Through previous research, we found the basic question that the physical education curriculum itself may have a structural factor that creates " aversion to physical education " and that the curriculum reinforces the difference between men and women. This study focuses on the multi-layered nature of the curriculum and examines the relationship between the curriculum and " aversion to physical education " through the experience of those who had negative experiences in physical education. Through the analysis of focus group interviews, we found that the following factors contributed to the participants' sense of " aversion to physical education ". 1. There is a discrepancy between the institutional curriculum and the practiced curriculum, and between the principle of physical education and the practiced one. 2. By constructing an institutional curriculum centered on competitive sports, the practiced curriculum strengthens competitiveness and gender norms, resulting in unpleasant experiences and feelings of alienation among less skilled learners. 3. Physical education is a place where sports performances are clearly visualized and their superiority or inferiority is evaluated, and it is a space where the stress of exposing the body and performance to others is increased for learners. 4. There is a strong tendency for the male body to be the standard, and physical changes during adolescence tend to be a negative experience for female learners.

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The purpose of this study is to analyze the process of struggles among masculinities for hegemony, based on the narratives of men who had a sense of aversion to physical education and to examine how the hegemonic masculinity constructed as a result of struggle may legitimatize unequal gender relations in PE. In this study, focus group interviews were conducted with ten university students who expressed the dislikes of PE. For the purpose of this paper, we focus on the narratives of five cisgender, heterosexual men. The analysis revealed that the participants had negative experiences in PE because sports, which emphasize competition, are placed at the center of the learning contents. In addition, in such PE classes, educational practices are often based on the assumption that " men are good at sports and physical activities ", and PE teachers tend to be tough on students who are not good at sports. Regarding the relationship among students, participants talked about the ways in which hierarchy among men are based on motor skills demonstrated in PE classes and it directly related to the hierarchy in school life outside of PE classes. Moreover, the richness of heterosexual experiences was also a part of the hegemonic masculinity in PE defined by the high level of motor skills. Additionally, we examined the effects of hegemonic struggle between masculinities on participants’ body, and how they survived the difficult hierarchical positions they were placed. The result shows that participants’ difficult situation was created by the connection between athleticism and masculinity. Therefore, we argued that it is necessary to seek the ways to separate sports from masculinity, and to reconsider if it is appropriate to place competitive sport at the center of PE curriculum.

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The purpose of the present study was to compare the factors associated with sports participation between males with children and males with no children. We analyzed data of the 2018 SSF National Sports-Life Survey in adults and potential correlates of sports participation (males with children: n=271, 39.9±6.6 years and males with no children: n=301, 35.7±13.1 years). Sports participation and associated factors including demographic, behavioral, and environment factors were assessed by questionnaire. After controlling for age, sociodemographic variables and access to shops or presence of sidewalks, results of logistic regression indicated that presence of children at home was significantly negatively correlated with sports participation (Odds ratio (OR) = 0.62 (95% confidential interval: 0.42-0.92), p = 0.02; OR = 0.67 (0.44-1.00), p = 0.05, respectively). After controlling for age and sociodemographic variables, results of logistic regression indicated that the time spent doing yard work (OR = 2.30 (1.37-3.84), p < 0.01) or access to shops (OR = 0.55 (0.31-0.97), p = 0.04) was significantly negatively or positively correlated with sports participation, respectively. Moreover, the interactions between presence of children at home and each factor indicated that such relationships were clearly observed in males with children. The findings of this study suggest that behavioral and environment factors in addition to presence of children at home were related with sports participation

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