Gymnastik- och idrottshögskolan, GIH

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  • 1.
    Abdulhasib, Redone
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Bollspelens roll i skolundervisningen2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställningar

    Syftet med föreliggande studie är att undersöka idrottslärares didaktiska ställningstaganden under momentet bollspel på grundskolans högstadie Därutöver undersöks hur idrottslärares ställningstaganden samspelar med elevers inställning till och uppfattningar om momentet.

    Undersökningens tre frågeställningar är:

    • Vilka didaktiska ställningstaganden uppger lärare i idrott och hälsa att de gör inför och under momentet bollspel?

    ● Hur uppfattar lärare i ämnet idrott och hälsa att de mer konkret stöttar och motiverar elever i årskurs 9 inom bollspel?

    ● Hur uppfattar elever lärares undervisningssätt i bollspel inom ämnet idrott och hälsa?

    Metod

    Frågeställningarna besvaras genom en kvalitativ delstudie i form av en intervjuundersökning med 3 lärare, samt en kvantitativ delstudie bestående av en enkätundersökning med totalt 71 elever. Studiens kvalitativa del, som består av intervjuer med lärare, motiveras av att den kan ge en djupare förståelse för hur läraren förhåller sig till skapandet av en meningsfull undervisning. Studiens teoretiska utgångspunkt är det sociokulturella perspektivet på lärande.

    Resultat

    Lärarna i studien menar att deras uppgift är att engagera och motivera eleverna. Det lärarna gör i studien för att motivera och stötta eleverna på ett konkret sätt är, genom att ta reda på bakomliggande orsaker till att eleverna inte är motiverade, sedan jobba på därifrån. Vidare påvisar resultaten att eleverna uppfattar lärarens undervisningssätt positivt, samt att de är medvetna om vad som förväntas av dem och vad syftet med undervisningen är inom idrott och hälsa.

    Slutsats

    Lärarnas svar uppvisade inte alls stor variation, kanske för att de alla hade en bakgrund inom bollspel från föreningsidrotten. Däremot visade det sig hur lärarna stöttar och motiverar sina elever på olika vis. Till exempel är grunden för att skapa en bra relation till eleverna att lärarna kan kommunicera på vilka sätt eleven arbetar bäst. Enkätundersökningen visade att majoriteten av eleverna i samtliga skolor tyckte att lärarna inom idrott och hälsa har samma engagemang och motivation inom grenen bollspel liksom i andra grenar inom ämnet idrott och hälsa.

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  • 2.
    Abdulla, Pashang
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Rabun, Hedi
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    ”Jag kunde inte språket och jag hade inga kompisar”: en kvalitativ studie om elevers integrering genom ämnet idrott och hälsa2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The purpose of this study was to investigate how the integration of newly arrived students through teaching in the subject of Physical Education and health works. This is done by finding out what their experiences mean for integration and by examining their current experiences of Physical Education and health in Sweden.

    • How can newcomers' integration into Swedish of Physical Education and health be described based on their lifeworld?
    • What opportunities and limitations do newcomers experience to be able to participate in Physical Education and health?

    Method

    The study was conducted with the help of four newly arrived students, who were interviewed individually to study their lifeworld. Through these qualitative interviews, an analysis of how students perceive their participation in the subject Physical Education and health could be made. In our study we used the sociocultural perspective as a theoretical starting point. The interviews were conducted individually, as this should provide the widest possible understanding of the students' individual perceptions and thoughts. The interviews have been transcribed and used in the results section. An interview guide was used to facilitate the work process.

    Results

    The clearest results this study showed were (1) Respondents' different experiences from their home country and different experiences from school have affected how much interest they have in sports education. (2) Different educational keys and different learning methods are something that the students appreciate from the teacher who helps the to be a part of the class. (3) Teachers and classmates are of great importance for adapting to Physical Education and health. '

    Conclusion

    The study shows that both provenance and gender can have an impact on how well you adapt to Swedish sports education. Despite cultural and language differences physical Education and health could integrate people together

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  • 3.
    Aberkan, Niama
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    "200 meter, varav 50 meter i ryggläge": – En studie om utvalda skolors simkunnighet i årskurs 62014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte

    Mitt övergripande syfte med uppsatsen är att jämföra hur simkunnigheten ser ut i årskurs 6 utifrån hur lärarna arbetar med simundervisning i två olika skolor.

    Frågeställningar

    – Hur organiserar och arbetar idrottslärarna med simning i skolan?

    – Hur ser simkunnigheten ut bland elever i årskurs 6?

    Metod

    En kvalitativ och en kvantitativ metod i form av enkäter och intervjuer har använts för att få frågeställningarna besvarade. De som deltog i enkätundersökningen var elever i årskurs 6 från en skola i Stockholmsstad och en annan skola på Lidingöstad. Eleverna fick besvara frågor om hur deras simkunnighet ser ut idag och vart de lärt sig simma. De som intervjuades var tre lärare i idrott och hälsa, en från skolan på Lidingö stad och två från skolan i Stockholms stad. Frågor som besvarades handlade om hur de bearbetar och organiserade simning i sin skola.

    Resultat

    Intervjuresultatet från lärarna visar att båda skolorna har samma upplägg. Eleverna får lära sig simma i lågstadiet och sedan, när de blir äldre och ska få betyg, har skolorna simtest, vilket innebär att eleverna får simma 200 meter varav 50 meter i ryggläge. Klarar eleverna testet får de godkänt i simmomentet. Simtestet visar att 78 % och 73 % av eleverna i skolorna får godkänt i simtestet. 7% och 12 % av eleverna klarar inte simtestet och får då betyget F i idrott och hälsa. 15 % av eleverna i vardera skola är frånvarande under simtestet. Vidare anser lärarna att det i första hand är föräldrarnas ansvar att lära barnen simma men i och med att det finns som ett kunskapskrav i läroplanen så är det nu också lärarnas ansvar.

    Slutsats

    Resultatet visar att båda skolorna arbetar likartat och har samma problem, vilket är att få tillgång till simhallen. Detta kan kopplas till ramfaktorsteorin som säger att om det finns ett krav i läroplanen ska det finnas möjlighet till att uppfylla kraven, som i detta fall tillgång till simhallar. Utifrån transformeringsarenan i läroplansteorin kan läroplanen tolkas olika av lärarna. Även här diskuteras hur man ska tolka simningskravet. Kan man simma 150 meter hundsim och 50 meter flytandes på rygg med bensprattel?

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  • 4.
    Aberkan, Niama
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Traditionella och moderna danser: hur lärare i idrott och hälsa ser på dansundervisningen på högstadiet2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställningar

    Studiens syfte är att göra en kvalitativ undersökning av lärares uppfattningar och erfarenheter avatt undervisa i traditionella och moderna danser i ämnet idrott och hälsa på högstadiet.

    • Hur arbetar lärare med dans i skolan?
    • Vilka erfarenheter har lärare av att undervisa dans i skolan?
    • Vilka danskategorier undervisas eleverna i?

    Metod

    Metoden som använts till denna studie är en kvalitativ metod i form av semi-strukturerade intervjuer där fyra lärare deltog. Två lärare arbetar i en storstad och de andra två arbetar i en mindre stad. De fick under intervjuerna besvara hur de arbetar med dansundervisningen i skolan, vilka erfarenheter de har av att undervisa i dans samt vilka danskategorier de undervisar i.

    Resultat

    Resultatet som gavs under intervjuerna visar att alla informanterna arbetar med en form av progression i dansundervisningen genom hela högstadiet. Lärarna utgår från den formulerade läroplanen och tolkar vad eleverna ska undervisas i. Resultatet visar även att samtliga lärare arbetar med att eleverna inte ska känna sig obekväma genom att avdramatisera dans på olika sätt.

    Slutsats

    Slutsatsen som kan dras i denna studie är att de intervjuade lärarna arbetar på ungefär samma sätt, det är inte mycket som skiljer dem åt. De valda traditionella och moderna danserna liknar varandra till viss del i alla fyra skolorna då alla lärare undervisar i bugg, vals, foxtrot samt egen koreografi. Dock är det lärarnas bekvämlighet som avgör vilka andra danser eleverna undervisas i.

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  • 5.
    Abily, Khalil Michael
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Selenius, Gordon
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    "Om man inte vill att eleverna ska hålla på med sånt skit måste man förmedla riskerna med preparaten": En kvalitativ studie om hur lärare i idrott och hälsa bedriver och planerar lektioner som berör droger och dopningspreparat2024Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    This study aims to examine how physical education teachers plan and implement lessons about drugs and doping substances in high school.

    Research Questions

    1. What approaches do physical education teachers use to highlight the effects of drugs and doping substances?
    2. What conditions, challenges, and opportunities do physical education teachers see in teaching about drugs and doping substances?
    3. How do physical education teachers perceive their subject-didactic competence regarding drugs and doping?

    Theory and Method

    The study is based on didactic theory in general and the didactic triangle in particular, as well as a sociocultural perspective. A qualitative approach is used, employing thematic analysis of interviews with six physical education teachers.

    Results

    Findings reveal diverse pedagogical approaches, including teacher-centered and student-centered methods, and the use of various materials like films, images, and podcasts. Teachers expressed a general lack of subject-didactic competence and felt unprepared in teaching about drugs and doping, highlighting the need for more focused teacher education on these topics.

    Conclusions

    The study concludes that physical education teachers face significant challenges in effectively teaching about drugs and doping. There is a need for improved teacher training and resources to enhance subject-didactic competence. Further research is recommended to explore student perspectives and the impact of various teaching methods on student learning and attitudes.

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  • 6.
    Abrahamsson, Linn
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Dammström, Per
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Mental träning på schemat: Hör tankens kraft hemma i skolan?2005Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpStudent thesis
    Abstract [en]

    Aim

    The aim with this study was to acquire knowledge of mental training and if you can use it in the elementary school to increase in a short period of time the performance in a coordination test. Furthermore we wanted to investigate teachers understanding of the possibilities to perform this kind of training in the elementary school, and if there is support for this in the school regulation.

    Method

    As method we have used a combination of a literature pre-study, interview and at the end an experiment. Before the experiment and interviews could take place we studied literature about mental training to get a basic knowledge of the subject. The facts we learned from our pre-study and interviews gave us the base for our experiment. The experiment group included 23 pupils in a third class at school situated in Stockholm. The pupils were tested in a coordination test before and after different types of preparations. One group of pupils were prepared by mental training, one group by practising the test and one control group which didn’t get any preparation at all other than ordinary physical education. Two physical education teachers and one regular school teacher in Stockholm, Sweden were interviewed. Furthermore one interview was made with a psychiatrist, also situated in Stockholm.

    Results and conclusions

    Our results show that a lack of motivation and concentration often leads to a bad performance. All people have a basic tension naturally in the body to function normally. If the tension is increasing in the body there are a lot of negative effects occurring, for example poor concentration. Stress is one of the reasons to this increased elevation of tension in the body. Mental training can in an efficient way decrease the negative eccentricity in the body and increase the self-esteem in the individual. Our investigation has shown that a short time of mental training can increase the performance in a co-ordination test performed in the regular school. We are of the opinion that this kind of training is possible to involve in the regular school education if you look at what is written in the school regulations.

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  • 7.
    Abrahamsson, Oliver
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Alkohol, idrott och tobak – ett triangeldrama: en studie av sambandet mellan idrotter, alkohol- och tobakskonsumtion.2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställningar

    Syftet med studien är att undersöka om det finns ett samband mellan vilken föreningsidrott man deltagit i som ungdom och alkohol- och tobaksvanor bland vuxna män. Studien ska även jämföra vid vilken ålder man gör alkohol- och tobaksdebut inom de olika idrotterna. Skiljer sig alkohol- och tobakskonsumtionen mellan vuxna män med bakgrund från olika idrotter? Vid vilken ålder alkohol- och tobaksdebuterar man inom olika idrotter? Vilken idrott bör man som ungdom delta i för att ha störst chans till hälsosamma alkohol- och tobaksvanor som vuxen man?

