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"Jag bedriver inte simundervisning, jag kontrollerar simkunnighet.": en studie om hur idrottslärare bedriver och utformar sin simundervisning i grundskolan
Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
2017 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
”I don’t practise swimming education, I control swimming ability.” : a study about how teachers in physical education practise and shape their swimming education in primary school (English)
Abstract [sv]

Syfte och frågeställningar

Syftet är att undersöka hur idrottslärare i grundskolan bedriver och utformar sin simundervisning.

  • Vilka möjligheter eller hinder anser idrottslärare påverkar deras simundervisning?
  • Hur gör idrottslärare för att alla elever ska nå kunskapskraven i simning?
  • Hur konkretiserar idrottslärare kunskapskraven i simning?

Metod

Denna studie består av intervjuer utförda med sex idrottslärare på grundskolan. Intervjuerna var riktat öppna och hade förutbestämda frågeområden. För att hitta intervjupersoner skedde först ett handplockat urval av kommuner i Stockholmsområdet, sedan ett slumpmässigt urval för att få fram skolorna. Lärarna kontaktades sedan via mail. Alla intervjuer skedde på skolorna där lärarna själva arbetade. Intervjuerna spelades in och transkriberades sedan. De valda teoretiska ramverken för denna studie är ramfaktorteori och Lindes teori om de tre utbildningsarenorna.

Resultat

Utöver sin ordinarie simundervisning erbjuder alla skolor någon form av extra undervisning för de elever som är i behov av det, ofta i form av simskola men också rest- och extratillfällen. Gällande de två kunskapskraven i simning råder det skillnader mellan lärarna i avseende hur de tolkar och betygsätter, både mellan och inom respektive kunskapskrav. Lärarna i studien är dock ganska eniga om tolkningen och betygsättningen av kunskapskravet gällande simkunnighet, medan hur de tolkar och betygsätter det andra kunskapskravet om nödsituationer vid vatten skiljer sig mer åt. Simundervisningen verkar framförallt styras av ramfaktorer, såsom tid, avstånd till simanläggning, ekonomi och ledning.   

Sammanfattning

Simundervisningen verkar inte ha ändrats allt för mycket jämfört med när vi själva gick i skolan. Hur idrottslärare bedriver sin simundervisning tycks bero på hur lärarna tolkar kunskapskraven och utformningen styrs framför allt av ramfaktorer, såsom tid, avstånd till simanläggning, ekonomi och ledning.

Abstract [en]

Aim

The aim of this study is to investigate how teachers in physical education (PE) in primary school practise and shape their swimming education.

  • What possibilities or obstacles do PE teachers think affects their swimming education?
  • How do PE teachers make sure that every student reach the knowledge requirements in swimming?
  • How do PE teachers concretize the knowledge requirements in swimming?

Method

This study consists of interviews with six primary school teachers in PE. The interviews were direct-open and had predetermined question areas. To find teachers to interview we first did a hand-picked selection to single out the municipalities, then we did random samples in each municipality to find schools. The teachers were then contacted by email. All interviews took place at the school were the teacher in question worked. The interviews were then recorded and transcribed. The theoretical frameworks we have chosen for this study are frame factor theory and Linde’s theory of the three domains of education.

Results

A part from their ordinary swimming education, all schools offer some sort of extra education for those students who are in need of it. When it comes to the two knowledge requirements in swimming there are differences between the teachers in how they interpret and grade, both between and within each knowledge requirement. The teachers in the study, however, are quite unanimous about the interpretation and grading of the knowledge requirement about swimming ability. They are not as unanimous about the other knowledge requirement about emergency situations in water. Swimming education seems to be controlled by frame factors such as time, distance to a swimming facility, economy and management.

Summary

Swimming education appears to be the same now as it was when we were in primary school. How PE teachers practise their swimming education seems to depend on interpretation of the knowledge requirements. The shape is mainly regulated by frame factors, such as time, distance to a swimming facility, economy and management.

Place, publisher, year, edition, pages
2017. , 45 p.
Series
Examensarbete, 2016:89
Keyword [en]
Swimming education, swimming in school, physical education, teachers in physical education, frame factors
Keyword [sv]
Simundervisning, simning i skolan, idrott och hälsa, idrottslärare, ramfaktorer
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:gih:diva-4906OAI: oai:DiVA.org:gih-4906DiVA: diva2:1105781
Educational program
Physical Education Teaching; Physical Education Teaching
Supervisors
Examiners
Available from: 2017-06-07 Created: 2017-06-05 Last updated: 2017-06-07Bibliographically approved

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Citation style
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