While many students participate autonomously in physical education (PE), research shows that students who do not participate in leisure sport are less likely to perceive PE positively. Attempting to optimise the reciprocal student (↔) PE relationship and secure equal opportunities for learning in PE, schools in a Norwegian county developed an ‘Interest-based PE’ programme offering students a choice of two PE approaches: a sports approach (SA), focused on sports activities, and an explorative approach (EA), focused on alternative movement activities. Based on a process-relational understanding of adolescent development and learning, this study seeks a deeper understanding of changes in the PE experiences of students in the programme. Sixteen students (ages 17–18 years) who had participated in Interest-based PE for 18 months participated in qualitative semi-structured one-on-one interviews where they reflected on their relationship with PE prior to and during the programme. Data were subject to inductive interpretive thematic analysis showing that ‘the role of sports in PE’ framed student ↔ PE relations and that this sports discourse regulated the relations, also within the Interest-based PE programme. The separation of students into an EA and a SA accentuated the sports discourse and students’ sports competencies, contributing to segregation on the basis of students' confidence, competence and ability in sports. Based on this study, we question the assumption that differentiation programmes, such as Interest-based PE, will optimise student ↔ subject relations if these relations remain governed by the sports discourse, rather than the PE curriculum.

虽然许多学生自主参加体育教育 (PE)，但研究表明，不参加休闲运动的学生不太可能对体育产生积极的看法。为了优化互惠的学生 (↔) 体育关系并确保体育学习的平等机会，挪威县的学校制定了“基于兴趣的体育”计划，为学生提供两种体育方法的选择：体育方法 (SA)、专注于体育活动，以及探索性方法 (EA)，专注于替代运动活动。本研究基于对青少年发展和学习的过程关系理解，旨在更深入地了解该计划中学生体育经历的变化。参加基于兴趣的体育活动 18 个月的 16 名学生（17-18 岁）参加了定性的半结构化一对一访谈，他们在计划之前和期间反思了自己与体育的关系。数据经过归纳解释性主题分析，表明“体育在体育中的作用”构建了学生↔ 体育关系，并且该体育话语调节了这种关系，也在基于兴趣的体育计划中。将学生分为 EA 和 SA 强调了体育话语和学生的体育能力，有助于基于学生在体育方面的信心、能力和能力的隔离。基于这项研究，我们质疑差异化计划，例如基于兴趣的 PE，