    Metod

    Mejl skickades ut till 4002 adresser kopplade till olika idrottsföreningar runt om i Sverige. I mejlet fanns en länk till en webenkät med tolv flersvarsfrågor. Föreningarna som kontaktades uppmanades att vidarebefordra länken till personer som varit eller är aktiva i föreningen som idrottare. Det var föreningar från 13 olika idrotter som kontaktades. För den lilla idrotten karting kontaktades också personer med kartingbakgrund via Facebook. Enkäten låg upp i cirka en månads tid. Under den tiden kom 352 svar in. Av dessa användes 295 i studien.

    Resultat

    Idrotterna som är med i studien är uppdelade efter fem grupper; fotboll, ishockey, karting, lagidrotter (handboll, innebandy och basket) samt individuella idrotter (simning, gymnastik, friidrott, tennis, bordtennis, motocross/enduro och golf). Det enda signifikanta resultatet i studien berör debutåldern för alkohol mellan idrotterna. De individuella idrotterna hade den högsta genomsnittliga debutåldern för alkohol med 16,3 år. Karting hade den näst högsta debutåldern med 15,8 år. Lagidrotterna hade en debutålder på 15,8 år och fotboll hade 15,6 år. Ishockeyn hade lägst debutålder för alkohol med 15,2 år.

    Slutsats

    Utifrån den här studien går inte att dra några signifikanta slutsatser om hur alkohol- och tobaksvanorna skiljer sig mellan vuxna män med bakgrund från olika idrotter. Genomsnittsåldern ligger mellan 15,2 och 16,3 år för alkoholdebuten. I lagidrotterna ishockey och fotboll sker den genomsnittliga debuten tidigast. Högst debutålder hade gruppen med de individuella idrottarna. Bristen på signifikanta resultat gör att det inte går att svara på frågan om vilken idrott som leder till hälsosammast alkohol- och tobaksvanor i vuxen ålder.

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  • 8.
    Abrahamsson, Oliver
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Engströms praktiker i praktiken: en studie om gymnasieelevers praktiktillhörighet utifrån Lars-Magnus Engströms teorier.2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The purpose of this study is to research and map Swedish secondary school students’ taste for sports (practice belonging) based on Lars-Magnus Engström’s practice division. The purpose is also to explore how gender, participation in organized sports and socioeconomic capital might be related to practice belonging. The study will also explore what type of learning the different practices contributes to. – How is the practice belonging among Swedish secondary school students? – Is there a relationship between practice belonging and learning?

    Method

    A survey was conducted on 270 Swedish secondary school students. The students went to three different schools, all located in the Stockholm suburbs. The results were analyzed in SPSS and significance levels were tried through Pearson’s Chi-Square test. The study’s theoretical base consisted of Bourdieu’s concept of habitus, Vygotsky’s sociocultural learning theory as well as Hirdman’s and Fagrell’s rendering of the gender system. 

    Results

    Challenge, physical training as well as competition and ranking were practices who most felt a strong belonging to. Skill training was a practice that boys to a larger extent than girls belonged to and movement to music was a practice that girls in a larger extent than boys belonged to. The students who had a higher grade in PE felt a strong practice belonging to all practices but movement to music as well as interaction with animals. There were no significant results between economic capital and practice belonging. Those with a high or semi-high educational capital felt a strong practice belonging for all practices but movement to music, interaction with animals and competition and ranking. The students who were participating in organized sports felt a stronger belonging to all performance practices as well as physical training and skill training than those who weren’t participating in organized sports. The results in the comparison between practice belonging and learning showed that those with strong practice belonging to a greater extent agreed with the assertions connected to the practice’s learning.

    Conclusions

    There seems to be differences in practice belonging depending on which gender one belongs to. One’s practice belonging can also differ depending on educational capital and participation in organized sports. It seems to be some practices that to a greater extent lead to a higher grade in PE. The results also indicate that there is learning within each practice.

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  • 9. Ackaret, N
    et al.
    Röthlin, P
    Allemand, M
    Krieger, T
    Berger, T
    Znoj, H
    Kenttä, Göran
    Swedish School of Sport and Health Sciences, GIH, Department of Physiology, Nutrition and Biomechanics.
    Birrer, D
    Horvath, S
    Six-month Stability of Individual Differences in Sports Coaches’ Burnout, Self-compassion and Social Support.2022In: Proceedings from the 16th European Congress of Sport & Exercise Psychology (FEPSAC), FEPSAC , 2022, p. 237-Conference paper (Other academic)
    Abstract [en]

    Using a three-wave prospective cross-lagged panel design, the study examined six-month stability of burnout, self-compassion and social support among sports coaches in terms of measurement invariance, mean-level change, rank-order stability, and structural stability. The participating coaches (N = 422; Mage = 44.48, SD = 11.03) completed an online questionnaire measuring self-compassion, social support, coach burnout and demographics at baseline and two follow-ups at three months and six months. The various forms of stability were assessed using structural equation modeling. There was no significant mean-level change in burnout, self-compassion, or social support, and all three constructs exhibited measurement invariance. Rank-order stability remained relatively high, ranging from .78 to .94 across the three time points. For all three constructs, covariances between latent factors were invariant over time, indicating high structural stability. While self-compassion and social support were positively related, both were negatively related to coach burnout. These results confirm the importance of preventing and addressing symptoms of burnout, low self-compassion and poor social support in sports settings.

  • 10.
    Ackeret, Nadja
    et al.
    Swiss Federal Institute of Sport Magglingen, Magglingen, Switzerland; Department of Psychology, University of Bern, Bern, Switzerland.
    Röthlin, Philipp
    Swiss Federal Institute of Sport Magglingen, Magglingen, Switzerland.
    Allemand, Mathias
    Department of Psychology and URPP Dynamics of Healthy Aging, University of Zürich, Zurich, Switzerland.
    Krieger, Tobias
    Department of Psychology, University of Bern, Bern, Switzerland.
    Berger, Thomas
    Department of Psychology, University of Bern, Bern, Switzerland.
    Znoj, Hansjörg
    Department of Psychology, University of Bern, Bern, Switzerland.
    Kenttä, Göran
    Swedish School of Sport and Health Sciences, GIH, Department of Physiology, Nutrition and Biomechanics.
    Birrer, Daniel
    Swiss Federal Institute of Sport Magglingen, Magglingen, Switzerland.
    Horvath, Stephan
    Swiss Federal Institute of Sport Magglingen, Magglingen, Switzerland.
    Six-month stability of individual differences in sports coaches’ burnout, self-compassion and social support2022In: Psychology of Sport And Exercise, ISSN 1469-0292, E-ISSN 1878-5476, Vol. 61, article id 102207Article in journal (Refereed)
    Abstract [en]

    Using a three-wave prospective cross-lagged panel design, the study examined six-month stability of burnout, self-compassion and social support among sports coaches in terms of measurement invariance, mean-level change, rank-order stability, and structural stability. The participating coaches (N = 422; Mage = 44.48, SD = 11.03) completed an online questionnaire measuring self-compassion, social support, coach burnout and demographics at baseline and two follow-ups at three months and six months. The various forms of stability were assessed using structural equation modeling. There was no significant mean-level change in burnout, self-compassion, or social support, and all three constructs exhibited measurement invariance. Rank-order stability remained relatively high, ranging from 0.78 to 0.94 across the three time points. For all three constructs, covariances between latent factors were invariant over time, indicating high structural stability. While self-compassion and social support were positively related, both were negatively related to coach burnout. These results confirm the importance of preventing and addressing symptoms of burnout, low self-compassion and poor social support in sports settings.

  • 11.
    Acson, Dennis
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Att lära sig vara hälsosam: en fallstudie om arbetet i en hälsoprofilerad skola2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    Aim

    The aim of this study has been to investigate how a health-profiled school works with its’ health promotion and if the studied school fulfils the stipulated criterias for a health-promoting school.. The more specific issues are:

    1. What are the chareteristic of the school's health promotion?
    2. How does the designated key persons describe their work and responsibilities in the school's health promotion?
    3. What results of the school's health promotive actions are visible?

     

    Method

    A case study method was used to collect data for the study. This case study includes both qualitative interviews and a textual content analysis of related documents (evaluated reports, the school’s business plan and text from the school’s website). The selected school has been based on a strategic sample of schools. Five persons have been interviewed. As a theoretical frame work a sociocultural perspective on learning has been used.

    Results

    The school’s healthpromotion has a structure, announced in their business-plan, with a so called Health Team in the lead. Besides that, the school has been certified by Korpen’s health diploma. The school’s Health Team is the main hub of the school's health promotion and consists of the principal, the physical education (PE) teacher, the health educators, the school nurse, and the school restaurant manager. The principal sees himself as the overall responsible for the school's health promoting. The PE-teacher, the health educator, and the school nurse find it natural to work with health promotion within their profession. The restaurant manager, sees his primarily responsibility as to ensure that there is a nutritionally balanced diet offered in the school restaurant. The respondents stated the importance of their role as role models. Communication and engagement are key components in their health promotion. Regarding  aspects of the departure points for the learning of health, it reveals that the Health Team sees the interaction between the individual and context as essential components for their work. It comes foreward that the result of the school’s health promotion work is difficult to assess, or make visible. There have been attempts to measure the impact of the health promotion, but the respondents note that ensuring out comes of health promotion is a long-term goal.

    Conclusion

    The conclusion of the study is that the studied school fulfil the existing criteria for a health profiled school. The school has a structure, an organization and a distinct approach to learning about health. From a sociocultural perspective on learning, the school’s health promotion is characterized by an approach to learning as a social, situated and distributed. The key persons’ (the Health team) goal of theír health promoting is to let the students embrace tools and acquire different patterns of health promoting behaviors and actions. The effect or rather the results from their health promoting appear to be difficult to measure and therefore it is important to see the important to see health promotion from a long term perspective.

     

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    Dennis Acson D-uppsats
  • 12.
    Acson, Dennis
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Tillsammans får idrotten ett lyft: idrottslärarens och idrottsledarens inställning till samverkan inom Idrottslyftet2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställningar: Syftet med den här studien var att i ett mångkulturellt område undersöka idrottslärarens och idrottsledarens inställning till samverkan inom Idrottslyftet. Frågeställningar var följande:

    1. Vilka hinder respektive möjligheter upplever idrottsläraren med samverkan?
    2. Vilka hinder respektive möjligheter upplever idrottsledaren med samverkan?

     Metod: Undersökningens underlag bestod av intervjuer vilka har studerats med en kvalitativ metod. Urvalet utgjordes av tre idrottslärare och tre idrottsledare verksamma i mångkulturella områden. Materialet transkriberades och analyserades utifrån ad hoc-metoden.

    Resultat: Idrottslärarna ser samverkan som ett sätt att ge elever möjlighet att komma i kontakt med föreningsidrotten. Svårigheter som idrottslärarna upplevde där brister finns berör ledarbiten.

    Idrottsledarna ser samverkan som en möjlighet att möta och rekrytera barn i deras föreningsverksamhet. De ser samverkan som ett sätt för barnen att komma i kontakt med idrotten. Svårigheter som idrottsledarna nämnde gällde sådant som berör planering och tidsramar.

    Slutsats: Både idrottslärarna och idrottsledarna är generellt positiva till samverkan. Samverkan fyller en funktion och anses ha ett stort värde för de barn som inte har habitus att vara fysiskt aktiva på fritiden och/eller som har svårt att få kontakt med idrottsföreningarna. Samverkan fyller dessutom en funktion hos idrottsföreningar eftersom detta leder till nyrekryteringar i deras verksamhet. Eleverna och idrottsföreningarna vinner alltså på samverkan vilket blir ett lyft för idrotten. Men både idrottslärarna och idrottsledarna anser att det finns brister med systemet. Brister som är kopplade till de tidsramar som tillåts inom samverkan.

