This paper aims to consider “the other” in sport gender studies, analyzing earlier studies on differences among women in sport, and examining the discourse of explanation about sexual commodification by female athletes. In sport gender studies, the number of discussion on differences among women as well as differences women and men in sport has been increasing. The discussion on differences among women makes clear that in fact women have diverse sport experiences, which have been generalized by Western centrism, through disclosing the existence of “women” with negative and collective identities. On the other hand, if we always assumed “women” as a collective identity to critique the Western centrism in sport, sport gender studies, claims the hegemonic sport culture which unifies women’s experiences in sport, would come up against a dilemma of essentialism on a collective identity. In the discourse of explanation on sexual commodification, sport gender studies ties sexual representations by female athletes with an economical reason. This assumes “‘the poor women’ sell their sex” based on the category of “the other.” I call this assumption “the appropriation of the other” by sport gender studies. I consider the theoretical framework of sport gender studies, referring to the discussion on “identity politics” by Judith Butler and Kazuko Takemura. In addition, I propose the range of sport gender studies.

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The purpose of this study is to explore the reason why there are only a few women journalists in the sport department and why there are quantitative and qualitative gender differences in the sport coverage in Japanese newspapers. Questionnaires to sport editors were conducted, and 42 editors answered them. The 42 respondents all turned out to be men and the results show that women journalists only account for 9.0% and women editors are only 1.5%, which suggests that the sport coverage hardly reflects decisions made by women. The main reasons why the number of the women sport journalists do not increase are that the job of being a sports journalist is very difficult and women are not seen as physical fit as men. Secondly, women traditionally carry the responsibility for housework and childrearing. Thirdly, they do not want to be sport journalists themselves. The forth reason is men tend to dominate the sport world and sport journalism. On the other hand, male editors expect female journalists to write articles from the view point of women because recently interest in women’s sports is increasing. Also, the male editors answered that if they complete their work as sport journalists, the gender of the writers is not important. Concerning the gender differences in the sport coverage, it was suggested that the structure of male predominance in sport, for example that the big professional sports are only for men, is reflected upon the process of the article production. Some of the male editors even insisted that gender neutrality of sport coverage is still kept because it suited the reader's interest.

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This study explores the ways PE teachers organize their class and teach their pupils using sex categories ‘boys’ and ‘girls’ in a public high school in the Western area of Japan. The data comes from the video recording of 12 classes of long-distance running by eight PE teachers in 2004. This study shows the four ways by which teachers use sex categories in their instructions. First, they demand higher level of performance for boys than girls. Second, they arrange boys and girls to form a line side by side and direct them to move and exercise separately. Third, some teachers direct girls to use short-cuts in their running, yelling at them ‘Girls, go to this course.’ Fourth, PE teachers cheer and blame their pupils by using sex categories such as ‘Ladies, You are too slow.’ This article shows the ways and the contexts PE teachers make their pupils boys and girls.

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The purpose of this research was to analyze the effect of gender on the physical play competence of preschoolers. It was to try to identify the hypothesis that the image of a man stereotype of the movement and the gender label to the movement play made the physical play competence more enhanced in boys than in girls. The findings were as follows; 1. An image of a man stereotype of the movement alone doesn't influence the physical play competence of preschoolers. 2. The gender label to the movement play controls not only the boy but also girl to select playing, and influences the physical play competence of preschoolers.

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