Sport was included in ancient educational systems because it was thought to promote aretê or human excellence which could be applied to almost any endeavor in life. The goal of most modern scholastic athletic programs might be better summed up in a word: winning. Is this a sign that we have lost touch with the age-old rationale for including sport in education? I argue that it need not be by showing that we value winning precisely for the (...) virtues associated with it. I then take Plato's traditional parts of aretê: piety, sophrosunê, courage and justice and show how they are manifest in modern athletic ideals of self-knowledge, discipline, courage and justice. To the extent that scholastic athletic programs develop these virtues, I conclude, their pursuit of winning is not at odds with the institutional mission of educating students. If an athletic program's pursuit of victory allows such character-building to fall by the wayside, however, it deserves no place in our high schools, colleges or universities. (shrink)

Preview: /Review: Satoshi Higuchi, Somaesthetics and the Philosophy of Culture: Projects in Japan (New York, NY; Oxford, England: Routledge, 2021), 138 pages./ Satoshi Higuchi’s Somaesthetics and the Philosophy of Culture is a succinct and innovative work in aesthetics and philosophy of education, despite what the title may otherwise imply. Indeed, the title may be the only shortcoming in this work, for it does not convey the scope of the concepts covered. It may be better titled Somaesthetics and the Philosophy (...) of Education, but even this does not express the important and fascinating discussions on the aesthetics of sports contained herein; and “education” is perhaps too narrow to encompass the range of application of the ideas (especially in the final part of the book). However, when the reader looks past the title, they will find a nicely organized work introducing readers to the topic of the aesthetics of sport, its application for improving pedagogy, and several avenues for further development in these areas. Higuchi’s previous work is a tireless series of granting legitimacy to the study of sports. Somaesthetics and the Philosophy of Culture is another important step in this project. Readers need not be familiar with Richard Shusterman’s multidisciplinary project of somaesthetics for, when it is necessary, Higuchi provides the relevant details. Readers who are familiar with somaesthetics will very quickly see how the ideas here complement it well. (shrink)

BackgroundIn their professional practice, teachers can exert a strong influence on students, promoting healthy habits for life through the example of their own lifestyle. The aim of this study was to compare sports habits and attitudes in Physical Activity and Sports Education students at the universities of León and Mostaganem.MethodsWe administered the “Motivations and Attitudes Toward Physical Activity and Sports” questionnaire to 125 Algerian university students from the Institute for Physical Education and Sport and 122 Spanish university (...) students from the Faculty of Physical Activity and Sport Science.ResultsChi-square tests showed significant differences with a large effect size in perceptions of sport and satisfaction with participation.ConclusionThe students from Mostaganem and Leon show many similarities, such as the number of female students in physical education and sport is quite small compared to male students. Both consider that universities should improve sports facilities to promote good practice. The practice of sports by our university students is far superior to that of students with other degrees, suggesting that they will set a good example of healthy habits once they enter their profession. Nevertheless, the participation of female Algerian students in sport was lower than that of Spanish students, and students at León showed more intrinsic motivation for participating in sport than their counterparts at Mostaganem. (shrink)

Background: Job satisfaction is largely associated with organizational aspects, including improved working environments, worker’s well-being and more effective performance. There are many definitions regarding job satisfaction in the existing scholarly literature: it can be expressed as a positive emotional state, a positive impact of job-related experiences on individuals, and employees’ perceptions regarding their jobs. Aims: No reliable scales in Arabic language to assess job satisfaction in the sports and physical education field exist.This study aimed to trans-culturally adapt and validate (...) the Pepe’s “Teacher Job Satisfaction Scale” 9 items (TJSS-9), creating the “Teacher of Physical Education Job Satisfaction Inventory” (TPEJSI) in Arabic language. This scale was administered to a Tunisian population of sports and physical education teachers and analyzed according to the Pepe’s theoretical model.. More in detail, this investigation systematically tested its factor structure, in terms of internal consistency/reliability, predictive validity, sensitivity and convergent validity. Methods: A total of 417 Tunisian teachers of sports and physical education participated voluntarily in this study. The sample comprised of 258 males and of 159 females. More in detail, 189 were teachers teaching in primary schools of physical education, 105 teaching in secondary schools, and 123 were university teachers. Both exploratory (EFA) and confirmatory (CFA) factor analyses were performed on random-split halves of the sample. Results: The three-dimensional alpha coefficients of the TPEJSI were all greater than 0.80: for satisfaction with colleagues, alpha was 0.865; for satisfaction with parents, alpha was 0.856 and for satisfaction with students alpha was 0.860. The CFA fit indices were satisfactory. Conclusions: Given the good EFA factor loadings, the CFA fit indices, the correlation matrix, the sensitivity analysis, the convergent validity and the excellent internal consistency, it can be concluded that the TPEJSI is a good psychometric tool that can be used to quantitatively assess the job satisfaction level among teachers of sports and physical education in the Arabic-speaking world. (shrink)