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  • 13.
    Aggerholm, K.
    et al.
    Norwegian School of Sport Sciences, Norway.
    Standal, O.
    Oslo and Akershus University College of Applied Sciences, Norway.
    Barker, D. M.
    University of Gothenburg.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    On practising in physical education: outline for a pedagogical model.2018In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 23, no 2, p. 197-208Article in journal (Refereed)
    Abstract [en]

    Background: Models-based approaches to physical education have in recent years developed as a way for teachers and students to concentrate on a manageable number of learning objectives, and align pedagogical approaches with learning subject matter and context. This paper draws on Hannah Arendt’s account ofvita activato map existing approaches to physical education as oriented towards: (a) health and exercise, (b) sport and games, and (c) experience and exploration.

    Purpose: The aim of the paper is to outline a new pedagogical model for physical education:a practising model. We argue that the form of human activity related to practising is not well represented in existing orientations and models. To sustain this argument, we highlight the most central aspects of practising, and at the same time describe central features of the model.

    Relevance and implications: The paper addresses pedagogical implications the practising model has for physical education teachers. Central learning outcomes and teaching strategies related to four essential and ‘non-negotiable’ features of the practising model are discussed. These strategies are: (1) acknowledging subjectivity and providing meaningful challenges, (2) focusing on content and the aims of practising, (3) specifying and negotiating standards of excellence and (4) providing adequate time to practising.

    Conclusion: The practising model has the potential to inform new perspectives on pedagogical approaches, and renew and improve working methods and learning practices, in physical education. 

  • 14.
    Aggerholm, Kenneth
    et al.
    Norwegian School of Sport Sciences.
    Barker, Dean
    Örebro University.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Førland Standal, Øyvind
    Oslo Metropolitan University.
    Practising movement at home: An idea for meaningful remote teaching in physical education2021In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, article id May 21Article in journal (Other academic)
    Abstract [en]

    Since March 2020, most physical education (PE) teachers in Scandinavia have faced the challenges of remote teaching. Homeschooling has perhaps been particularly challenging for PE teachers compared to other teachers, given the essential role of bodily contact, interaction, social negotiations, game playing and shared expressions in PE (Varea and González-Calvo, 2020).

    Having worked with covid conditions for a year now, we trust that teachers have worked out various solutions that, we hope, are relevant and meaningful for the students. At the same time, both from our personal experiences and early research findings (Mercier et al. 2021), it appears that PE teachers have largely provided students with physical activity and fitness training during the pandemic.

    In this short text, we want to share an idea for a concrete alternative to fitness exercises, which, although important, is only one part of the PE curriculum. It springs from a pedagogical model we outlined in a double article from 2018, which focuses on practising. Practising, which in German is üben and in the Scandinavian languages øve/öva, is, briefly put, a form of activity in which you seek to improve some part of yourself through repeated efforts.

    Recently, one of our colleagues, Dillon Landi, made us aware that this practising model is particularly relevant for teaching during the pandemic. While we did not have remote teaching in mind when we outlined the model, we realise now that it could be a relevant way of coping with the current situation. It can, we believe, guide how teachers can facilitate movement activities for students at home that are both meaningful and educationally relevant.

    In the following, we will describe what remote teaching with a focus on practising might look like. We hope it can inspire teaching methods that add to the list of pedagogical options available for teachers during the pandemic.

  • 15.
    Agné, Pia
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Hård af Segerstad, Kristina
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Tränare och Riksidrottsförbundets policydokument, Idrotten vill: en studie med fokus på barnfotbollstränare utifrån ett Idrotten vill perspektiv2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning

    Uppsatsen handlar om fotbollstränare för barn inom föreningsidrotten och då främst om att synliggöra den verksamhet som tränarna bedriver ur ett Idrotten vill perspektiv.

    Syfte och frågeställningar

    Studiens syfte är att undersöka om fotbollstränare i sin verksamhet för barn och ungdom i storklubbar använder och bryr sig om Riksidrottsförbundets policydokument Idrotten vill.

    Frågorna som vi utgick ifrån var:

    • Arbetar tränarna (medvetet eller omedvetet) efter de riktlinjer som Riksidrottsförbundet (RF:s) policydokument föreskriver.

    • Om inte dokumentet (Idrotten vill) är utgångspunkten för verksamheten, vad används istället.

    • Vilken betydelse får det för verksamheten om inte dokumentet ligger till grund för tränaren?

    Metod

    För att få en uppfattning om fotbollstränares kunskap om och praktiska tillämpning av policydokumentet för barn och ungdomar i storklubbar valde vi att intervjua fem barn- och ungdomstränare. Fyra av tränarna kom från storklubbar i storstadsregionen. Med storklubb menar vi klubbar som har sin verksamhet i större städer. Den femte tränaren var från en storklubb utanför storstadsregionen. Alla tränarna var män.

    Resultat

    Resultatet visar att RF:s policydokument, Idrotten vill inte har implementerats i föreningarnas verksamhet. Riktlinjerna för barnidrott följs inte av de intervjuade tränarna från storstadsregionen.

    Slutsats

    Idrotten vill dokumentet har till synes liten inverkan på tränarnas verksamhet för 10 -åringarna i storstadsregionen. Tränaren utanför storstadsregionen följer noga sin förenings policydokument vilket inte verkar vara fallet i storstadsregionen. Av svaren kan vi dra slutsatsen att tävling och rangordning prioriteras före allsidig utveckling i barnens fotbollsverksamhet. Uttagning till utvecklingslag sker ibland före 10 års ålder vilket går stick i stäv med Idrotten vills riktlinjer. Alla fotbollstränarna från storstadsregionen använder sig oftast av sin egen fotbollserfarenhet vid planering av barnidrottsverksamheten. Fotbolltränarnas egen erfarenhet kan innehålla Svenska fotbollsförbundets basutbildning och mångårig erfarenhet av eget spel. Man kan fundera över om Svenska Fotbollförbundets utbildningar och egen erfarenhet från träning och spel avspeglar de värderingar kring barnidrott som skrivs fram i Idrotten vill.

     

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  • 16.
    Ahlgren, Erik
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Broström, Daniela
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    ”Kan jag verkligen simma?”: en jämförelse mellan skattad och faktiskt simförmåga bland elever i årskurs 62015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The purpose of this study is to examine swimming ability for students in grades 6 and to compare pupils’ estimated and actual swimming ability based on knowledge requirement for swimming in Lgr11.

    1. What percentage of the pupils estimate themselves as swimmers?

    2. What percentage of the pupils are swimmers according to the observation?

    3. Are the pupils’ estimated swimming ability in line with their actual ability to swim?

    Method

    The study intended to investigate both estimated and actual swimming ability. Therefore, two different methods were used, a survey and an observation of a swimming test. The survey and observation were carried out at one time, and were based on the knowledge requirement for swimming in the Swedish curriculum Lgr11. The survey measured the pupils’ estimated swimming ability and the test measured the pupils’ actual ability to swim. The comparison between estimated and actual swum distance was conducted with a paired t-test and the comparison between estimated and actual swimming ability was conducted with a Chi2 test. The sample consisted of 102 students in elementary schools 6th grade from two schools in Stockholm County.

    Results

    All participants stated that they can swim.

    89.6% of the students could be considered as swimmers based on the estimation and 97% of the students could be considered as swimmers based on the swimming test.

    There was no significant difference between the pupils estimated and their actually completed distance.

    There was no significant difference between the pupils estimated and their actual swimming ability, however, there was a tendency that the pupils underestimated their ability.

    Conclusions

    The conclusions are that the survey results for the proportion of swimmers students (97%) agree well with the results from the Skolverkets (2014) recent report (95.4%), and that students tend to underestimate their swimming ability.

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  • 17.
    Ahlgren, Erik
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Broström, Daniela
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Simundervisning, på lika villkor?: En undersökning av hur lärare i Stockholms län bedriver sin simundervisning2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställning:

    Syftet med studien är att undersöka hur grundskolelärare i idrott och hälsa, verksamma i Stockholms län, bedriver sin undervisning mot simkunnighet. Detta syfte besvaras med hjälp av följande frågeställningar:

    • Hur definierar lärare i idrott och hälsa begreppet simkunnighet?
    • Hur arbetar lärare i idrott och hälsa för att uppnå simkunnighet hos eleverna?
    • Vilka faktorer anser lärare i idrott och hälsa påverkar simundervisningen?

    Metod:

    För att besvara studiens syfte och frågeställningar genomfördes fyra kvalitativa intervjuer med grundskolelärare i idrott och hälsa, verksamma i Stockholms län. Urvalet baserades på två parametrar, avstånd till simhall och ekonomi.

    Resultat:

    Resultatet visar att lärarna bedömer elevernas simkunnighet utifrån definitionen i Lgr11, men att de använder sig av den nordiska definitionen vid simtester. Samtliga lärare arbetar för att eleverna ska nå simkunnighet genom att bedriva olika former av simskola och simträning. Gemensamt mål med all undervisning i simning är att eleverna ska nå kunskapskravet, ’’eleven kan även simma 200 meter varav 50 meter i ryggläge’’ (Skolverket 2011, s. 58-61). En av faktorerna som styr hur simundervisningen bedrivs är just lärarnas mål med undervisningen, att eleverna ska nå kunskapskravet. Övriga faktorer som påverkar hur simundervisningen bedrivs är avstånd till simhall samt skolledningens inställning, vilken påverkar lärarens resurser såsom ekonomiskt upplägg, tillgång till personal och tid för undervisning. Resultatet visar även att faktorer som påverkar elevernas möjlighet att nå simkunnighetskravet är elevens fysiska förutsättningar (ex. motorik och kondition) och bakgrund (etnisk, religiös och kulturell).

    Slutsats:

    Utifrån studiens resultat är slutsatserna att kunskapskravet för simkunnighet i Lgr11 borde kompletteras till den nordiska definitionen av simkunnighet, “Simkunnig anses den vara som kan falla i vattnet, få huvudet under ytan och efter att åter ha tagit sig upp till ytan, kan simma 200 meter på djupt vatten varav 50 meter på rygg” (Svenska simförbundet 2014-08-21). Detta för att bidra till en mer likvärdig undervisning och bedömning. Undervisningen på skolor är situationsanpassad och målet med simundervisningen är att eleverna uppnår kunskapskravet. Den starkaste faktorn som påverkar simundervisningens upplägg är avståndet till simhall och den största faktor till att elever inte uppnår simkunnighet beror på elevens fysiska förutsättningar och bakgrund. Resultatet pekar mot att det snarare är ett områdes socioekonomiska situation än kommuninvånarnas ekonomiska förutsättningar som påverkar simkunnigheten.

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  • 18.
    Ahlqvist, Caroline
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Jacobsson, Elin
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    "Jag bedömer vad jag ser": En kvalitativ studie om idrottslärares syn på bedömning och lärande i förhållande till elevers klädval2022Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställningar

    Syftet med denna uppsats är att undersöka idrottslärares upplevda förmåga att bedöma elevers allsidiga rörelseförmåga i förhållande till deras klädval. Frågeställningarna var enligt följande: Hur uppfattar idrottslärare att elevers kläder kan påverka deltagandet på lektionerna?; Hur uppfattar idrottslärare att elevers kläder kan påverka lärandet? samt Hur uppfattar idrottslärare att elevers kläder kan påverka bedömningen av allsidig rörelseförmåga? 

     

    Metod 

    Metoden som användes var en kvalitativ undersökningsmetod genom semistrukturerade intervjuer med fem verksamma högstadielärare spridda i Stockholmsområdet. Intervjuerna genomfördes enskilt och utgick från en framtagen intervjuguide, detta för att säkerställa att samtliga frågor täcktes in. Intervjuformen fungerade även som ett stöd så att samtalen kunde flöda fritt för att få ett så stort djup som möjligt. Intervjuerna analyserades och teman utkristalliserades för att slutligen besvara frågeställningarna.

