Education curricula at universities in Japan usually consist of two parts: general education and specialized education.
University physical education, the main subject of this study, refers to that included in general education. First, as
background to this research, the current state of university physical education was confirmed based on educational
goals and learning contents. It was found that university physical education has various forms depending on the
educational philosophy of the university and the needs of society. It became clear that this characteristic is one of the
causes of a problem inherent in university physical education called "instability", which is of existential significance.
Therefore, the purpose of this study was to demonstrate that the pursuit of educational values intrinsic to motor
learning, which is common to physical education activities, can justify physical education as a university subject. Next,
the educational value of motor learning in physical education was confirmed based on the characteristics of human
motor learning. It was determined that, in physical education, students acquire a new way of movement through motor
learning, furthermore learners can build relationships with this “new world" through being able to freely manipulate
their bodies. There are five phases in the motor learning process; 1) passive intentionality, 2) empathy, 3) fluke, 4)
shaping, and 5) virtues, in this process, the observation of one’s own exercise, the observation of others, and the level of
one’s ability to empathize with movement based on one’s abilities influence the success or failure of motor learning, and
also leaders and learners, it was confirmed that the establishment of human relations through sympathy of movement
sense has an important educational significance. Based on the above contents, in university physical education a
specific sports event can be studied continuously in each semester or yearly according to the policy of each university.
With this class system, learners can study specific sports skills by utilizing already acquired skills. In other words,
the learner can experience a process that can be achieved only by conscious motor learning. (The process consists of
moving from "schema-apperception" to "schema-refinement" "repartee" and "the phase of virtues" via "disapeerception"
progressively.) Finally, through these experiences, the learner can acquire human-specific exercise learning methods,
and furthermore, it is possible for learners to acquire the basis of effective communication skills for building human
relations.