Gymnastik- och idrottshögskolan, GIH

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  • 1.
    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
  • 2.
    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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  • 3.
    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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  • 4.
    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
  • 5.
    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.

     

  • 6.
    Arnegård, Johan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur. Stockholms universitet, Institutionen för samhälle, kultur och lärande (SKL).
    Upplevelser och lärande i äventyrssport och skola2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The physicality of sports and outdoor life offers great opportunities for intensive experiences – participants ”feel” the happening in their bodies. As well as looking upon physical activity mainly as something instrumental, as for example in competitive sports and exercise culture, other aspects can also be central, for instance the pure joy of movement. The existential or expressive side of physical activity is examined in this doctoral thesis.

    In order to study such experiential quality more thoroughly, the author’s attention turns to adventure sports participants, as they appear to have a capacity for becoming highly involved and seeking very intense experiences. Who is involved in adventure sports? Why are they engaged in a sport that demands such great hardships and risk-taking? What do they get out of it? The overall objective of the thesis is to shed light on adventure sports as a practice and to discuss the educational significance of flow and other experiential qualities in adventure sports and in schools.

    The analyses are based on three empirical sub-studies. The first began with a questionnaire that 161 adventure sports participants responded to. This was followed by an interview study of eleven men and three women, all of whom had extensive experience in adventure sports. The categories of sport were evenly divided between climbing, off-piste skiing and hang gliding.

    In the second sub-study a detailed investigation of climbing was carried out. A notable sportification has brought about a very clear and interesting change in parts of this activity. Six traditional/adventure climbers and six sport climbers were interviewed, of which half were men and half women. All the climbers were experienced and very much involved in their sport.

    The aim of the third sub-study was to seek an answer as to whether pupils have experiences in their daily school life that are similar to those of adventure sports participants. An ESM (Experience Sampling Method) investigation was carried out with 60 pupils in compulsory school year nine (corresponding to UK schools’ year eleven) from four different schools. The pupils’ parents answered a special parent questionnaire including questions about academic and professional backgrounds, living conditions, habits, interests, attitudes and leisure time activities.

    The results were analysed taking into consideration the phenomenological perspective and structuralistic or more correctly expressed the cultural sociological perspective. Mihály Csikszentmihályi’s theoretical argument on optimal experiences, which in turn is based on the flow concept, constitutes the phenomenological foundation. Pierre Bourdieu’s concept apparatus and theories were used to closely examine the participants’ backgrounds, life histories and current living situations.

    The study shows that a preference for adventure sports is clearly linked to the participants’ backgrounds and earlier life experiences. A behavioural pattern is incorporated and developed into an embodied capacity to master a practice, a result of a long learning process. Participants were clearly concordant in these respects. Participants emphasise the abundant opportunities for intensive experiences that arise from adventure sports. It is a matter of something multidimentional: the active body, outdoor life in natural surroundings, exacting and clear goals, total focus, and about exercising control. This approach presents a model for identification of content qualities, which together create the dynamics that form the meaningful rewards that result from participation in adventure sports. The dimensions include flow experiences, but also go beyond them.

    The deep sense of presence, the physical involvement, the fact that they can choose the path and increase the degree of difficulty themselves – and simultaneously counter this new challenge with increased capacity so that they are engaged at the ”right level” – also provide favourable conditions for a stimulating and successful learning experience.

    The observation was made that it was primarily in the practical and aesthetic subjects that school pupils had the same deep feeling of presence together with a meaningful and pleasurable holistic experience as the adventure sports participants had. Here they were actively involved with their hands or with their whole bodies, and they could make their own choices and be in control of the activity, which for most pupils led to a strong feeling of satisfaction.

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  • 7.
    Avered, Chris
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Varför krypa när man kan gå?: - en studie om motorik i ämnet idrott och hälsa2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Motoriken präglar ämnet idrott och hälsas alla vrår. Från skeppsbrott till dans, allt präglas av motorik. Min studie har som syfte att undersöka hur den motoriska träningen ser ut i skolan och hur metoder används genom två frågeställningar; vad använder sig lärare i idrott och hälsa av för innehåll vid träning i att utveckla elevers motorik och hur förklarar lärare i idrott och hälsa syftet med innehållet.

    Två metoder användes vid datainsamlingen; observationer och intervjuer. Observationerna gjordes med årskurs 2, årskurs 5 och årskurs 6 vid fyra tillfällen per årskurs. Intervjuerna gjordes på årskursernas lärare efter varje avslutad lektion eller dag med frågor som berörde de just observerade lektionerna. Detta skedde under totalt tio dagar.

    De resultat som jag genom observationer kom fram till i min studie var att praktiken lek och rekreation är den mest frekventa innehållet när motorik tränas följt av färdighetsinlärning och tävling och rangordning. Intervjuernas resulterade i svar där lärarens syfte återspeglade innehållet som iakttogs under observationerna, det vill säga att lek och rekreation framhålls som en stor del vid motorisk träning. 