     

    Resultat 

    Resultatet visade att samtliga lärare ansåg att kläderna påverkar rörelseförmågan. Klädvalet var i större fokus än själva ombytet till lektionerna i Idrott och hälsa, och så länge läraren kunde se elevens fullständiga rörelseomfång kunde också rätt bedömning ges. Samtliga lärare framhävde också vikten av fingertoppskänsla, att känna till varje enskild elevs personliga inställning till sitt klädval och vad som ligger bakom valet. Lärarna var också eniga kring några av de mest framträdande orsakerna till varför de tror att elever inte byter om, såsom elevernas rädsla att gå ifrån sin identitet och kliva ur den roll som kläderna symboliserar, otrygghet i omklädningsrummet och ointresse för ett högt betyg i ämnet. Även vikten av lämpliga skor framhölls av lärarna där både rörelseförmågan men också säkerheten var av stor betydelse.  

     

    Slutsats 

    Krav på ombyte nämns inte läroplanen – lärare kan därför inte tvinga elever att byta om. Dock menade lärarna att bedömningen och elevernas egna lärande påverkas om de kommer med kläder som inte är aktivitetsadekvata. I ämnet ingår det att varje elev ska kunna planera och genomföra aktiviteter på ett hänsynsfullt och säkert sätt (Skolverket, 2022a). 

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    Jag bedömer vad jag ser
  • 19.
    Ahlson, Helene
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Ström, Rickard
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Muscle Dysmorphia: en kvantitativ studie på gym i Stockholm respektive gym i Lidköping2005Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpStudent thesis
    Abstract [en]

    Purpose and question

    The purpose of this essay:

    Muscle Dysmorphia (M.D.) is a syndrome with an incorrect body-opinion and low self-esteem.

    The purpose of this essay is to study the prevalence of Muscle Dysmorphia among male weightlifters in two different sized cities.

    The question of the essay is:

    Are there any difference in occurrence of M.D. amongst men at the age 16–50 who workout in gyms in a big city (Stockholm) versus a medium sized town (Lidköping)?

    Method

    The purpose of our previous b-essay was to seek definition and criteria for the M.D. syndrome, and we used the Pubmed database as a source for our findings. These findings also act as a base for creating the questioner we used in our survey research in this study. The survey research was personally done by the authors on 240 men and took place at SATS Odenplan in Stockholm and at Lidköping’s three gyms. After data collection was completed, it was analyzed in Excel and a Chi2-test was done.

    In order to create a high internal validity in our research, literature related to the subject and other similar research projects have become a foundation for planning of this essay.

    Results/Discussion

    The research shows that the prevalence of M.D. among weightlifting men between the ages of 16-50 years are more than four times likely in a medium sized city than in a big one. Lidköping have a prevalence of 6.36 % whereas Stockholm’s figure was much lower at 1,53 %. The result of this study is narrowed because the criteria of the Chi2-test were not completely fulfilled.

    The reason for these results can depend on several different things, one might be the time aspect. In a smaller city more time is devoted to work out in gyms, witch can involve the persons to a special lifestyle and direction of work out. Individuals with the same interests for work out are gathering and pushing each other forward.

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  • 20.
    Ahlström, Johan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Spring, Johanna
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    "Antingen är idrotten succé eller katastrof": En kvalitativ studie om idrottslärares utmaningar med elever med NPF-anpassningar2024Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose and Research Questions: The purpose of the essay is to examine how well teachers in primary schools perceive that the education they have received has provided them with the prerequisites to meet students with neurodevelopmental disorders (NPF) in primary education.The study also aims to investigate the specific practices they employ and the professional development they have undertaken in connection to neurodevelopmental disorders. The research addresses three main questions:

    - What experiences and challenges do physical education and health teachers face when working with adaptations for students with neurodevelopmental disorders?

    - How do teachers perceive the education they have received in this area?

    - How do teachers experience their access to support and professional development opportunities?"

    Method: Employing a qualitative approach, the authors conducted interviews with five physicaleducation teachers, each with diverse professional backgrounds but sharing a common graduation from the Gymnastics and Sports University. Thematic content analysis was applied to process the gathered data.

    Results: The teachers' efforts in NPF adaptations are influenced by challenges such as ademanding environment and time constraints. Issues with facilities, scheduling, and maintenanceimpact students' engagement. Despite limited time, teachers stress the importance of allocating time for adaptations and express a desire for more planning time. Regarding teacher education, aunanimous perception emerges of in adequate knowledge about NPF diagnoses from the Gymnastics and Sports University, which predominantly focuses on physical disabilities. The availability of professional development and additional education varies based on the interest andsupport from school leadership. Networking and knowledge exchange with other schools and colleagues are seen as valuable in addressing challenges. In summary, teachers' experiences highlight the need for resources, time, and education to establish an inclusive learningenvironment for students with NPF diagnoses.

    Conclusion: Teachers encounter deficiencies in education related to Neurodevelopmental Disorders (NPF) and face challenges in accessing relevant professional development. Time constraints and financial barriers impact their knowledge acquisition. Insufficient support,particularly concerning time and adapted environments, hinders their ability to assist students with NPF. Enhancing relationship education, increasing accessibility to professional development, andactive support from schools can promote an inclusive learning environment for students with NPF diagnoses.

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    Antingen är idrotten succé eller katastrof - Ahlström och Spring
  • 21.
    Ahlund, Emelie
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Vad är hälsa?: - en studie om hälsans del i ämnet idrott och hälsa2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställningar

    Syftet med undersökningen är att ta reda på hur lärare i idrott och hälsa på låg och mellanstadiet uppfattar hälsobegreppet, samt hur det uppfattar begreppet i Lgr 11. Syftet är även att undersöka hur lärarna jobbar med att implementera hälsobegreppet i sin undervisning. Utifrån syftet har dessa frågeställningar skapats: Vad betyder hälsobegreppet för lärare i idrott och hälsa? Hur undervisar lärarna sina elever i och om hälsa? Hur tolkar lärare i idrott och hälsa hälsans del i Lgr 11?

    Metod

    Jag har använt mig av en kvalitativ metod och samlat in data med hjälp av intervjuer. Urvalet är sex lärare i idrott och hälsa som alla jobbar på låg och mellanstadienivå. Jag har använt mig av denna metod för att få mer ingående och djupa svar på mina frågeställningar.

    Resultat

    Resultatet visar att lärarna uppfattar hälsa som att den påverkas av olika faktorer, yttre faktorer har även påverkan på din hälsa . Hälsa kan delas upp i tre olika delar, fysisk, psykisk och social hälsa. I undervisningen jobbar lärarna på många olika sätt för att främja elevernas hälsa, det är allt ifrån diskussioner och reflektioner kring hälsa i samband med fysisk aktivitet till teoretiska prov. Majoriteten av lärarna uppfattar inte Lgr 11:s kursplan som svårtolkad, men läst mellan raderna kan ses att lärarna tolkar den utifrån sin egen syn på vad hälsa innebär.

    Slutsats

    Slutsatsen jag kan dra av detta är att lärarna tolkar kursplanen utifrån egna värderingar om vad hälsa är och hur de själva tycker att hälsa borde gestaltas i undervisningen. Eftersom att lärarnas har förhållandevis olika åsikter om vad hälsa innebär och hur det ska undervisas, ser undervisningen långt ifrån enhetlig ut på skolorna. För att kunna skapa en bra och hälsofrämjande undervisning krävs en grundläggande och sund förståelse för vad hälsa innebär i dagens samhälle. För att alla elever ska få tillgång till en sådan undervisning krävs enligt mig tydligare direktiv i kursplanen gällande hälsans del i ämnet idrott och hälsa. 

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    uppsats hälsa
  • 22.
    Ahlund, Emelie
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    ”Vadå jag är ju jättebra på fotboll, jag ska ha ett A”: En studie om rättvis och likvärdig bedömning och betygsättning i ämnet idrott och hälsa2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställningar

    Syftet med studien är att ta reda vilka förutsättningar lärare i idrott och hälsa (F-6) skapar för en rättvis och likvärdig bedömning och betygsättning. Undersökningen belyser hur väl ämnets syfte, mål och kriterier kommuniceras till eleverna, hur lärarna går tillväga då de bedömer elevernas prestationer och hur lärarna skapar bedömningssituationer som visar och utvecklar lärandet.

    Frågeställningar:

    • Förmedlar lärarna mål och kriterier till eleverna?

    • Vilka strategier använder lärarna för bedömning och betygsättning?

    • Vilka möjligheter ger lärarna eleverna att visa och utveckla sina kunskaper?

    Metod

    Studien har en kvalitativ ansats och datainsamlingen består av kvalitativa intervjuer. Urvalsgruppen är fem lärare som jobbar med ämnet idrott och hälsa på låg- och mellanstadiet. Metoden har valts för att få djupa, ingående och innehållsrika svar på mina frågeställningar.

    Resultat

    Resultatet av studien visar att lärarnas arbete med att förmedla mål och kriterier till eleverna sker i olika stor utsträckning, samt att lärarna använder sig av olika metoder för att nå fram. En av de största bristerna som studien visar är lärarnas dokumentation, som på några håll är näst intill obefintlig. Lärarna är positiva till formativ bedömning men visar inte på stor kunskap inom området. Endast en lärare använder sig av formativ bedömning aktivt i undervisningen, medan de andra får med enstaka delar. Lärarna bedömer eleverna flera gånger och på flera olika sätt i varje moment för att se elevernas utveckling och ge möjlighet att visa lärandet på flera olika sätt. Den större delen av lärarna anser att diskussion är viktig och tar sig tid för det i undervisningen, det är ett sätt för att skapa belägg för elevernas kunskaper.

    Slutsats

    Slutsatsen av studien är att lärarna skapar några av de förutsättningar som krävs för en rättvis och likvärdig bedömning i jämförelse med tidigare forskning som visar på större brister i lärarnas tillvägagångssätt. Dock finns utvecklingsområden, framförallt inom formativ bedömning och dokumentation av elevernas lärande och kunskapsutveckling.

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  • 23.
    Ahlén, Julia
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Åhman, Maria
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Livet är ditt!: en studie om livskvalitet och motiverande samtal2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställningar

    Syftet med studien var att undersöka om en kortare period av motiverande samtal (MI) kunde påverka livskvaliteten positivt hos en arbetande population. De tre frågeställningarna var: Kan en kort period av MI förändra livskvaliteten positivt? Vilka eventuella effekter har en kortare period av MI på livskvaliteten? Finns det några skillnader i eventuell förändring av livskvalitet mellan kön, ålder samt utbildningsnivå?

    Metod

    Studien bestod av två MI-samtal med tre veckors mellanrum, samt en enkätundersökning som genomfördes före och efter samtalsperioden. Ett företag kontaktades och deltagarna rekryterades genom information på företagets intranät. 25 anmälda bildade MI-gruppen och därefter efterfrågades kontrollgruppsdeltagare via mail, 23 anställda bildade kontrollgruppen. Företaget hade sedan många år tillbaka haft ett nära samarbete med företagshälsovården. En redan framtagen livskvalitetsenkät, SF-36, användes tillsammans med en egen kompletterande enkät om kön, ålder och utbildning. Enkätsvaren kodades om och analyserades enligt manualen för SF-36. Därefter utfördes statistiska tester för att få fram eventuella skillnader inom och mellan grupperna. Det totala bortfallet blev fyra personer från kontrollgruppen, resultatet beräknades utifrån 19 deltagare i kontrollgruppen och 25 deltagare från MI-gruppen.