Unlike Dickens’s novel, this is not a tale of light and darkness, order and chaos, good and evil… It is, though, a story worth to be told about two standpoints about games and sports, teaching and research, physical education simply put, that have pursued similar interests on parallel tracks for too long, despite their apparent closeness and expected shared cultural grounds. The objective of this conceptual analysis is to try and reconcile two perspectives, namely motor praxeology and teaching games (...) for understanding (TGfU), born in the last third of the XX century in France and England with the intention to rethink the foundations of physical education (PE) and sports teaching. Pierre Parlebas, from the French side of the English Channel, claimed in 1967 that sports make part of PE, that team sports must be considered from a specific, sociomotor point of view, and that motor conducts (i.e. the significative organization of motor behaviour), not sports techniques, are the corner-stone of PE and sports coaching. In the early 1980s, from the English side of La Manche, Almond, Thorpe, and Bunker made a plea for a shift in the way to teach games (sporting collective duels mostly), deeply concerned by the negative impact of the traditional technics-centred approach on motivation, competence and attained level of the least able in school situations. Our conclusion is that TGfU, or game-based approaches to sports coaching and teaching, can take great advantage of the motor-praxeological rationale for three reasons: firstly, because concepts like understanding, game sense and action principles are operatively, semiotically linked to the reality of the playing process; secondly, because the inner structures of the games that constrain players and guide their motor conducts, permit to integrate games in the general system of sporting games, no matter their level of institutionalisation; finally, because the intervention practice is better thought of and more systematically developed upon the operational concepts of internal logic and expected practical effects of game playing. This time, Paris could be the place to go to in search of solutions, not the city to run away from in hope of consolation. (shrink)

Educational institutions have failed to achieve desired goals due to the lack of technology adoption, and this situation needs researchers’ emphasis. Hence, the current study examines the impact of digitalization and digital competencies among students on the educational performance of low-income college students in China. The article also investigates the moderating impact of parental support at the nexus of digitalization, digital competencies among students, and educational performance in low-income college students in China. The questionnaires were used by the researchers to (...) gather the data from the selected respondents. The article has applied the smart-PLS to check the linkage among understudy constructs and test the hypotheses. The results revealed that digitalization and digital competencies among students positively link educational performance. The results also exposed that parental support significantly moderates digitalization, digital competencies, and educational performance in low-income college students in China. This article helps policymakers develop policies to improve educational performance using technology adoption. (shrink)

Examines the relationship between sport and education from both social and moral points of view. The text argues that sport has such a vital role to play in society that it should be an integral part of the curriculum. It presents guidelines for an effective teaching of sports in schools.

Socrates, Sports, and Students involves a philosophical justification for the inclusion of physical education in the school system. This book will appeal to physical educators and administrators interested in justifying their activity, as well as philosophers and professors in the areas of education and sport.

Socrates, Sports, and Students involves a philosophical justification for the inclusion of physical education in the school system. This book will appeal to physical educators and administrators interested in justifying their activity, as well as philosophers and professors in the areas of education and sport.

This paper offers a preliminary account of the educative potential of mindfulness by revisiting the long-debated status of physical activity and sport as educationally worthwhile. We argue that previous attempts in the tradition of analytic philosophy of education to offer a justification of physical activity and sport have not been sufficiently grounded in the most distinctive feature of those activities—the body. As an alternative, we claim that the theory and practice of body-based mindfulness can explain how physical (...) activity can satisfy the analytic philosopher of education R.S. Peters’ requirement that for an activity to be educationally worthwhile, it must possess ‘wide-ranging cognitive content’. We conclude that physical activity and sport are justifiable on Petersian grounds: physical activity can broaden understanding mostly inaccessible to the kinds of theoretical activities that Peters argued are exemplary. We then assess the implications for this argument... (shrink)

Peter J Arnold; Sport, Moral Education and the Development of Character, Journal of Philosophy of Education, Volume 18, Issue 2, 30 May 2006, Pages 275–281, htt.

