This study attempted to clarify the concept of “bodily sense of ability” that helps students make positive efforts at sports or during physical challenges. Focusing on the interaction of “
I
can
” and “
I
can
’t,” the formation of motivation was clarified by using phenomenological methods. Therefore, the significance of this study for physical education teachers is to convey the essential perspective of students and evaluate their learning process. Initially, the phenomenological method was adopted. Second, the phenomenological term, “
I
can
” was examined in Husserl’s research, together with some concrete examples from the author. In particular, the relationship between the human body and change of consciousness through the perception of “
I
can
” was examined. Third, based on interviews focusing on “
I
can
’t,” the significance of this term for students who practice sports and have physical challenges was considered.
The conclusions were as follows: The “bodily sense of ability” is involves a continuous process of “
I
can
’t” and “
I
can
” that occurs alternately. The perception of “
I
can
” is unmistakable and clearly sensed as if “I” is doing something, even though “I” may not actually be acting at the time. This encourages students to become motivated to perform various actions in their daily lives. Conversely, “
I
can
’t” is the act of consciousness that comes from “
I
can
”, even though “I” may not have been able to. The “
I
can
’t” element is not an obstacle, but is an essential feeling or need for learning.
Finally, it is impossible to understand a student’s sense of “
I
can
” by using only Yes/No linguistic questionnaires. Instead, it is necessary to distinguish the sense of “
I
can
” from his/her own viewpoint by observing objective sports skills. It should be evaluated essentially in the sense of “
I
can
” and “
I
can
’t.” Furthermore, we have to create opportunities where students can explore and learn from the “
I
can
’t” situation in physical education classes.
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