    Resultat

    Resultaten visade att en kortare period av MI inte kunde förändra livskvaliteten och att det inte heller fanns någon signifikant skillnad i livskvalitet mellan grupperna. Vi tror att det bland annat kan bero på det tidigare hälsoarbetet på företaget. Däremot kunde en signifikant förbättring av den mentala hälsan inom MI-gruppen konstateras som en effekt. Det fanns inga skillnader i förändring av livskvalitet mellan kön, ålder och utbildningsnivå.

    Slutsats

    Slutsatsen blev att signifikanta resultat på livskvaliteten inte går att uppnå på så kort tidsperiod som studien avsåg. Utifrån de givna tidsramarna var studiens modell hanterbar och kunde ändå uppvisa resultat i form av en förbättring av mental hälsa hos MI-gruppen.

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  • 24.
    Ahnström, Sandra
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Hälsoskolor kontra ”vanliga” skolor: skiljer sig undervisningen i ämnet idrott och hälsa?2005Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpStudent thesis
    Abstract [en]

    Aim

    The purpose of this study is to investigate how schools who have a health concentration and schools who haven’t are teaching physical education and if possible compare these schools.

    This study is based on following questions: How do schools with a health concentration and schools who haven’t, in compulsory school, teach physical education and health. How do physical education teachers describe their teaching and how do the students describe it.

    Method

    My study is a qualitative study based on interviews with teachers and students from different schools. The interviews have been made on four different schools from all over the country. I have interviewed one physical education teacher and four students, two boys and two girls, from each school. The schools, participating in the study, are one health promoting school from the northern part of Sweden, one health school from Stockholm, one “ordinary” school from Stockholm and one “ordinary” school from the ambient parts of Stockholm.

    Results

    The physical education teaching doesn’t part between schools who have a health concentration and schools who haven’t. The pupils´ on every interviewed school consider that the teaching contain different activities. The most common activities according to the pupils´ are ballgames, gymnastics and strength. Most of the pupils interviewed have the opinion that physical education and health is fun. Both physical education teachers and the pupils think that the learning’s are connected with health. The teachers think that the pupils´ possibility to influence the teaching is much bigger than what the pupils think.

    Conclusions

    In the end I reached the conclusion that the teaching in physical education and health, didn’t contain any differences between the schools who had a health concentration and schools who hadn’t.

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  • 25.
    Aitalaakso, Karoliina
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Pirttimäki, Meri-Tuuli
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Ämnet idrott och hälsa och fysisk aktivitets akuta effekt på gymnasieelevernas kognition2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The aim of this study is to explore whether physical activity in the physical education has a direct positive effect on the high school students' short-term memory and working memory.

    Research questions are following:

    1. Does acute physical activity have a direct positive impact on short-term memory and working memory in high school students?
    2. Are there any differences between female and male participants on performance in the cognitive tests?

    Method

    The sample size was 84 participants (high school students) aged 15-20, of which 23 women and 61 men. Seven different high school classes were needed to reach this number of participants. The participants were divided into two different groups. Group 1 conducted cognitive tests (TMT-A, TMT-B and free recall) without physical activity first. One week after, group 1 performed cognitive tests after physical activity. Group 2 made the arrangement in reverse order. These groups were randomly determined.

    Results

    On the TMT-A and free recall, no significant results were obtained before or after physical activity. The group that conducted physical activity on the second test day performed better on TMT-B test after physical activity while group 2 performed better after rest. There was a significant difference between female and male participants in group 1. Female and male participants both performed better after physical activity compared to rest, but female participants improved more.

    Conclusions

    Physical activity did not have any significant effect on performance in the cognitive tests of working memory and short-term memory. Physical activity can though benefit high school students to cope with cognitively demanding tasks. However, this needs to be explored more in the school setting.

     

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  • 26.
    Ajger, Joakim
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Idrott och hälsa på ett yrkesförberedande gymnasium: En pilotstudie på Fredrik Bremers fordonsprogram årskurs 12008Independent thesis Basic level (degree of Bachelor), 5 poäng / 7,5 hpStudent thesis
    Abstract [sv]

    Syfte

    Med denna uppsats vill jag belysa hur elever på Fredrik Bremer, yrkesförberedande gymnasium åk 1 prioriterar ämnet idrott och hälsa. Hur viktigt anser de att ämnet är för dem nu, i framtiden och i kommande yrkesroll? Jag vill även undersöka om de har förslag på förändringar i undervisningen. I så fall, vilka?

    Metod

    Undersökningen är av kvalitativ art och bygger på intervjuer. Jag har valt att använda mig av gruppintervjuer med en utformad intervjuguide. Jag agerade som frågeställare. Elever från fordonsprogrammet åk 1, (läsår 07/08) från tre klasser blev intervjuade. Det totala antal elever på fordonsprogrammet årskurs 1, är 48 stycken. Jag valde sedan ut och fördelade eleverna i 3 grupper med 4st i varje. Med stöd av intervjuguiden öppnade jag upp till en diskussion som inspelades med diktafon.

    Resultat

    Resultatet av intervjuerna sammanställdes i en kort sammanfattning efter intervjuerna. I det avslutande diskussionskapitlet görs en större analys och reflektion.

    Man kan kort sammanfatta det eleverna säger med: att samtliga elever tycker ämnet är viktigt. Den största andelen av eleverna anser sig ha en bra hälsa.

    På frågan om vad de anser om ämnet nu på gymnasiet jämfört med på högstadiet så säger samtliga att det var bättre på högstadiet. Man ansåg att det fanns en bättre struktur, ett bättre ledarskap och en mer varierad undervisning. Eleverna förstår också vikten av ämnet inför kommande yrkesroll. Det säger att de förstått innebörden av ergonomin. Eleverna är mycket missnöjda med utfallet av undervisningen av både ergonomin och idrott/hälsa. De föreslår en rad förbättringar.

    Slutsats

    Det studien kommit fram till är att ämnet idag inte fungerar som eleverna önskar. Eleverna ser gärna en rad förändringar exempelvis, tydligare ledarskap, mer strukturerat upplägg, en större variation, ett större medinflytande i ämnet. Idrott och hälsa väcker mycket känslor. Insikten om hur viktig hälsan är visar eleverna stor kunskap om. Vid övergången till gymnasiet försvinner mycket av glädjen och motivationen.

    Gymnasieskolan har en viktig uppgift att ta hand om, utveckla och bejaka elevernas intresse för ämnet. Att så inte sker fullt ut på Fredrik Bremer gav mig en tankeställare på om hur vi som lärare mer måste ”lyssna in” vad eleverna anser. Viktiga variabler som kan förbättras anser jag vara elevinflytande, struktur, tydligt ledarskap, variation, anpassning av undervisningen till elevunderlaget.

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  • 27.
    Akdag, Gülsah
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Specialidrott eller inte?: Kan elever från riksidrottsgymnasiet i karate jämföra sig med svensk karate elit?2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Summary:

    Introduction: Specialised physical education has been in school since the 70’s and has made it possible for many young students to be able to combine school and elite sports at the same time. It has been created RIG (national sports high schools) and the substance special sports education has been added as a course at secondary school. The purpose of RIG was to enable talented young people to combine elite level sports and high school, since high school considered a trigger point for when the elite venture begins. RIG also means to practice a lot and to compete with many of the best in the same age groups. The RIG system has produced many Swedish elite athletes in different sports. Aim and questions: The purpose of the comparison is to se whether RIG- training may have contributed to the development of high school students so that they can be compared with national elite. Is there any difference between national elite and karate upper secondary students in jump, reaction and explosiveness in relation to specific jump tests? Are there any difference between national elite and karate upper secondary students in training plans and goals? How do the RIG-education develop students to get to the elite level? Method: Jump Tests as optimal drop jump test (DJ), countermovmenttest (CJM), squat jump (SJ) and stiffness jump was performed. The test subjects ware three women and nine men students. The test subjects from the national team consisted of four women and eight men. There was also a survey that aimed to identify the athletes training schedules and goals with their workouts. Results: There were significant difference in the womens group on drop jump 40 cm test and CJM. Men's results revealed significant differences in SJ with visual reaction in height and stiffness jump average contact time. According to the survey, it was a differs in a half strength and fitness workouts between national active athletes and students. Both groups trained match training and situational training, but only students accrual their training in the form of pre-, during- and post-season and trained technique training. The students also had more specific goals with training. Conclusion: The education aim to enable students to take responsibility for their training and for each grade train more elite-oriented and systematically to reach the elite, the curriculum in this education and the continuous training have led the students to develop towards achieving elite level. This seems to have been among the contributing factors to that there are few significant differences between groups in relation to the tests and survey questions. RIG-students can compare themselves to national elite in relation to the jump test, training schedules and goals. Students have clearer goals and more planned approach to training than national elite.

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  • 28.
    Akhras, Lina
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Doxastaki, Marianna
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Hur mår Stockholms gymnasieelever idag?: en undersökning om psykisk hälsa i skolan2023Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim and research questions: The aim of the study is to examine high school students' perception of their own mental health. The study also aims to investigate students' perception and need for mental health education within the school subject Physical Education. The study's questions are the following: 1. How do high school students describe their own mental health? 2. What is the differences between girls' and boys' perception in terms of their mental health? 3. What percentage of high school students believe they are in need of education about mental health? 4. What percentage of high school students consider that the education regarding mental health within the subject Physical Education is adequate and perceived as health-promoting?

    Theory and method: The study's approach is quantitative and the method of data collection consists of a questionnaire. The questionnaire explores high school students' mental health in relation to Antonovsky's KASAM theory and aspects that affect students' perception and need for education about mental health within the school subject Physical Education. A total of 270 high school students participated in the study.

    Results: The high school students rate their own mental health status as "average", of which boys estimate their mental health status slightly higher than girls. The majority of the high school students believe that they are in need of education regarding mental health within the subject Physical Education. More than two-thirds of high school students believe that the education about mental health is adequate and health-promoting.

    Conclusions: The survey's conclusions are that high school students' perception of their own mental health leans more towards a worse rather than a better. The accompanying consequence that girls estimate their mental health as slightly worse than boys indicates that more focus is required on girls in school. The study indicates that today's education about mental health should improve. Furthermore, efforts are required from municipal and state authorities which in turn will give teachers the opportunity to develop their teaching method in the form of various resources. Teaching the subject Physical Education should aim to develop students' mental health regardless of their mental health status in order to promote and maintain health. Ultimately, these factors contribute to better public health.

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  • 29.
    Akkanen, Anita
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Sundström, Malin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Effekter av en idrottspsykologisk utbildningsintervention för friidrottstränare: med fokus på tränares förhållningssätt och ungdomars motivation och upplevelse av tävlingsnervositet2015Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Abstract

    Aim: Since there is a lack of research based educational interventions concerning the relationship between coaches and young athletes, the aim of this study was to implement and examine the effects of sport psychology intervention for coaches in a track and field club. The research questions were: What are the effects of an educational intervention for coaches, with focus on a motivational climate, on: A) the coaches´ coaching approach B) their athletes´ goal orientation and C) their athletes´ perceived competitive anxiety?

    Method: The coach education stretched over two months and consisted of four two-hour lessons with focus on motivational climate, goal orientation and sport anxiety. Six coaches (three females, three males), aged 38-52 (M=44.33 years, SD=4.84) and their 59 athletes (27 males and 32 females) aged 12-14 (M=13.10 years, SD=0.82), participated in the study. A control group of 35 athletes (10 males and 25 females), of the same age (M=13.46 years, SD=0.70) and with similar demographic data, was also recruited. Potential effects of the intervention on the coaches and athletes were captured by measuring key constructs twice (pre-/post-test). Measures included a study-specific motivational climate questionnaire for the coaches and two validated questionnaires for athletes: the Achievement Goal Scale for Youth Sports (AGSYS; Cumming, Smith, Smoll & Grossbard 2008) and Sport Anxiety Scale-2 (SAS-2; Smith, Smoll, Cumming & Grossbard 2006). Descriptive statistics, repeated ANOVA and repeated MANOVA were used to analyze the data.

