The Nature of Physical Education——Interpreted in Existentialism and Embryology

Although the nature of “Physical Education” has aroused diverse interpretations, this essay analyzes it from the ways of how man live and of how man come into being. In terms of how man live, the term “Physical Education” in English derived from “Education Physique” in French. Essentially, it means naturally develop, naturally cultivate, and naturally educate. To do it “naturally” is its essential feature and standard practice. Approached from this perspective, the nature of “Physical Education” is growth. Moreover, as far as how man come into being is concerned, “Physical Education” means breeding, including the breeding of body and life. This can be exactly explained by the original word meanings of “Ti Yu” in Chinese. Also, this understanding can be shown by the fact that originally, the nature of man is birth, breeding, and generation. Comprehensively, in terms of how man come into being, “Physical Education” is growth in essence. Growth is the essential feature of “PhysicalEducation” that oriented to both body growth and body development. This exactly coordinated with the self-development of body or of life as well as the cultivation by parents or families. In conclusion, when only the concept of “Physical Education” is discussed both from how man live and from how man come into being, the complete understanding of the essence of the nature of “Physical Education”can be formed. The new interpretation of the concept of “Physical Education” will expand the space to study the nature of “Physical Education”. Meanwhile, it can effectively solve the issue of pluralism and other unsettled problems while doing research on the nature of “Physical Education”. Hopefully, it can open new directions and possibilities for the practice concerning “Physical Education” in the new age.