Applying ground theoretical approach, the purpose of the study was to comprehensively understand negative emotions of the students in the competitive physical education classes, to investigate potential relationships of negative emotional experience with related categories, and eventually to generate a foundational theory regarding the revolutionary operation of the competitive physical education classes. To select the research participants, a total of 112 fifth-grade students in C elementary school in B city in A province participated in focused group interviews using criteria sampling method, and later 12 research participants were finally selected as the research participants. Then individual in-depth interviews, non-participant observation, and literature review were conducted to collect data. Using ground theoretical approach, the data was analyzed in the order of 1) open coding, 2) axis coding, and 3) selective coding methods. To secure truthfulness of the data, members’ check, peer‘s review, and experts’ review were utilized. Lastly, in order to secure ethicality of the study, consent forms were collected from each research participant and their anonymity was guaranteed throughout the research process. As results of the study we drew 39 concepts, 18 sub-categories, 11 categories. Based on the open-coding and axis-coding, we were able to find a core-categories called ‘changeover toward revolutionary competitive activity class,’ in which physical education classes were formalized with ‘personality development-focused type,’ ‘communication-focused type,’ ‘personality-forced type,’ and ‘teacher-dependent type’ through hypothetic standardization between contextual conditions and the core categories. Students in the study have experienced negative emotions within the connecting links among the various categories, and we came to conclusion that changeover in physical education into the process-centered class, which can lead a members’ agreement and reflect affective domain during the classes, is needed.