    Results: The analyses showed that the participating coaches experienced positive behavioral changes among themselves regarding support of autonomy, belonging, competence, and encouragement to task orientation, five months after the intervention had taken place (F (1, 5) = 6.49, p < .051,  = .56). The analyses did not reveal any statistically significant changes concerning neither the athletes´ goal orientation nor sport anxiety over time or compared to the control group.

    Conclusions:The study indicates a continuous need for longitudinal research based sport psychology interventions, especially towards individual sports since they, in many ways, differ from team sports. Future studies ought to complement with qualitative measurements which can bring deeper understanding of how, when and why changes occur. Despite loss effects in the athletes, the coaches´ perceived behavioral changes in themselves indicate that educational interventions are worthwhile in the long run.

     

    Key words: coaches, competitive anxiety, motivation, motivational climate interventions, youth

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  • 30.
    Al Djezani, William
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Baydono, Gabriel
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Kan rörelse och dans utmana könsuppfattningar i idrott och hälsa-ämnet?: En kvalitativ undersökning om hur idrottslärare arbetar könsneutralt i momentet rörelse och dans2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The purpose of this study was to find out how physical education teachers work with gender neutralization within the subject movement and dance. The purpose is concretized in three issues:

    • How do physical education teachers break the gender norms in the moment movement and dance?
    • How do physical education teachers perceive students' views on gender norms in the momentum movement and dance?
    • How can the physical education teacher’s statements be understood from a feminist post-structuralist perspective?

    Method

    To achieve the purpose of the survey, a qualitative method was therefore selected in the form of semi-structured interviews. In this study we had choose to interview four high school teachers in physical education, in the Stockholm area. Based on the respondents' responses, the theme was formed. The theoretical starting point of this study was feminist post-structuralism.

    Results

    The results showed, according to PEH-teachers, that boys have a more negative attitude towards dancing compared to girls. The results also showed that some discourses on gender norms dominate the teachers' way of understanding gender and dance and their way of teaching dance in PE and health. The result also showed that as a teacher, the way of working needs to be formed based on that all students are individuals and to not focus on their gender and to have a gender-neutral way of working

    Conclusions

    The conclusion that can be drawn in this study is that interviewed PEH-teachers are working to strive for what they perceive to be a gender-neutral way of working in the movement and dance. The study shows that students are still shaped by society about what they think and think about dance. PEH-teachers believe that girls are more positively attuned to dance than boys. Discourses emerge that dance is still "girly" which leads to guys avoiding dance lessons.

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  • 31.
    Al Fakir, Ida
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society. Linnaeus University Centre for Concurrences in Colonial and Postcolonial Studies, Stockholm, Sweden.
    Guarding the boundaries of belonging: the Church of Sweden, Gypsy mission and social care in the 1910s–40s2024In: European Review of History, ISSN 1350-7486, E-ISSN 1469-8293, p. 1-21Article in journal (Refereed)
    Abstract [en]

    Historically, social welfare providers have defined social and ethnic minorities such as ‘vagrants’ and Romani people as non-deserving and thus excluded them from their work. Gradually during the nineteenth century, however, Christian actors and organizations across Europe were among the first to recognize Romani groups as legitimate targets of relief. The operations required boundary changes where previously undeserving categories were transferred to deserving, thus becoming legitimate targets of relief. The article discusses the Church of Sweden’s social care for minorities, with a special focus on Romani groups from the 1910s to the 1940s. At that point, Protestant social work was permeated by conservative paternalism and focused on changing the individual through interventions defined as help-to-self-help, rather than challenging the unjust social structures in Swedish society. However, welfare measures were enacted differently depending on the majority/minority position of the individual; the recognition or rejection of minority rights affected the distribution and content of Lutheran social welfare. Examining church-led or church-endorsed activities, the contribution sheds light on the differentiation of social and ethnic subgroups and brings nuance to a field that has overlooked the Swedish state church as a welfare provider in the twentieth century. The instances of intersection between and sometimes confusion of social and ethnic boundaries serve as examples of the historicity of such boundaries and churchmen’s contribution to establishing these.

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  • 32.
    Al Fakir, Ida
    Stockholms universitet, Institutionen för pedagogik och didaktik.
    ‘Rise up and walk!’ The Church of Sweden and the ‘problem of vagrancy’ in the early twentieth century2022In: Scandinavian Journal of History, ISSN 0346-8755, E-ISSN 1502-7716, Vol. 47, p. 156-177Article in journal (Refereed)
    Abstract [en]

    The article examines how people within the Church of Sweden’s leadership tried to solve ‘the problem of vagrancy’ in Sweden in the early twentieth century. In focus are the priest John Melander and the deacon Josef Flinth, who advocated and realized various activities for categories of poor and mobile men in the population. These interventions, defined as help-to-self-help, differentiated between the ‘worthy’ and the ‘unworthy’ needy. In publications and lectures, Melander and Flinth presented arguments to transfer ‘unworthy’ categories to the ‘worthy’, thereby expanding the community of value. This expansion was conditioned, however, by boundaries drawn regarding ideas on belonging and ethnicity. Working in the borderlands of the community as part of a Christian calling, Melander and Flinth contributed to the expansion of social work in the early twentieth century.

  • 33.
    Al Fakir, Ida
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Spotlighted or Hidden in Plain Sight: Consequences of the Post-War Ban on Ethnic Registration in Sweden2023In: Historical Explorations of Modern Epidemiology: Patterns, Populations and Pathologies / [ed] Heini Hakosalo, Katariina Parhi, Annukka Sailo, Cham, Switzerland: Palgrave Macmillan, 2023, 1, p. 113-133Chapter in book (Refereed)
    Abstract [en]

    The 1945 census was the last to record ethnicity in Sweden, and in 1973, registering ethnicity became virtually illegal. Swedish population statistics and official health and social registers therefore do not contain information on the ethnic background of the people registered. Exploring socio-medical and epidemiological research in Sweden from the 1940s to the 1980s, the chapter discusses the tension between ethical and legal constraints on the one hand, and the scientific, administrative, and political need for accurate information on minority and ethnic groups on the other. Three alternative research strategies to substitute for the lack of data on ethnicity are identified: using alternative but related categories such as nationality, country of birth, or immigrant status; “reading ethnicity” from pre-existing data collections; and conducting time-consuming and costly special studies designed to enable researchers to bypass the proscription of ethnic registration. These strategies have produced new epidemiological and socio-medical understandings concerning ethnicity and health/disease. However, as certain groups and categories have been statistically more available or visible in society than others, an uneven body of knowledge has evolved. In effect, some minorities have been spotlighted while others have remained hidden in plain sight.

  • 34.
    Alagic, Adis
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Bayat, Sara
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    ”Äsch, det är bara att rulla ut bollen!”: En kvalitativ studie om hur idrottslärare i år 7-9 motiverar sitt val av bollspel som moment2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställning

    Syftet med denna studie är att undersöka hur idrottslärare i år 7-9 motiverar sitt val av bollspel som moment i relation till kursplanen, det centrala innehållet och kunskapskraven. Utifrån syftet har följande frågeställningar formulerats.

    • På vilket sätt motiverar idrottslärare i år 7-9 bollspel i relation till kursplanen och det centrala innehållet i idrott och hälsa?
    • På vilket sätt motiverar idrottslärare i år 7-9 bollspel i relation till kunskapskraven i idrott och hälsa?

    Metod

    Studiens teoretiska utgångspunkt är den salutogena KASAM-modellen. En kvalitativ metod valdes för att få en djupare kunskap och förståelse för frågeställningen. Metoden som valts är semistrukturerade intervjuer där rapportförfattarna utgår från förutbestämda frågor men kan även ställa följdfrågor utifrån respondentens svar. Samtliga respondenter arbetar i år 7-9 i fyra olika kommunala grundskolor i en storstad i Sverige.

    Resultat

    Bollspel motiveras utifrån att elevernas samarbetsförmåga främjas och att roliga bollspelslektioner kan motivera elever till fysisk aktivitet. Genom att få utöva olika bollspel kan elever lära sig olika komplexa rörelser och få en grund i flera bollsporter. Elever bedöms i hur väl de deltar och hur väl de anpassar sina rörelser till olika aktiviteter. Utöver det bedöms elever i om de kan förebygga skador och beskriva risker som finns i bollspelet samt huruvida de kan sätta upp mål och planera sin träning.

    Slutsats

    Denna studie förstärker bilden av att bollspel är frekvent förekommande i idrottsundervisningen. Bollspel är ett bra sätt för eleverna att lära sig att kombinera olika kroppsdelar i de bollspelen som förekommer i undervisningen. Bollspel kan främja fysiska förmågor som kondition och styrka men även dansförmåga. Det framkommer dock att bollspelet kan inverka negativt på grund av tävlingsmomentet. Resultatet indikerar även att kursplanen är otydlig och lämnar utrymme för tolkningar vid bedömning.

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    ”Äsch, det är bara att rulla ut bollen!”: En kvalitativ studie om hur idrottslärare i år 7-9 motiverar sitt val av bollspel som moment
  • 35.
    Albrechtsson, Kajsa
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Ström, Sofia
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Relationen mellan fysisk aktivitet, motorisk kompetens och hälsorelaterad livskvalitet: En studie på barn i skolår 2 i Storstockholm2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The aim of this study is to examine the relationship between physical activity, perceived motor competence and health-related quality of life. The study examines primary school children in their second year within the Stockholm region. Moreover, the study aims to identify any differences in results between boys and girls.

    Methods

    The physical activity (PA) of children in their second year of primary school was measured with an accelerometer (n=131). Perceived motor competence was measured by The Perceived Motor Competence (PMS) Scale and health-related quality of life (HRQOL) was measured by PedsQL. To analyse data in SPSS 17.0 three statistical models were used: correlation, simple regressions analysis and analysis of variance. The level of statistical significance was set at p<0.05.

    Results

    The study indicates that there are significant positive correlations between PA and HRQOL as well as between perceived motor competence and HRQOL. These relationships can be applied to the entire study group and to boys. The regressions analysis shows that 20.1 percent of the variations in approximations for HRQOL depend on the variation in PA and perceived motor competence. Analysis with two-way ANOVA did not reveal any significant difference in PA between the PedsQL groups (low, medium, high). Together with approximations for HRQOL, the results from analysis of variance between the PA groups (low, medium, high) show a significant difference for the entire study group with regards to low and medium, as well as between low and high. For girls: between low and medium. The analysis of variance between the groups (low, medium, high) of HRQOL in motor competence shows that there are significant differences between PedsQL group low and PedsQL group high, and also between PedsQL group medium and PedsQL group high, which goes for boys as well as for the entire study group.

    Conclusions

    The study shows that there is a positive correlation between PA and HRQOL as well as between motor skills competence and HRQOL. These relationships are determined by gender and can be applied to the entire study group and to boys.

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  • 36.
    Alexander, Danielle
    et al.
    McGill University, Canada..
    Bloom, Gordon A
    McGill University, Canada..
    Bentzen, Marte
    Norwegian School of Sport Sciences, Norway..
    Kenttä, Göran
    Swedish School of Sport and Health Sciences, GIH, Department of Physiology, Nutrition and Biomechanics.
    Exploring the experiences and perceptions of coaches, athletes, and integrated support teams towards the management of three national Paralympic teams.2024In: Psychology of Sport And Exercise, ISSN 1469-0292, E-ISSN 1878-5476, Vol. 71, article id 102588Article in journal (Refereed)
    Abstract [en]

    This study explored the experiences and perceptions of coaches, athletes, and integrated support teams towards the management of three Paralympic teams across North America and Europe. Six focus groups with athletes, three interviews with head coaches, and 10 interviews with support team members were conducted and analyzed using a reflexive thematic analysis. Our analysis resulted in three overarching themes to portray the coaches' role and behaviours in managing their (1) athletes, (2) integrated support teams, and (3) team as a collective unit. All teams were made up of a diverse group of athletes that required individualized considerations regarding age, finances, and disability. Coaches were successful when they fostered autonomy and managed interpersonal conflict by utilizing their integrated support teams to foster cohesiveness. This study provides an in-depth view of the role of the coach in managing national parasport teams by incorporating multiple perspectives from three teams around the world.

