Gymnastik- och idrottshögskolan, GIH

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“[...]en lite mer djupare relation till andra och kanske liksom även till sig själv”: En studie av att arbeta med existentiell hälsa inom skolämnet idrott och hälsa
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.
2020 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
“[...] a bit deeper relationship to others and perhaps even to yourself” : A study about existential health as a part of physical education (English)
Abstract [sv]

Syfte och frågeställningar

Syftet med studien har varit att undersöka vilket behov och på vilket sätt elever upplever att existentiell hälsoundervisning i idrott och hälsa kan påverka deras upplevelser av empowerment.

Frågeställningarna som uppsatsen besvarat är: 1. På vilket sätt upplever elever att existentiell hälsoundervisning påverkar deras empowerment? och 2. Finns behovet hos elever, och vilka är deras upplevelser av, att arbeta med existentiell hälsa i skolan?

Metod

Studien har en kvalitativ ansats och har genomförts med en intervention och fokusgruppsintervjuer. Interventionen, som bestod av ett lektionstillfälle som berörde existentiell hälsa, låg till grund för studien och bestod av ett lektionsupplägg där vi arbetade med samtalskort. Fokusgruppsintervjuerna skedde före och efter interventionen med tre elever från tre klasser i årskurs 9 på en skola i en närförort till Stockholm. I studien gjorde vi ett bekvämlighetsurval men vi utgick även från ett homogent urval där etnicitet var en viktig aspekt. Det senare urvalet gjordes då etniska svenska ungdomar anses befinna sig i en socialgruppskategori med en icke-fungerande existentiell hälsa.  Vi valde empowerment som vår teoretiska utgångspunkt för att betona individens subjektiva känsla av makt i förhållande till sin egen hälsa, i det här fallet definierat som existentiell hälsa

Resultat

Resultatet visar delvis att det inte går att dra några generella likhetstecken mellan arbete med existentiell hälsa och elevernas upplevda empowerment. Elever som upplevde sig ha en fungerande existentiell hälsa upplevdes dock ha en starkare empowerment. Behovet hos eleverna handlade primärt om att bli bekräftad av andra jämnåriga och att inte vara ensam om sina tankar och sin oro. Upplevelserna var splittrade, vissa upplevde det som “bra” och “intressant”, andra att det var något de sällan hade gjort medan andra genom konfirmationen hade arbetat väldigt mycket med den här sortens frågor.

Slutsats

Utifrån vår kategorisering av empowerment kan vi säga att självtillit var till viss del påverkningsbar genom att arbeta med existentiell hälsa, framförallt genom att få diskutera och lära av varandras erfarenheter. Vi kunde se ett behov av att vilja arbeta mer med existentiell hälsa i skolan. Eleverna upplevde arbetet som meningsfullt och givande. 

Abstract [en]

Aim

The aim of this study is to see if students in the upper level lower secondary school experience their empowerment affected through work with existential health within the frameworks of physical education. The questions that this paper tried to answer is: 1. In what way is the experience of student’s empowerment affected through work with existential health? 2. Is there a need with students and what is their experience of working with existential health in school?

Method

The study has a qualitative research approach and is carried out with an intervention and focus group interviews. The intervention, which was made up out of a lesson where we worked with conversation cards. The focus group interviews were carried out before and after the intervention with three students from three classes in the ninth grade within a school that’s located in the suburbs close to Stockholm. The respondents were selected through convenience but also through a homogeneous selection based on ethnicity. The latter selection was made with the preconceived idea that ethnic Swedish youth was in a social group that was lacking a functional existential health. We have chosen empowerment as our theoretical starting point to emphasize the individual sense of empowerment as an aspect of their own health, in this case, defined as existential health.

Results

The result shows partly that it’s not possible to draw an equal sign between work with existential health and the students affected empowerment. Though students that experienced a functioning existential health was perceived to have a stronger sense of empowerment. The need that the students expressed was primarily based on the need of being validated by their peers and not to be alone with their thought and their concerns. The experiences were divided, some experienced it as “good” or “interesting” and that it was something that they rarely had been in touch with while others that experienced the affirmation of baptism, had worked quite a bit with these types of questions.

Conclusion

With our categorization of empowerment, we can confirm that the self-reliance was somewhat affected through the work with existential health, primarily through the experience of discussion and listen to other peers’ experiences. We could see a relatively generalizable need to work more with existential health within a school setting. They perceived the work as meaningful and fruitful.

Place, publisher, year, edition, pages
2020. , p. 46
Series
Examensarbete ; 2019:100
Keywords [sv]
Existentiell hälsa, empowerment, postmodernism, samtalskort, intervention, gruppintervju
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:gih:diva-6274OAI: oai:DiVA.org:gih-6274DiVA, id: diva2:1460010
Educational program
Physical Education Teaching; Physical Education Teaching
Supervisors
Examiners
Available from: 2020-08-28 Created: 2020-08-21 Last updated: 2020-08-28Bibliographically approved

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