This paper aims to (1) show the role of the violence done by coaches, which is referred to as corporal punishment within sport coaching, and (2) clarify the influence of this violence on players. For aim (1), the author examined the stages of sport coaching, they were connected to Bateson's theory of leaning. The results revealed that in coaching, there is a stage involving an attempt to release players from their existing views and habits and make them transcend those views and habits. In this paper, this stage is prescribed as "transcendence II." For the second aim, this paper considered the meaning of violence in human beings from the viewpoint of Bataille's theory of violence. Referring to that theory, the author showed the condition and role of violence within sport coaching and its influence on players. In conclusion, it is demonstrated that violence done by coaches is part of the "transcendence II" stage in sport coaching. Moreover, this paper finds such violence by coaches shatters player' s existing views and habits and can force players to change their view on sport. Therefore, the violence done by coaches should not be seen as unrelated to sport coaching but must be understood as part of the work of the "transcendence II" stage. This study points out that future solutions and ethical discussion of this issue should be carried out based on this understanding.

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 reinterpret 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.

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This paper aims to show the ethical relationship between coach and player which respects the otherness of player and to explain exchanges between them required to overcome the violence in the relationship. This paper approaches the above objective in the following manner. First, based on the ideas of Levinas, this paper draws out the general framework of the ethical relationship between coach and player. Second, this paper examines what the roots of the violence in sport coaching are, and then searches for the situation that is requested to form the ethical relationship between coach and player. Finally, to realize an ethical relationship that does not result in the violence, this paper identifies what exchanges should be taking place between coach and player concretely. From the above, the following points are clarified:(1)An ethical relationship between coach and player is the relationship that coach desires the otherness of the player, not one in which the coach subsumes the otherness under his/her own comprehension. (2) This ethical relationship should be requested in the situation when the ego-ideal possessed by the coach is facing a crisis.(3)The ethic for overcoming violence is realized by the exchanges that player as a person speaks to coach, then coach puts the ego-ideal in question and seeks to a new path on sport coaching from receiving the language spoken by player. Therefore, according to this paper, what is called for overcoming the violence is the establishment of a relationship in which coach desires the language of player as the other, in the situation when coach's ego-ideal is facing a crisis.

The purpose of this paper was to clarify the significance and boundaries of sports sciences as a way of overcoming violence in coaching. Here, the term "overcoming violence in coaching" means that coaches reach a state that obviates the use of violence in the coaching practice and besides enriches their coaching. In order to achieve the study objective, this paper adopts the theoretical framework of Karl Jaspers' existential philosophy. Using Jaspers' existential philosophy as a reference, which suggests that sports sciences have different meanings between a) when coaches use them as a coaching technique for guiding players to a predetermined result and b) as a way of reflecting or considering goals/objectives and judgements in terms of their own coaching practices. This paper, therefore, examines the significance and boundaries of sports sciences for overcoming violence in coaching after due consideration of both these meanings of sports sciences, and the following conclusions were obtained: a) When sports sciences are used by coaches solely as coaching techniques to guide players toward predetermined results, their applications cannot become a way of overcoming violence in coaching. This is because sports sciences and violence in coaching cannot simply replace each other in relation to the ends and the means for accomplishing them and that the application of sports sciences does not, in itself, make violence in coaching unnecessary. On the other hand, in case b) when sports sciences are applied by coaches for reflecting or considering goals/objectives and judgements in terms of their own coaching practices, the application of sports sciences becomes a way to avoid violence in coaching causing by dogma or knowledge of appearance. This is because sports sciences can serve as a control mechanism that prevents both coaches and players from developing extreme conviction in their own beliefs and straying from a path that they walk together to reach their goal.