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  • 37.
    Alexander, Danielle
    et al.
    McGill University.
    Bloom, Gordon
    McGill University.
    Bentzen, Marte
    Norwegian School of Sport Sciences.
    Kenttä, Göran
    Swedish School of Sport and Health Sciences, GIH, Department of Physiology, Nutrition and Biomechanics.
    Exploring the role of the high-performance head coach in creating a successful culture in Canadian, norwegian, and swedish parasport teams2022In: Proceedings of the SCAPPS 2022 Annual Conference, Journal of Exercise, Movement and Sport, Vol 53, no 1, Canadian Society for Psychomotor Learning and Sport Psychology | Société Canadienne D'Apprentissage Psychomoteur et de Psychologie du Sport , 2022Conference paper (Other academic)
  • 38.
    Alexopoulou, Sofia
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Fart, Frida
    Örebro universitet, Institutionen för medicinska vetenskaper.
    Jonsson, Ann-Sofie
    Örebro universitet, Restaurang- och hotellhögskolan.
    Karni, Liran
    Örebro universitet, Handelshögskolan vid Örebro Universitet.
    Kenalemang, Lame Maatla
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Krishna, Sai
    Örebro universitet, Institutionen för naturvetenskap och teknik.
    Lindblad, Katarina
    Örebro universitet, Musikhögskolan.
    Loutfi, Amy
    Örebro universitet, Institutionen för naturvetenskap och teknik.
    Lundin, Elin
    Örebro universitet, Institutionen för hälsovetenskaper.
    Samzelius, Hanna
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Schoultz, Magnus
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Spang, Lisa
    Örebro universitet, Institutionen för hälsovetenskaper.
    Söderman, Annika
    Örebro universitet, Institutionen för hälsovetenskaper.
    Tarum, Janelle
    Örebro universitet, Institutionen för hälsovetenskaper.
    Tsertsidis, Antonios
    Örebro universitet, Handelshögskolan vid Örebro Universitet.
    Widell, Bettina
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Nilsson, Kerstin (Editor)
    Örebro universitet, Institutionen för medicinska vetenskaper.
    Successful ageing in an interdisciplinary context: popular science presentations2018Book (Other (popular science, discussion, etc.))
  • 39.
    Allström, Henrik
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Komplex rörelse med en god kvalité", vad är det?: En kvalitativ undersökning bland lärare i idrott och hälsa på gymnasiet.2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The aim with this essay is to investigate how six PE teachers asses the students in context to a complex movement structure with a good quality. The questions in this essay are

    How do four PE teachers interpret the expression "Complex movement structure with great movement quality"? Do the teachers have any mutual frame of reference regarding this knowledge? How do the PE teachers think about the progression from primary school to high-school regarding complex movement structure with great movement quality? Do the PE teachers have any tools to assess the students’ knowledge based on these words?

    Method

    Qualitative interviews with half structured questions were used as method in this essay. Six PE teachers from Stockholm participated and the sex was equal. The PCK theory was used as theoretical frame.

    Results

    The teachers claimed that many parts in a movement make it complex. Good technique, tactics, good condition and team sports was common examples for a complex movement.

    The students must, according to the teachers have to know many different movements in different activities before they can call it good movement quality.

    Measure tools to asses these movements were common among three of the six PE teachers.

    No one of the teachers had any assessing frame according to complex movements with great quality

    Individual adaptations, interest and developing movements was common answers according to the progression.

    Conclusions

    The teachers’ thoughts about complex movements, progression and quality were in line with previous research. 50% of the teachers had no tools to measure these movements.

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    "Komplex rörelse med en god kvalité", vad är det? - En kvalitativ undersökning bland lärare i idrott och hälsa på gymnasiet
  • 40.
    Almqvist, Jonas
    et al.
    Uppsala universitet.
    Kronlid, David
    Uppsala universitet.
    Quennerstedt, Mikael
    Örebro universitet, Hälsoakademin.
    Öhman, Johan
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Öhman, Marie
    Örebro universitet, Hälsoakademin.
    Östman, Leif
    Uppsala universitet.
    Pragmatiska studier av meningsskapande2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 11-24Article in journal (Refereed)
    Abstract [en]

    The overall aim of the article is to present a pragmatic approach for studies of meaning-making used in the articles of this issue. The approach, which is developed within the SMEDgroup (Studies of Meaning-making in Educational Discourses), mainly builds on the writings of John Dewey, Ludwig Wittgenstein and Michel Foucault. A common ambition for the researchers in SMED is to enable studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to carry out these studies beyond assumptions of dualism, essentialism, causality and determinism. In this perspective learning and socialization are viewed in a communicative perspective. We argue in the article that our approach makes it possible, and important, to study meaning-making in action in different kinds of educational practices.

     

  • 41.
    Almqvist, Jonas
    et al.
    Uppsala universitet.
    Kronlid, David
    Uppsala universitet.
    Quennerstedt, Mikael
    Örebro universitet, Hälsoakademin.
    Öhman, Johan
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Öhman, Marie
    Örebro universitet, Hälsoakademin.
    Östman, Leif
    Uppsala universitet.
    Tema: Didaktiska undersökningar2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 5-10Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    En presentation av det didaktiska angreppssättet som ligger till grund för temat Didaktiska undersökningar i Utbildning och demokrati nr 3, 2008.

  • 42.
    Almqvist, Jonas
    et al.
    Uppsala universitet.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Öhman, Marie
    Örebro universitet.
    Quennerstedt, Mikael
    Örebro universitet.
    How Wii Teach Physical Education and Health2016In: SAGE Open, E-ISSN 2158-2440, Vol. 6, no 4, p. 1-8Article in journal (Refereed)
    Abstract [en]

    The use of educational computer games in physical education (PE) has become more popular in recent years and has attracted research interest. The aim of the article is to investigate how physical activities and images of the human body are offered by the game. The results show how the “teacher” constituted in the games is one who instructs and encourages the players to exercise and think about their bodies, but not a “teacher” who can help students to investigate, argue, or discuss images of health and the human body. We argue that the use of a wide range and variety of ways of teaching would make the teaching richer and offer a deeper understanding about the body and health.

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  • 43.
    Almqvist, Jonas
    et al.
    Uppsala universitet.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Öhman, Marie
    Örebro universitet.
    Quennerstedt, Mikael
    Örebro universitet.
    Learning and active video gaming in school: How wii teach Physical Education and Health: Contribution to symposium Learning and active video gaming in school at BERA 20142014Conference paper (Refereed)
    Abstract [en]

    Background

    The potential use of exergames in Physical Education and Health is surrounded by a growing discussion among practitioners, policy makers and researchers focusing on different expectations about the games. In this discussion there is, however, a need to further include issues about the learning content offered by these games, how the content is expected to be taught and about the potential consequences the use of games may have for learning and socialisation. This study focus on how meanings about health and the human body are offered by the game: What kind of teaching is delegated to the artifact when used in Physical Education and Health?

    Focus of inquiry

    The aim of this article is to investigate how images of health and the human body and are taught by using exergames.

    Analytical framework and Research methods

    The empirical study builds on the use of an analytical tool called “Epistemological move analysis”. Studies of teaching and learning have shown how teachers use different kinds of actions (for example instructive, confirming, re-orienting, generative, re-constructive and evaluative moves) in order to try to direct the meaning making in educational settings. In this study, these categories are used, developed and specified in the context of teaching in Physical Education and Health. The empirical material used consists of video recordings from sessions where the games Wii Fit Plus and EA Sports Active were played.

    Research findings

    The results of the analyses show how the games offer different kinds of epistemological moves: Instructive moves about the fit body and how to play the game, re-orienting moves used in order to help the players to modify their action towards a more relevant and effective way, generative moves used to help the players to think about how to play the game and confirming move about the players’ gaming. In sum, the “teacher” constituted in the game is a teachers who instructs, confirms and encourages the players to move and exercise their bodies. But it is not a teacher who, in contrast to teaching in other contexts, is able to help the learners to make investigations or to participate in argumentation and discussion about for example images of health and the human body. Teaching in these games is constituted as a behavioral modification focused on an idea about a pre-defined and ideal body not expected to be discussed in education.

  • 44.
    Almqvist, Jonas
    et al.
    Uppsala University, Uppsala, Sweden.
    Quennerstedt, Mikael
    Örebro universitet, Institutionen för hälsovetenskap och medicin.
    Is There (Any)Body in Science Education?2015In: Interchange, ISSN 0826-4805, E-ISSN 1573-1790, Vol. 46, no 4, p. 439-453Article in journal (Refereed)
    Abstract [en]

    In this article we develop and use a comparative approach for studies of the role of the body in meaning making processes in science education (SE). In debates about learning, the discussion often centres on how to explore the relation between body and mind. For example, many studies either focus on changes of bodily behaviour or on changes of people’s conceptions and ideas. In a pragmatic perspective on learning it is not possible to envision an ontological distinction between body and mind. By comparing video recordings of physical education lessons, we have studied the role of the body in meaning making processes in SE. The results show that the body is used and constituted in different ways in the analysed situations and how the participants use artefacts in order to do things in a way that would not otherwise be possible. Furthermore, we argue that the comparative approach developed in the article, together with the results of the study, can be used by teachers in their discussions about teaching in relation to different educational objectives and content.

  • 45.
    Almqvist, Jonas
    et al.
    SMED - Studies of Meaning making in Educational Discourses.
    Quennerstedt, Mikael
    Örebro universitet, Hälsoakademin.
    Öhman, Johan
    Örebro universitet, Pedagogiska institutionen.
    Öhman, Marie
    Örebro universitet, Hälsoakademin.
    Östman, Leif
    SMED - Studies of Meaning making in Educational Discourses.
    Pragmatic investigation: studies of meaning-making in educational practices2008Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    The overall aim of this paper is to present and discuss a pragmatic approach for studies of meaning-making in different educational practices. The approach – built on a framework developed within the SMED-group (Studies of Meaning-making in Educational Discourses) at the universities of Uppsala and Örebro – is illustrated in a number of empirical studies. The main point of departure in the studies is taken in pragmatic curriculum theory and sociocultural perspectives on learning, and is inspired mainly by John Dewey, Ludwig Wittgenstein and Michel Foucault. A special focus is directed to communication practices and content selection within Physical education, Environmental education and Science education. A common ambition is to offer a language that enables studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to make these investigations beyond assumptions of dualisms, essentialism, causality and determinism. In this perspective learning and socialisation is viewed in communicative perspective. Therefore, many of the studies are built on video recorded classroom conversations, but also on analysis of various kinds of written texts. We argue in the paper that this approach makes it possible to study meaning-making – learning and socialisation – in different kinds of educational practices.

  • 46.
    Almqvist, Jonas
    et al.
    Uppsala University, Uppsala, Sweden.
    Quennerstedt, Mikael
    Örebro universitet, Institutionen för hälsovetenskap och medicin.
    Öhman, Marie
    Örebro universitet, Institutionen för hälsovetenskap och medicin.
    How Wii teach Physical Education and Health2014Conference paper (Refereed)
    Abstract [en]

    Background

    The potential use of exergames in Physical Education and Health is surrounded by a growing discussion among practitioners, policy makers and researchers focusing on different expectations about the games. In this discussion there is, however, a need to further include issues about the learning content offered by these games, how the content is expected to be taught and about the potential consequences the use of games may have for learning and socialisation. This study focus on how meanings about health and the human body are offered by the game: What kind of teaching is delegated to the artifact when used in Physical Education and Health?

    Focus of inquiry

    The aim of this article is to investigate how images of health and the human body and are taught by using exergames.

