed down from teacher to student with unconscious learning (“imitation”). It suggests the importance of effect of teacher's body on student's sensitivity, i.e. their way of thought and behaviour. Therefore, teacher's body is to be the next subject matter.

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In teaching of ballgames recently, it is the mainstream to the aim to improve their performance that consist of the “off the ball movement” and the “on the ball skill”. However, those movements and skills cannot be centralized, or generalized as the appropriate way to solve their problems. It is the very individual problems that led in the light of subject condition of the students who constitute their present games.
It is necessary for reaching this problem to understand the process of reality-construction in lessons, through sitting close to teacher and students, standing on the viewpoint of insider, and going deep into that present field.
The purpose of this study is to consider the relation of the teacher's educational intervention and student's awareness through the description and interpretation the process that catch the tendency of games which spread out before them and find the appropriate countermeasure for it with a clue of field notes of lessons.
With the progressing lessons, students experienced the historical development of basketball. It was given by teacher's instructional devises and his educational interventions, so it is not too much to say that he has succeeded in picking them up into worthy world of its sport culture. Namely, the teacher had a great work to pick students up into worthy world of its sport culture and let them have opportunities to join the game perfectly as the important player.

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The purpose of this study is to discuss on the experiential values of sport, namely the educational and social values in experiencing sport. The study also try to re-evaluate the pragmatism in terms of the concepts of “experience” presented by J.Dewey and E.Reed. Through examining the sport experience based on Dewey's concept, we may see some educational possibilities as consecutively reconstituted experience in the developmental process. According to Reed's concept of experience, many suggestions of the social values were derived in sport experience, that is namely the “primary experience” of sport making persons free from the crisis of experience in modern society. Such experiential values as an important property of sport should be strongly insisted in our enterprise of education and social matter. At result, it comes to be appeared as the next task how to observe and refer onto person's encounter with a rich experience of sport. Thus, when we consider the meaning acquired in the sport experience, the educational and social values should be re-evaluated. If we stand on such a viewpoint, the ground of school or even the facility of sport as an environment must be reviewed as the space which would cultivate a rich experience above the traditional framework. It is also to inquire into the meaning of body and its movement fully absorbed in the experience of sport.

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Im Deutschland am Anfang des 19. Jahrhunderts, wo die Bildung eines modernen Nationalstaats und die Befreiung von der napoleonischen Herrschaft der sehnlichste Wunsch der gebildeten Schichten geworden war, besaß das Turnen von F.L.Jahn, nicht nur im Sinne der Ertüchtigung des Körpers, sondern auch im Sinne der Verbreitung des Nationalbewusstseins eine erhebliche gesellschaftliche Einflusskraft. Es ist darauf hingewiesen worden, dass ein Großteil der Einflusskraft des Turnens als Nationalbewegung den folgenden Punkten zuzuschreiben ist: 1. der “Erfindung von Traditionen”, die sich klar in der Wortschöpfung “Turnen” zeigt, 2. dem Charisma Jahns, das durch Jahns progressive und antiautoritäre Haltung und Kleidung vermittelt wurde, und 3. der Ritualität und Festivität der Turnfeste, die an nationalen Gedenktagen abgehalten wurden. Betrachtet man jedoch die Rollenspiele, auf die Jahn bei den vielfältigen körperlichen Übungen des Turnens großen Wert legte, kommt man zu der Erkenntnis, dass das Nationalbewusstsein der Turner untereinander in einer Form verknüpft war, die sich von den genannten Punkten unterscheidet.
In dieser Forschung wird darauf hingewiesen, dass ein Rollenspiel die gleiche Welt ausdrückt wie die autobiografischen Romane Jahns und es wird gleichzeitig durch die Aufschlüsselung der Memoiren und Tagebücher der Turner gezeigt, dass die Rollenspiele, die als Teil der spontanen Bemühungen der Turner vor dem Hintergrund historischer Orte bei den Turnfahrten entwickelt wurden, den Gruppenzusammenhalt der Turner stärkten und als ein Mittel zur Verbreitung des Nationalbewusstseins fungierten. Anders ausgedrückt wird mit dieser Forschung gezeigt, dass die Verbreitung des Nationalbewusstseins aufgrund der Turnbewegung am Anfang des 19. Jahrhunderts nicht nur der Erfindung von Traditionen, der charismatischen Herrschaft und der Ritualität und Festivität zuzuschreiben ist, sondern auch dem historischen “Gedächtnis”, das sich durch die Erfahrung von körperlichen Übungen bei den Rollenspielen in die Körper der Turner einprägte.

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The purpose of this research is to examine the learning outcomes of physical education as part of the liberal arts after attending an English lecture in which the theme was certain sports included in the following physical education lecture.
Various discussions have been held about physical education and English regarding their positioning in the general education and whether to place them in the liberal arts or place them as independent subjects. Also the concepts of lectures for both subjects have been under scrutiny. In this research, English in the general education was incorporated in the physical education lecture. This research attempted to incorporate different subjects in one course of the liberal arts, which were traditionally taught separately such as the natural sciences, the humanities, the social sciences, English and physical education.
The learning outcomes of this research are as follows;
- More students showed interest in English, compared to the traditional English lectures which taught English as a skill or a tool.
- Many students showed interest in the contents of the lecture as they were related to the sport of their interest.
The above outcomes demonstrate that the possibility of engaging students' interest becomes higher if English in the liberal arts is taught in different styles rather than in the traditional manners which solely concentrate on grammar and usage.

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