The progress of the last fifty years in the field of corporal activities, which has become a ‘social force’ and of its theory have generated the need of conceptual generalizations of philosophy. In the present article, we insist on this point of view based on practical considerations which are learned from the analysis of the way the instructive-educative activity in the field of corporal activities is planned. The starting point resides in how the teachers and coaches understand its implementation and evaluation and how the decision makers manage to direct it. Both the teacher and manager shall treat the philosophy as fundamental convictions, concepts, and attitudes regarding the activities and the programs they carry out. The compiling of the plans and of the programs should be based on the understanding of the given philosophy and its connection with education. It is imperative that everyone have a clear idea about the education before planning and organizing the activities.