    Analytical framework and Research methods

    The empirical study builds on the use of an analytical tool called “Epistemological move analysis”. Studies of teaching and learning have shown how teachers use different kinds of actions (for example instructive, confirming, re-orienting, generative, re-constructive and evaluative moves) in order to try to direct the meaning making in educational settings. In this study, these categories are used, developed and specified in the context of teaching in Physical Education and Health. The empirical material used consists of video recordings from sessions where the games Wii Fit Plus and EA Sports Active were played.

    Research findings

    The results of the analyses show how the games offer different kinds of epistemological moves: Instructive moves about the fit body and how to play the game, re-orienting moves used in order to help the players to modify their action towards a more relevant and effective way, generative moves used to help the players to think about how to play the game and confirming move about the players’ gaming. In sum, the “teacher” constituted in the game is a teachers who instructs, confirms and encourages the players to move and exercise their bodies. But it is not a teacher who, in contrast to teaching in other contexts, is able to help the learners to make investigations or to participate in argumentation and discussion about for example images of health and the human body. Teaching in these games is constituted as a behavioral modification focused on an idea about a pre-defined and ideal body not expected to be discussed in education.

  • 47.
    Almqvist, Jonas
    et al.
    Uppsala universitet.
    Öhman, Marie
    Örebro universitet.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Quennerstedt, Mikael
    Örebro universitet.
    What do Wii teach in PE?2012Conference paper (Refereed)
    Abstract [en]

    In society, video- and computer games are often pointed out as risk factors in relation to physical inactivity, sedentary behaviour as well as increasing levels of obesity. At the same time, computers are an important source of knowledge where IT-competence and IT-experience provide pronounced advantages in society.

    In the middle of this paradox a new type of videogames is introduced, where body movement and physical activity constitute the central element. These games, so called exergames or active video games, are games where physical movement is involved in the game through the use of for example balance-boards, step-up boards and dance-pads. Exergames are now more and more put forward in several countries as interesting tools to use in physical education in order to stimulate young people to be physically active.

    In a recent review and synthesis of research on video games and health, Papastergiou (2009) strongly argues that videogames can offer ”potential benefits as educational tools for Health Education and Physical Education, and that those games may improve young people’s knowledge, skills, attitudes and behaviours in relation to health and physical exercise” (Papastergiou, 2009, p 603). However, Vander Schee and Boyles (2010) argue that exergames rather should be seen as a body pedagogy producing certain narrow meanings about health, and that the uncritical implementation of exergames in school is a problematic way to place commercial products in school. Consequently, there are differences in views regarding exergames in educational settings that are worth paying attention to in research about people’s learning about the body, physical activity and health.

    The aim of this paper is to investigate how images of the human body are expected to be learned when using exergames.

    The use of artifacts – physical objects made by humans – is a central part of human life. In fact, there are many activities that would not be possible to perform without the use of them. In schools, students learn to use paper and pencils, computers, vaulting-horses, footballs and so on. How and why artifacts are supposed to be used in educational settings is however not given beforehand (Cuban 1986). The use of artifacts mediates certain meanings about the view of learning and the goals and choices of content in education (Almqvist 2005, Quennerstedt et al in press).

    In this paper, we will use discourse analytical strategies in order to analyse how meanings about the body are expected to be learned when playing exergames. The discourse analytical strategies involve an interest in how processes of discourse constitute how we experience or relate to ourselves as well as our environment (Laclau & Mouffe 1985). Discourses constitute what is possible to say or do as partial and temporal fixations (Foucault 1980). These fixations are imbued with power, values and ideologies. As Evans and colleagues argue: “/…/ health beliefs, perceptions and definitions of illness are constructed, represented and reproduced through language that is culturally specific, ideologically laden and never value free” (Evans et al 2008 p 46).

    To investigate what these games offer we have explored the manuals, the content, the animations of the games as well as the instructions and comments offered during game play. The empirical material consists of exergames most commonly used in schools: Wii fit and Wii sports (sports active).

    In the discourse analysis we have explored what is taken for granted in the empirical material in relation to other possible ways to argue. In this way we can explore what is included and excluded in the games and what is possible to think and act in relation to statements concerning the body.

    The analysis shows how the logic of the game, its animations, instructions and feedback to the player, constitutes the ideal body as a physically active, well-balanced, slim and strong body. The use of the game, the balance board and the hand control, makes it possible to measure and register how the player follows this logic. The analysis also shows how the way the player is supposed to learn about the body is strongly influenced by behaviorism. In the paper we argue that this way of learning about the body is narrow and limited and that it is important to critically discuss the effects of the use of these games in schools.

    References

    Almqvist, Jonas (2005). Learning and artefacts. On the use of information technology in educational settings. Uppsala: Acta Universitatis Upsaliensis.

    Cuban, Larry (1986). Teachers and machines. The classroom use of technology since 1920. New York: Teachers College Press.

    Evans, John, Rich Emma & Davies Bryan (2008). Education, disordered eating and obesity discourse: Fat fabrications. London: Routledge

    Foucault, Michel (1980). Power/knowledge.  Selected interviews & other writings 1972-1977. New York: Pantheon Books.

    Laclau, Ernesto & Mouffe, Chantal (1985). Hegemony and socialist strategy. Towards a radical democratic politics. London: Verso.

    Papastergiou, Marina (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education, 53(3), 603-622.

    Quennerstedt, Mikael, Almqvist, Jonas & Öhman, Marie (in press). Keep your eye on the ball. Investigating artifacts in physical education. Interchange.

    Vander Schee, Carolyn J. & Boyles, Deron (2010): ‘Exergaming,’ corporate interests and the crisis discourse of childhood obesity. Sport, Education and Society, 15(2), 169-185.

  • 48.
    Alsén, Hanna
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Dansundervisning i ämnet idrott och hälsa: en studie om elevers kunskap, attityder och inställning till dans i idrottsundervisningen.2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Summary

    Aim:

    The purpose of the study is to examine and analyze students' knowledge and attitude to dance element in physical education.

    Questions:

    • What experiences do students in grade 9 have of dance in physical education?

    • Do the approach and the attitude to dance differ between boys and girls in grade 9? • What are students` perceptions of the effects of dance?

    • What is students’ knowledge of dance?

    • What is grade 9 students’ attitude to the dance as a phenomenon?

    Method:

    A total of eight semi-structured interviews were conducted with grade 9 students. The material used was pen and paper, and audio recording equipment. A thorough interview plan was completed before implementation. Once the interviews were completed, audio recordings were transcribed and interpreted on a theoretical basis, in this case Antonovsky's KASAM concept and from a gender perspective.

    Results:

    Pupils have few positive experiences from dance in physical education. Some reasons for this are that they do not have so much dancing in school, and the dance education that students do have is perceived as unattractive. Therefore students have difficulties in seeing the point of dancing in school. A consequence of this is that the level of knowledge is relatively low among most students, and some of the students’ attitudes are negative. From a gender perspective, one can discern that the girls are more sympathetic to dance than boys.

    Conclusion:

    For the students to feel the meaningfulness to the dance element, teachers should take into account student interest and requests for choice of dance styles and music. Students should also be allowed to be more involved in the planning of the dance element. In order to meet as many needs as possible, they could make use of progression in their work with dance. Students also need to be aware of what it says in the steering documents, so that the element of dance is understandable and that students understand why they should be dancing in physical education.

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  • 49.
    Alsén, Hanna
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Varför dans?: Idrottslärares syn på dans i undervisningen2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställningar

    Studiens syfte är att undersöka fyra idrottslärares syn och inställning till dansmomentet i idrottsundervisningen på högstadiet, samt att se hur detta påverkar mängden undervisningstimmar i dansmomentet.

    Frågeställningar

    - Hur påverkar inre faktorer, som lärarens intresse och kunskap i dans, deras undervisning?

    - Vilka är de yttre faktorer som påverkar dansundervisningen?

    - Hur tolkar idrottslärarna dansmomentets beskrivning i kursplanerna Lpo 94 och Lgr 11?

    Hypotes

    Min hypotes är att det används lite dans i undervisningen, med lite menar jag upp till tio lektionstillfällen per läsår. Enligt forskning beror det bl.a. på bristande kunskap hos pedagogerna. Studier visar att de flesta idrottslärarna anser att dans är en viktig del i undervisningen. Yttre faktorer som tidsbrist påverkar eventuellt också valet av lektioner då det krävs mycket förberedelse för att undervisa i dans.

    Metod

    Undersökningen genomfördes med hjälp av semistrukturerade intervjuer. Sammanlagt har fyra intervjuer genomförts med idrottslärare av olika åldrar och kön. Det material som användes var ljudinspelningsutrustning samt penna och papper. Intervjuerna genomfördes med en väl förberedd intervjuplan. Efter genomförandet transkriberades ljudinspelningarna och tolkades efter ramfaktorteorin, KASAM och tidigare forskning.

    Resultat

    Dansundervisningen som idrottslärarna i den här studien ansvarar för, påverkas av idrottslärarens intresse och kunskap. Anledningen till att det undervisas relativt lite dans beror delvis på bristande kunskap hos pedagogerna, men även yttre faktorer som tidsbrist påverkar valet av att arbeta med dansmomentet i skolan.

    Slutsats

    Idrottslärarna i den här studien har en generellt positiv syn och inställning till dansmomentet.

    Idrottslärarna såg att dansen kan generera i positiva effekter för elevernas utveckling. De var överrens om att dans var viktigt. Idrottslärarna ansåg dock att yttre faktorer var ett hinder för att kunna genomföra dansundervisning.  

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  • 50.
    Alvring, Simon
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Jansson, Viktor
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Normkritisk undervisning hos lärare i Idrott och Hälsa: En kvalitativ studie om påverkansfaktorerna klass, kön och etnicitet2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The aim of the study was to investigate if and how Physical Education (PE) teachers, with an education from the Swedish school of sports and health science (GIH) and a maximum work experience of 3 years work with norm critical teaching according to the study factors social class, gender and ethnicity. Moreover, an aim has been to investigate what kind of pedagogical tools the interviewed teachers have received from GIH to prepare them how to teach with these factors in mind. Research questions:

    • How do the teachers work norm critical in their teaching according to social class, gender and ethnicity?
    • How has the teacher education at GIH prepared the teachers to work norm critical with these factors?

    Method

    The study was carried out in a qualitative perspective and in-depth interviews were used as research method. One PE teacher teaching in the Swedish compulsory school participated in the pilot interview and five PE teachers teaching at Swedish high schools participated in the study. All respondents in the study have finished a teacher program at GIH and a maximum of 3 years’ working experience as a PE teacher. An interview guide was created according to Lindström’s model of PCK.

    Results

    The Result shows that the interviewed teachers work in a norm critic way to some degree when it come to gender through discussions and gender tasks. Furthermore the result shows that the respondents show some sort of Pedagogical content knowledge (PCK) when it comes to norms regarding gender, something that they do not have when it comes to norms regarding social background and ethnicity. Moreover the result shows that the respondents have acquired a theoretical knowledge and some practical knowledge about gender norms from GIH. When it comes to theoretical knowledge concerning social background and ethnicity norms all the respondents agree that this knowledge have been included minimally in their education. The didactical knowledge about these norms was not included in their education or was discussed at very few occasions.

    Conclusions

    The teachers of the study show similar working methods regarding norm critical pedagogy. According to Lindström’s PCK model, the teachers do not work norm critical. Though, they do in some extent work norm critical regarding gender, but this work does not exist regarding the factors social class and ethnicity. The teachers under study rather work actively with the norms and value principle stated by curriculum. Furthermore they work with gender in a task oriented way. The reason for this can be linked to GIH’s teacher program since the education focus on gender, the other factors, social class and ethnicity only is emphasized briefly during the education.

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    Normkritisk undervisning hos lärare i Idrott och Hälsa
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