Since 2011, the International Association of Athletics Federations enacted a regulation requiring certain intersex female athletes to suppress their testosterone levels, typically through oral contraceptives, to be eligible to compete in the women's category (hereinafter "the DSD regulation"). In 2018, South African athlete Caster Semenya filed a petition with the Court of Arbitration for Sport (hereinafter "CAS") seeking to suspend this provision, but her petition was dismissed (hereinafter "Semenya v. IAAF").

This study focuses on the requirement of oral contraceptives, assuming that it may be in conflict with the "right to bodily integrity" of intersex female athletes. It examines how the CAS balanced the impact that this requirement has on athletes with the necessity of the DSD regulation in its decision regarding the effects of testosterone-suppressing medical treatment in Semenya v. IAAF. Then it evaluates the decision's validity from the perspective of the right to bodily integrity.

Chapter 1 provides an overview of the DSD regulation, Semenya v. IAAF, and the judgement of the European Court of Human Rights in the appeal process.

Chapter 2 examines the definition and significance of the right to bodily integrity. The study defines it as "the right not to undergo unwanted interventions on one's body, thereby preserving it in a state of completeness". It also emphasizes the significance of protecting this right, as the body serves as a medium through which one's subjectivity is developed in relation to society. Based on this, in considering whether the requirement to take oral contraceptives constitutes a restriction on Semenya's right to bodily integrity, it concludes that the DSD regulation restricts Semenya's right.

Building on the previous points, Chapter 3 evaluates the CAS decision regarding the effects of testosterone-suppressing medical treatment from three perspectives, pointing out flaws in each area.

The purpose of this study was to analyze the relationship between questioning of gender norms in physical education teacher education and aspiring a physical education teacher. In this study, we analyzed the narrative from one cisgender, heterosexual man who had the experience of questioning gender norms, in physical education teacher education and the experience was closely related to his aspiration to become a physical education teacher. In analyzing the data, we used narrative research methods, in particular, thematic analysis. The analysis showed that he became aware of the oppression based on gender norms in physical education and sports through informal conversations with university senior. This awareness was supported by his past guilty experience of having intense discriminatory feelings toward homosexuality. Furthermore, he had deepened the learning through independent study and graduate coursework. From this result, we understand that, if triggered in some way, physical education teacher education has the potential to be effective enough to question gender norms in physical education. However, it was also confirmed that such experiences made it difficult for him to continue to aspire to become a physical education teacher, a profession with strong gender norms. Therefore, it was revealed that the effective functioning of physical education teacher education may result in the reproduction of a group of physical education teachers who embodied gender norms. In conclusion, it is important that how learning based on queer pedagogy can be implemented in school education and teacher education for resisting oppression in physical education.

Hosting the Tokyo 2020 Paralympics has increased the coverage of para-sports; however, was the content respectful of the athletes? In this study, content analysis of highlight programs broadcast during the Tokyo 2020 and Beijing 2022 Paralympics was performed to determine the trends in the representation of gender and disability among Paralympic athletes, examine discriminatory expressions, and identify the characteristics of the two games.

The results indicate multilayered biases and challenges related to gender and disability in terms of coverage and representation in both the sporting events. The coverage focused on Japanese athletes, mostly male athletes, with more stereotyping and biases in the representation of female athletes. Physical disabilities were the most frequently mentioned disabilities in both events, particularly in Beijing, constituting approximately 90% of the total disabilities. This was likely due to a lack of athletes with intellectual disabilities in the Winter Paralympics. In terms of expressions related to athletes’ disabilities, athletes who have been competing for a long time and have won medals were often referred to as “legends”. In addition, seemingly positive terms such as “superhuman” etc., that reinforce the stereotype of the athlete as dependent on others, were intermittently used. The low coverage of female athletes in the Beijing Paralympics may be attributable to the low participation rate of Japanese female athletes (27.6%), which was lower than that of male athletes.

This study is an analysis of one broadcasting station’s highlight programs and cannot be considered a trend in Japanese TV coverage as a whole. However, we infer that Paralympic athletes need equal and unbiased coverage with respect to gender and disabilities, to achieve respectful representation as athletes.

This study investigated mental health characteristics among grassroots LGBT sports participants in Japan and identified factors related to their mental health. A survey was conducted with gay men participating in gay volleyball teams. The results indicated that their mental health was better than that of the general population of gay and bisexual men and was comparable to that of heterosexual men. However, their mental health was not correlated with their volleyball or gay volleyball experience. Instead, it was associated with subjective economic status and concerns about living in old age. These results suggest that gay men who are financially comfortable and have good mental health may be participating in gay volleyball, rather than that their mental health has improved as a result of their participation in gay volleyball. Future research should increase the sample size, measure variables such as competition level, competition orientation, and sport experience, as well as include grassroots LGBT sports other than gay volleyball in the study to determine the causal relationship and mechanism between grassroots LGBT sports and participants' mental health. This study, demonstrating that gay men participating in gay volleyball have good mental health, is a pioneering foundation for addressing these challenges.

This study examined the status of gender-related courses within departments that offer teaching licenses for health and physical education. A total of 229 departments were included in the research. The syllabi for the 2023 academic year were analyzed to assess the implementation of courses titled gender or women as well as lessons that included terms such as gender or women in their titles. The trends in these course titles were also examined. The findings are summarized as follows.

•Among all the courses, 98 departments (42.8%) offered courses with names including gender or women, and 40 courses (17.5%) that addressed content related to sports, the body or health.

•Among all the courses, 209 departments (91.3%) offered courses with names that included gender or women.

•Among the physical education and sports-related courses, 176 departments (76.9%) had courses that included gender or women in the course names, which was lower than the percentage of all the courses offered. Gender alone in the course name accounted for 57.7%, and women alone 65.5%, indicating a higher proportion of courses with women in the course name.

•Differences were observed among the courses with titles that included gender or women. The term gender was more frequently used in the humanities and social sciences, while women appeared more commonly in the natural sciences.

•In categorizing the titles of physical education and sports-related courses that included gender or women, courses with gender focused on social and cultural perspectives, while those with women emphasized topics such as training, coaching, health and disability, and exercise methods.

The results of this study suggest that the current implementation of gender-related subjects in specialized courses is inadequate. It is essential to establish more comprehensive gender-related courses within specialized fields in the future, particularly as part of the education for students who are likely to work in schools or sports settings.