Specialist Sport Programs are an underexamined activity that combines the best features of two different contexts for adolescent development: a sporting program and a secondary school. A mixed-methods study was conducted to determine the influence of participation in SSPs on the educational outcomes of lower secondary students in Western Australia. The results demonstrated a significant improvement in specialist students' mean grade for Mathematics over the course of a year, while their mean grade for all other subjects, and their level (...) of engagement with school, remained stable over the same period of time. Semi-structured interviews were also conducted with key stakeholders. Overall, the participants felt that SSPs had a positive influence on students' engagement with school, and that this engagement had a positive impact on their academic achievement. Taken together, the results of this research suggest that there is a role for SSPs in promoting positive educational outcomes for lower secondary students attending public schools located in low SES areas. (shrink)

This engaging and informative text will hold the attention of students and scholars as they take a journey through time to understand the role that history and philosophy have played in shaping the course of sport and physical education in Western and selected non-Western civilizations. Using appropriate theoretical and interpretive frameworks, students will investigate topics such as the historical relationship between mind and body; what philosophers and intellectuals have said about the body as a source of knowledge; educational (...) philosophy and the value of physical education and/or sport; philosophical positions that have impacted the historical development of sport and physical education; the history of women in sport and physical education; the role and scope of sport and physical education in Ancient Greece and Rome; the Ancient Olympic Games; the relationship between sport and religion in ancient and modern times; the theoretical and professional development of physical education; the rise of sport in modern America; the history and politics of the modern Olympic Games; and the contributions of men, women, and social movements to the development of sport and physical education from ancient times to the modern era. (shrink)

Training for sustainable development is an educational challenge of prime importance. Physical activity and sports in natural environments provide training committed to sustainability and environmental education. The objective of this study was to assess the effects of an undergraduate training program in Physical Activities and Sports in Natural Environments concerned with sustainable development. A total of 113 students from the Autonomous University of Madrid who are studying a Bachelor’s Degree in Physical Activity and Sports Sciences and a Master’s Degree (...) in Teacher Training for Secondary Education and High School were involved. Specifically, we aimed to assess the impact of this training program on three dimensions related to Environmental Education. Its effect was also examined bearing in mind students’ sex, age and educational profile. Mixed-methods were used: for the quantitative approach, data were collected with the Environmental Attitude in Physical Activities in Natural Environments validated scale; for the qualitative approach individual reflective diaries completed by students that attended the program were analyzed. The results show positive effects on the students regarding the three dimensions of Environmental Education, for both the sportive and educational training profiles. The quantitative results do not present significant differences concerning the gender variable, although the qualitative information shows that female students perceived a greater environmental sensitivity during their practices. Regarding the age variable, significant differences are found in the youngest students with an educational profile. To conclude, the study ratifies that the program carried out generated improvements in terms of knowledge, behaviors and attitudes toward the environment and sustainable development. Future research should use larger samples and consider other variables related to education for sustainability. (shrink)

Corporeality is a subject strongly present in educational discussion nowadays. The purpose of this paper is to present an outline of issues we may address from the philosophy of sport that could foster a fruitful dialogue with the philosophy of education. It is understood that the philosophy of education can benefit from reflections on corporeality and human movement, namely from sports and games. Initially, the article introduces the philosophy of sport as a field of study that (...) addresses reflections on human movement from sports and games. They highlight elements that are not specific to such practices and foster reflexions on different areas. Afterwards, it explores the experience of corporeality and the dialogical dimension of human movement based on Merleau-Ponty's phenomenology. Human movement indicates a unique way of being communicative. Finally, it presents some reflections on playing games as an experience that helps us think about our relationships with others and the environment. From this perspective it is possible to seek some critical features to understand education in the experience of human movement, namely from playing games, such as experience, dialogue, and expressiveness. Thoughts on human movements may reinforce the role corporeality plays in education as a collective experience and the recognition of the body's expressive potential in constructing knowledge. (shrink)

