Professional baseball, the origin of professional sport in Japan, has been institutionalized through the leading involvement of corporations, which are economic organizations with the purpose of profit.

The Bundesliga in Germany, which serves as an ideal for the J.League, is organized around nonprofit organizations known as Verein. German nonprofit organizations operate primarily based on general meetings of local citizens and voting in elections and play a role in negotiating with governments and businesses while consolidating and representing the views of local citizens. For the Bundesliga, in which only Verein had been permitted to participate, the commercialization of the 1990s saw permission to operate clubs extended to for-profit companies. However, with the establishment of the “50+1 rule” and the “club licensing system”, clubs were required to hold a majority of their own voting rights. Under such a system, the Bundesliga has contributed to the creation of “civil society”-formed through collaboration between businesses, government, communities, and nonprofit organizations—while centered on a “citizenry” that seeks to organize groups and associations and influence political and economic systems.

This study analyzed the J.League philosophy from this public sphere perspective and found that although a philosophy aimed at collaboration between governments, businesses, and citizens has persisted to the present day, and partnerships between businesses and governments have materialized—local governments, for example, hold shares in professional soccer clubs—the specific roles that citizens and nonprofit organizations can play in league and club operations remain undetermined. Moreover, this challenge was attributed to differences in the systems around corporations in Japan and Germany.

To clarify the necessity and the possibility to explore the meanings of the pain in physical education (PE) classes, this study critically considers the literature on bodily experiences in such classes. In Japan, bodily experiences of students in PE class have been poor lately by doing a lot of language activities, using information communication technologies and taking full safety majors. According to previous studies, these bodily experiences are composed of three experiences of the things, the others, and the self. Therefore, the poorness of the bodily experiences in PE class means that students have being poor with three experiences of the things, the others, and the self. In such situation, the philosophical studies on the meanings of the bodily experiences in PE classes have discussed the experiences of the things and the others and demonstrated the significance of these two experiences for students. However, such studies have overlooked the experience of the self and, accordingly, to reveal the meaning of the experiences of the self would be required. The experiences of pain could symbolize the experiences of the self, because pain is the experience that lacks the consciousness toward the world outside human-subject and also inevitably highlights one’s own body. Thus, the experiences of the aforementioned pain could be focused when the meaning of the experiences of the self is revealed. Such an experience has the possibility of triggering the transformation of the self, and this transformation has an educational significance. The experiences of the pain as the experience of the self in PE class may have an educational significance for students. Hence, exploring the meaning of the experiences of such pain could reveal the new meaning of the bodily experiences.

The objective of any game is basically to move the ball or the player to a destination. However, in recent years, the problem of “competitive performance being decontextualized and turned into an objective” has emerged due to the focus of media on impressive scenes that fascinate audiences.

The purpose of this study was to present a practical perspective for developing instructional contents to promote the “understanding of games” thorough unraveling the process of decontextualization.

Since the game is created as a “new form of action” following Searle's constitutive rules, it emerges with the meaning of “an indeterminate contest of success or failure using the ball as a medium”, which ultimately strives to reach the constitutive objective. Therefore, it’s significant to grasp the conflict between attack and defense from a relational perspective as “the efficacy of one's attempt in relation to the other”. Relying on this view, we presented an innovative perspective as variations of tasks including “ball-possessing and progressing” or “player-advancing” toward an oriented destination.

The core of the instructional contents of game classes is to accumulate the experience of relationship building. The perspective presented in this study provides an understanding of the game structure, thus liberating teachers and students from the deception of visible phenomena and inviting them into the context of the game, which is necessary for building appropriate relationships with the ball, peers, and opponents.

Sato’s theory is a fundamental theory of physical education and is often referred to by other researches in Japan. However, this theory has a logical inconsistency, that is, the paradox between the categories of “relationality” and “transcendentality.” Given the paradox, the concept of “transcendence” in Sato’s theory is indistinct. It is uncertain whether “transcendence” can occur in educational relationships, in Sato’s theory. This study, therefore, attempted to re-interpret the concept of “transcendence” in Sato’s theory, and to place the opportunity of “transcendence” in educational relationships again. This study approached the purpose by clarifying the way of referring to the “allegory of the cave” in Sato’s theory and reconsidering the category of “relationality.” The conclusions of this study are as follows. The idea of “transcendence” in Sato’s theory can be re-interpreted as an opportunity that teachers attempt “changing the students’ framework of recognition of the world,” which is analogous to Plato’s concept of “periagoge.” Defining the concept of “transcendence” as above and categorizing the “relationality” as “active voice (teachers) - middle voice (students),” “transcendence” can be integrated in educational relationships. “Transcendence” is an occurrence a new framework of recognition of the world is generated in students, caused by a chance that the existing frameworks students have are opened to question, in relation to others who demand to turn the existing framework around. The abovementioned findings uphold and critically develop Sato’s theory, and place the opportunity of “transcendence” in physical education again. Furthermore, the fundamental understanding of “transcendence” shown by this study can suggest limitations of an educational ideal that demands immoderate subjectivity or activity for students such as “active leaning.”