    Slutsatsen är att den motoriska träningen i skolan präglades av praktiken lek och rekreation när denna studie genomfördes.

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  • 8.
    Backman, Erik
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner. PIF gruppen.
    Friluftsliv i ämnet idrott och hälsa: Ett bidrag till mer integrering i skolan?2008In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, no 4, p. 1-5Article in journal (Other academic)
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  • 9.
    Backman, Erik
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur. Stockholms universitet.
    Friluftsliv in Swedish Physical Education – a Struggle of Values: Educational and Sociological Perspectives2010Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis is to examine some of the educational and sociological conditions underlying the production of teaching in friluftsliv within the Physical Education (PE) subject in Swedish compulsory school. Despite the value awarded to the Scandinavian outdoor practice friluftsliv, in both the national PE curriculum document and in Physical Education Teacher Education (PETE) in Sweden, it does not seem to be thoroughly implemented in compulsory school teaching. Through analyses of interviews with PE teachers and PE teacher educators, as well as of curriculum documents, using the perspectives of Basil Bernstein and Pierre Bourdieu, I explore conditions underlying the expressions of friluftsliv teaching in Swedish PE.

    The pedagogic discourse for friluftsliv in Swedish PE is described as a teaching that should take place in a natural setting remote from civilisation, involve risks, and require time, technical equipment, financial resources, and cooperation. This discourse for friluftsliv is shown to be similar to the values emphasised in friluftsliv education in PETE. Although proven to be difficult to implement in school, this discourse appear to form the conception of friluftsliv teaching for PE teachers in Sweden. Under the influence of the performance code, friluftsliv is transformed into outdoor activities with which the PE teachers are familiar, or is totally left out of PE teaching.

    A turn towards options that are seen as unthinkable in relation to the current pedagogic discourse may benefit the achievement of the aims set out in the national PE curriculum. Values such as environmental awareness, sustainable development and cultural perspectives on the landscape could strengthen the classification of friluftsliv and PE in compulsory school. Further, an increase of socially critical and constructivist perspectives during PETE could make unthinkable options in friluftsliv thinkable and contribute to a break with the reproduction of teaching practices in PE.

  • 10.
    Backman, Erik
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner. Forskningsgruppen för pedagogik, idrott och fritidskulturer.
    Friluftsliv in Swedish Physical Education - a Struggle of Values: Educational and Sociological Perspectives2010Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this thesis is to examine some of the educational and sociological conditions underlying the production of teaching in friluftsliv within the Physical Education (PE) subject in Swedish compulsory school. Despite the value awarded to the Scandinavian outdoor practice friluftsliv, in both the national PE curriculum document and in Physical Education Teacher Education (PETE) in Sweden, it does not seem to be thoroughly implemented in compulsory school teaching. Through analyses of interviews with PE teachers and PE teacher educators, as well as of curriculum documents, using the perspectives of Basil Bernstein and Pierre Bourdieu, I explore conditions underlying the expressions of friluftsliv teaching in Swedish PE.

    The pedagogic discourse for friluftsliv in Swedish PE is described as a teaching that should take place in a natural setting remote from civilisation, involve risks, and require time, technical equipment, financial resources, and cooperation. This discourse for friluftsliv is shown to be similar to the values emphasised in friluftsliv education in PETE. Although proven to be difficult to implement in school, this discourse appear to form the conception of friluftsliv teaching for PE teachers in Sweden. Under the influence of the performance code, friluftsliv is transformed into outdoor activities with which the PE teachers are familiar, or is totally left out of PE teaching.

    A turn towards options that are seen as unthinkable in relation to the current pedagogic discourse may benefit the achievement of the aims set out in the national PE curriculum. Values such as environmental awareness, sustainable development and cultural perspectives on the landscape could strengthen the classification of friluftsliv and PE in compulsory school. Further, an increase of socially critical and constructivist perspectives during PETE could make unthinkable options in friluftsliv thinkable and contribute to a break with the reproduction of teaching practices in PE.

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  • 11.
    Backman, Erik
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner. Forskningsgruppen för pedagogik, idrott och fritidskulturer.
    To acquire a taste for friluftsliv - a part of becoming a PE teacher?: Swedish Physical Education teacher educators' thoughts about their students' preferences for friluftsliv2009In: Moving Bodies, ISSN 1503-6065, Vol. 7, p. 9-26Article in journal (Refereed)
    Abstract [en]

    Teacher students’ own biographies and early experiences of teaching have proven to have a major significance for their future teaching, compared to perspectives and content in teacher education. This is also the case for Physical Education (PE) teacher students, whose preferences for physical activity are often constituted by their experiences of sport. Based on the values assigned to friluftsliv (or its anglicised equivalents, “outdoor recreation” or “outdoor education”) in Swedish Physical Education Teacher Education (PETE), the disparity between the taste of Swedish PE teacher educators’ and that of their students’ for friluftsliv is analysed. The lack of teaching in friluftsliv in Swedish schools seems to be an example of that PE teaching is mainly based on PE teachers’ taste for physical practices, rather than on the PE curriculum. In this article the potential to change this condition by developing the teaching in friluftsliv at Swedish PETE is discussed.  