Zusammenfassung In diesem Beitrag wird der Frage nachgegangen, ob und inwiefern der als Bologna Prozess gekennzeichnete Reformprozess an deutschen Hochschulen zu einer Veränderung des studentischen Sporttreibens führt. Mit Rückgriff auf institutionentheoretische Ansätze werden die Ergebnisse einer triangulierten Studie aus problemzentrierten Interviews und einer für Deutschland repräsentativen Querschnittserhebung dargestellt. Es kann gezeigt werden, dass die gegenwärtigen Studienbedingungen von den Studierenden reformierter Studiengänge als zunehmende Belastung wahrgenommen werden. Es zeigt sich zudem, dass es zu einer sukzessiven Transformation des Sportverhaltens von Studierenden aus (...) den neuen Studiengängen kommt. Diese offenbart sich allerdings vor allem in der lebensweltlichen Einbettung und Organisation sportlicher Handlungen; ein statistisch nachweisbarer Unterschied zwischen den einzelnen Studierendengruppen lässt sich nicht nachweisen. (shrink)

Sports occupy an interesting ethical space from a pedagogic point of view, being included in physical education curricula in most Western countries. The approach of physical education to sports as vehicle for ethical education is too limited when it is restricted to their minimal functional, constitutive and regulatory goals. This essay’s aim is to argue the extent to which the ethical potential of physical education can embrace more than functional purposes, or whether that will be neglected (...) in terms of limited educational aspirations. We present data from nineteen exploratory interviews with experienced philosophy, sports and physical education researchers and teachers, from six different nations, concerning the ethical potentiality of physical education. We highlight five ethical themes: (i) the regulatory and normative structure of sports; (ii) the spirit of sports and its internal values; (iii) the right playing/doing of sports; (iv) the overcoming in sports; and (v) sports as an opportunity for a supererogatory ethics as fertile ground for future operationalization of the potential of physical education for ethical education through sports.El deporte ocupa un interesante espacio ético desde un punto de vista pedagógico, integrándose en los curricula de educación física en la mayoría de países occidentales. El planteamiento de la educación física como vehículo de la educación ética es limitado cuando restringido a sus objetivos mínimos funcionales, constitutivos y regulatorios. El objetivo de este estudio es discutir si el potencial ético de la educación física puede ir más allá de los propósitos funcionales, que considerados aisladamente constituyen un desperdicio de la experiencia pedagógica del deporte. Para conseguirlo, presentamos datos de diecinueve entrevistas exploratorias con experimentados investigadores y profesores de filosofía, deporte y educación física relacionadas con las potencialidades éticas de la educación física. La muestra incluye individuos de seis diferentes nacionalidades, cuyo trabajo demuestra preocupaciones con el tema. La argumentación resulta de cinco temáticas principales: (i) Estructura normativa y regulativa del deporte; (ii) El espírito del deporte y sus valores internos; (iii) El bien hacer deportivo; (iv) La superación deportiva; (v) El deporte como oportunidad de una ética supererogatoria como contexto fértil para la concretización del potencial ético de una educación deportiva. (shrink)

In this paper it is argued why and how the aesthetics of sport should be included in higher education curricula in sport sciences. It is claimed that within the scope of philosophy of sport, aesthetics has its own role to play, since it provides a ‘sensible knowledge’ that should not be undervalued, and philosophers of sport must be aware of this. Providing examples from Portugal and Brazil, it is enunciated how these countries have been taking (...) seriously and incorporated (if only partially) inquiry and education concerning the aesthetics of sport. Through an interpretative analysis, it is argued about the adoption of the aesthetics of sport in academic curricula and also in the syllabus of sport philosophy and aesthetics of sport courses in the context of higher education in the Faculty of Sport at the University of Porto. (shrink)

À partir de textes officiels, de publications professionnelles et de représentations d’enseignantes d’EPS ayant vécu la mise en place de la mixité, cet article analyse la construction du genre en éducation physique durant les années 68. Si la mixité est d’abord évacuée au profit de l’officialisation sportive de l’éducation physique, les dissidences acquièrent une légitimité certaine durant la crise de mai-juin 68. Pourtant, l’organisation de l’EPS conserve une frontière et maintient les distinctions sexuées. Au terme des années 68, la mixité (...) n’est plus ignorée et les discriminations se sont déplacées. Elles sont paradoxalement le fruit des enseignantes elles-mêmes qui déconsidèrent la féminité au regard de leurs attentes sportives. (shrink)

This book examines public policy in physical education and sport and provides insights into practices of school curriculum and after-school sport programs from a global context. The authors reflect on the continuously shifting understanding of the field of physical education and suggest a new direction for the profession.

