The purpose of this study was to review the School Physical Education Promotion Act and the Character Education Promotion Act and explore futuristic models of after-school activity in the primary school and school sport club activity in the secondary school. In the School Sports Promotion Act, non-description of the expected results in relation to social character development through physical activity in the school causes people’s disregarding of its role of social character development. In addition, students participating in the sport club activity in the secondary school are not able to take advantage of it although one of the clauses in the Act delineates that the record of the sports club activity should be provided in the school report to be utilized in the college admissions, because the sports club activity record does not contain one’s social character development through the activity. Regarding the Character Education Promotion Act, every description in the Act targets student’s cognitive changes although behavioral changes should be the ultimate goal. Policies based on the Character Education Promotion Act need to be incorporated into the policies founded on the School Sports Promotion Act since sport club activity presents opportunities to develop desirable social characters.