The purpose of this study is to consider movements as a medium of instruction in physical education based on Hans Lenk's concept of “movements as proper achievements.”
In the first part of this paper I examined the relation between Hans Lenk's concept of “body as medium” and “bodily movement.” In the second part of I discussed “movements as proper achievements.” In the third part I discussed “everyday movements” and “sporting movement” as a medium of instruction in physical education. In the last part I considered the grounds for “everyday movements” as a medium of instruction in physical education.
The results of this study were as follows:
1. Lenk stated that “the body is an action center as well as a medium.” He considered the body as the constituent vehicle and constitution of existence, and stated that “without motor performance there is no activity, no life, and no possibility of expression of any kind.” After all the body can constitute its existence through movements.
2. Lenk discussed movements as proper achievements within a culturally impregnated and evaluated framework, and stated that “the learning new, difficult, goal-oriented movements involves mastering one's own body and surrounding world, it involves mediating new variants of self-expression, self-representation, and self confirmation.” Thus bodily movements have the possibility of a medium toward the world.
3. Lenk stated that “the movements and actions of sports must be distinguished from the everyday movement patterns”, and represented that “everyday movements” can be regarded as achievement in the widest sense, but are not socially institutionalized. He concluded that “sporting movements are not the only possibility and forms, but they are, indeed, characteristic vehicles of the individual's turning towards and copying with the world.” However, as “sporting movements” are institutionalized within a competition-oriented society, they tend to decline from a medium of instruction in physical education to a vehicle for the product of movements.
4. Since “everyday movements” are not institutionalized within a competition-oriented society, they are free from the product of movements. And because they are not the idealized norm patterns, therefore they have a diversity. It was concluded that “everyday movements” (achievements in the widest sense of the word) as a medium of instruction in physical education are grounded on the superiority to the product of movements and the diversity of movements.