Do we watch sport for pure dumb entertainment? While some people might do so, Stephen Mumford argues that it can be watched in other ways. Sport can be both a subject of high aesthetic values and a valid source for our moral education. The philosophy of sport has tended to focus on participation, but this book instead examines the philosophical issues around watching sport. Far from being a passive experience, we can all shape the way (...) that we see sport. Delving into parallels with art and theatre, this book outlines the aesthetic qualities of sport from the incidental beauty of a well-executed football pass to the enshrined artistic interpretation in performed sports such as ice-skating and gymnastics. It is argued that the purist literally sees sport in a different way from the partisan, thus the aesthetic perception of the purist can be validated. The book moves on to examine the moral lessons that are to be learned from watching sport, depicting it as a contest of virtues. The morality of sport is demonstrated to be continuous with, rather than separate from, the morality in wider life, and so each can inform the other. Watching sport is then recognised as a focus of profound emotional experiences. Collective emotion is particularly considered alongside the nature of allegiance. Finally, Mumford considers why we care about sport at all. Addressing universal themes, this book will appeal to a broad audience across philosophical disciplines and sports studies. (shrink)

This text, intended for undergraduates on various education and sport related degree courses, covers the key, current issues in the field of sociology of sport and physical education. The first section of the text covers the importance of sport in culture, its theoretical background, and methodological issues in research. The main body of the text then discusses issues including the sporting body, participation and socialisation into sport, the hidden curriculum, critical pedagogy, and sport (...) and the media. Laker discusses in depth gender, race and ethnicity, class, and equality, and he looks at sport and the media, and the involvement of politics. The chapters are each rounded off with challenging 'reflection' questions, activities and tasks for the reader to fulfill. (shrink)

A models-based approach has been advocated as a means of overcoming the serious limitations of the traditional approach to physical education. One of the difficulties with this approach is that physical educators have sought to use it to achieve diverse and sometimes competing educational benefits, and these wide-ranging aspirations are rarely if ever achieved. Models-based practice offers a possible resolution to these problems by limiting the range of learning outcomes, subject matter and teaching strategies appropriate to each pedagogical model (...) and thus the arguments that can be used for educational value. In this article, two examples are provided to support a case for educational value. This case is built on an examination of one established pedagogical model, Sport Education, which is informed by a perspective on ethics. Next, I consider Physical Literacy which, I suggest, is an existentialist philosophical perspective that could form the basis of a new pedagogical model. It is argued, in conclusion, that a models-based approach along with a reconstructed notion of educational value may offer a possible future for physical education that is well grounded in various philosophical arguments and the means to facilitate a wide range of diverse individual and social educational ?goods? (shrink)

This book examines public policy in physical education and sport and provides insights into practices of school curriculum and after-school sport programs from a global context. The authors reflect on the continuously shifting understanding of the field of physical education and suggest a new direction for the profession.

The wide range of semiotic possibility, through networks of motor communications, reveal processes for decision-making with playful meaning. We describe a physical education experience according to a sequence based on five motor games, corresponding to five networks of motor communications, with the purpose of revealing the signs to interpret a fully comprehension of playful communication. A total of 180 high school students were part of this pedagogic experience. Events were obtained through the systematic observation of three game conducts, to (...) be compared through the five games and thus offer indicators of motor complexity regarding decoding. Through the game sequencing studied, three blocks with different networks of motor communications were shown: their exclusivity and stability, their instability, and ambivalence, in addition to signs based on relationships of opposition, reidentification, and relativization. We propose that these signs should be transferred to a significant pedagogy with curricular interest for the physical education class. (shrink)

Sports have long played an important role in society. By exploring the evolving link between sporting behaviour and the prevailing ethics of the time this comprehensive and wide-ranging study illuminates our understanding of the wider social significance of sport. The primary aim of _Sports, Virtues and Vices_ is to situate ethics at the heart of sports via ‘virtue ethical’ considerations that can be traced back to the gymnasia of ancient Greece. The central theme running through the book is that (...) sports are effectively modern morality plays: universal practices of moral education for the masses and - when coached, officiated and played properly - a valuable vehicle for ethical development. Including a wealth of contemporary sporting examples, the book explores key ethical issues such as: How the pursuit of sporting excellence can lead to harm Doping, greed and shame Biomedical technology as a challenge to the virtue of elite athletes Defining a ‘virtue ethical account’ in sport Family vices and virtues in sport Written by one of the world's foremost sports philosophers, this book powerfully unites the fields of sports ethics and medical ethics. It is essential reading for all students and scholars with an interest in the ethics and philosophy of sport. (shrink)

