The purpose of this paper is to consider the argument on PE teacher critically, in order to clarify the necessity of body theory of PE teacher.
General argument on PE teacher mainly focuses on quantitative analysis of teaching skills. In such an analysis, the unquantifiable relationship between teacher and student in class is to be omitted. However, education is based on this relationship as “lived world” in phenomenology. In “lived world” body plays the essential role. This is why this paper discusses body theory of teacher, especially PE teacher.
To conclude, body theory of teacher which is qualitative analysis of education is to be established to clarify educational experience as “lived world”, and then PE teacher's body as symbol is to be specified, on the basis of which the analysis of quantified data of teaching skills are to be meaningful.