À partir de textes officiels, de publications professionnelles et de représentations d’enseignantes d’EPS ayant vécu la mise en place de la mixité, cet article analyse la construction du genre en éducation physique durant les années 68. Si la mixité est d’abord évacuée au profit de l’officialisation sportive de l’éducation physique, les dissidences acquièrent une légitimité certaine durant la crise de mai-juin 68. Pourtant, l’organisation de l’EPS conserve une frontière et maintient les distinctions sexuées. Au terme des années 68, la mixité (...) n’est plus ignorée et les discriminations se sont déplacées. Elles sont paradoxalement le fruit des enseignantes elles-mêmes qui déconsidèrent la féminité au regard de leurs attentes sportives. (shrink)

David Aspin; Ethical Aspects of Sport and Games and Physical Education1, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 49–71, https.

Adults (more than 18 years old) are likely to reproduce the habits that they acquired during childhood and adolescence (from 6 to 16 years old). For that reason, teachers and parents have the responsibility to promote an active and healthy lifestyle in children and adolescents. Even though every school subject should promote healthy activities, Physical Education (PE) is the most important subject to foster well-being habits associated to healthy lifestyle during sport practice and other kinds of active tasks. (...) Indeed, there are many factors that influence the acquisition of healthy habits that should be taken into account when programs and activities are implemented in both educational and extracurricular context. In this sense, psychological and social factors are of utmost importance to achieve optimal experiences for an active and healthy lifestyle. However, due to the myriad of studies analyzing different factors in different contexts, there could be confusion when programs and pedagogical strategies are applied in educational or extracurricular contexts. The objective of this investigation is to analyze the state of art of the psychosocial factors which influence the engagement in physical activities and sport practice. The keywords used in this review were mainly: ‘Self-Determination Theory’, ‘motivation’, ‘Psychological need satisfaction, ‘physical activity and sport engagement’, ‘Elementary Education’, ‘Secondary Education’, ‘Physical Education’. The articles were selected according to the following criteria: (a) peer-reviewed original research published in international journals indexed in JCR or SJR, (b) published in English or Spanish, (c) about psychosocial factors which influence the physical activity and sport engagement, (b) in educational or extracurricular context. Research articles selected were found through nine databases. It was observed that physical activities and sport practice engagement are closely related to psychological factors. In particularly, intrinsic motivation was able to determine the active participation in any activity, including physical activity and sport practice during the implementation of Small-Sided Games and other kinds of pedagogical strategies (e.g., Pedagogical Models). Motivation was also closely related to flow state. Finally, these variables should be considered in order to organize effective programs to promote an active and healthy lifestyle in Physical Education classes. (shrink)

Although sports and athletics provide a nearly universal social context for the learning of such cherished values as courage, honesty, discipline, communal efforts, and the pursuit of excellence, little attention has been devoted to the philosophy of this important element in human life. In a fascinating survey of the philosophic dimensions of sports and athletics, the author delves into a variety of topics, including game and play theory, play-forms and game principles in history, existentialism and sports, the popularity of sports, (...) its educational values, the function of ethics and moral values, and the role of competition, violence and aggression, self discovery, spirituality, and joy. He also considers recurrent problems such as corruption, the excessive emphasis on winning, and the exploitation of student athletes and suggests specific ways of preserving perspective and integrity. -- From publisher's description. (shrink)

In this article, we examine philosophy of sport as a field of study in Japan, its history, characteristics, and future prospects, as part of a contribution to the international development of the discipline of sport philosophy. The Japan Society for the Philosophy of Sport and Physical Education has been holding an annual sport philosophy conference every year since its inception in 1978. Nevertheless, the trends of sport philosophy in Japan have not been conveyed abroad. (...) The language barrier between Japanese and English as an international communication tool makes it difficult to spread our work on the philosophy of sport throughout the world. The question arises as to whether the philosophy of sport in Japan has the same trends as those in the Western countries. Is it reasonable to assume that it has different aspects and interests than philosophy of sport in English-speaking countries? We will also try to address these questions for our audience. (shrink)