  • 12.
    Backman, Erik
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner. PIF gruppen.
    Vad följer av friluftsundervisningen på idrottslärarutbildningen?: Ett bidrag till diskussionen om villkoren för undervisning i friluftsliv på grundskola och gymnasium2008In: Idrott & hälsa, ISSN 0281-5338, no 1, p. 16-19Article in journal (Other academic)
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  • 13.
    Backman, Erik
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner. PIF gruppen.
    Vad har idrottslärare för bild av "riktigt" friluftsliv?: Ett bidrag till diskussionen om friluftsundervisning och tolkningen av kursplanens mål.2009In: Idrott & hälsa, ISSN 0281-5338, no 4, p. 14-18Article in journal (Other academic)
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  • 14.
    Backman, Erik
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner. Forskningsgruppen för pedagogik, idrott och fritidskulturer.
    What is valued in friluftsliv within PE teacher education?: Swedish PE teacher educators' thoughts about friluftsliv analysed through the perspective of Pierre Bourdieu2008In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 13, p. 61-76Article in journal (Refereed)
    Abstract [en]

    The value assigned to friluftsliv (activities similar to outdoor education) in Physical Education Teacher Education (PETE) and in the PE syllabus in Sweden does not seem to result in the implementation of friluftsliv in the practice of teaching in Swedish schools. This study investigates how the identified values of friluftsliv, expressed in interviews with 17 PE teacher educators in Sweden, reflect struggles for legitimate and privileged knowledge in PETE. The exploration of friluftsliv within PETE reveals positions that appear to be an effect of the dominating logic of sport within Swedish PETE and the limited influence of the academic field. The educational consequences of the identified values are analysed and discussed from a socio-cultural perspective.

  • 15.
    Backman, Erik
    et al.
    Dalarna Univ, Sch Hlth & Welf, Falun, Sweden.;Oslo Metropolitan Univ, Dept Primary & Secondary Teacher Educ, Oslo, Norway..
    Quennerstedt, Mikael
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society. Inland Norway Univ Appl Sci, Dept Publ Hlth & Sport Sci, Elverum, Norway..
    Tolgfors, Bjorn
    Örebro Univ, Sch Hlth Sci, Örebro, Sweden..
    Nyberg, Gunn
    Univ Agder, Dept Sport Sci & Phys Educ, Kristiansand, Norway.;Dalarna Univ, Sch Educ & Learning, Falun, Sweden..
    Peer assessment in physical education teacher education - a complex process making social and physical capital visible2023In: Curriculum studies in health and physical education, ISSN 2574-2981Article in journal (Refereed)
    Abstract [en]

    Peer assessment has been proven to improve learning for both the observer and the observed. One dimension of peer assessment that has been given little attention in the context of physical education teacher education (PETE) is the tension that exists when peers give feedback on each other's work. In this paper, we report on Swedish preservice teachers' (PST) views on peer assessment used in PETE school placements. Our findings reveal four mechanisms of peer assessment assigned value in PETE: (i) building social relations, (ii) making 'what to learn' visible, (iii) giving correct feedback, and (iv) handling sensitive and gendered comments. Inspired by Bourdieu, we discuss learning potentials and complex challenges with peer assessment, where the combination of social capital and physical capital decides what is possible to say and to whom when peer assessment is used in the PETE school placement and in school physical education (PE).

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  • 16.
    Backman, Erik
    et al.
    Dalarna University, Falun, Sweden.
    Tidén, Anna
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Wiorek, Dan
    Swedish School of Sport and Health Sciences, GIH, Department of Physiology, Nutrition and Biomechanics.
    Svanström, Fredrik
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Pihl, Lars
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    "Things that are taken from one culture don't necessarily work well in another culture." Investigating epistemological tensions through preservice teachers' views on the assessment of a games course in Swedish PETE2021In: Cogent Education, E-ISSN 2331-186X, Vol. 8, no 1, article id 1940636Article in journal (Refereed)
    Abstract [en]

    As a part of the discussion about how movement knowledge is valued in physical education teacher education (PETE), issues of assessment have been brought to the fore. Studies have shown that how and when movement knowledge is assessed is strongly culturally dependent and based different epistemological orientations. The aim of this paper is to analyse and discuss how preservice teachers in Sweden perceive assessment in an invasion games course according to the games performance assessment instrument (GPAI). The empirical material presented in this study is based on a web-survey carried out at the end of the invasion games course where the participants were asked to write comments of how the experienced GPAI and its relevance in school physical education. The findings suggest that the preservice teacher experience prediction and measurement of appropriate and non-appropriate behaviours in GPAI as problematic from a didactic perspective. The ideas of "correctness" and "appropriateness", which are fundamental in GPAI, is discussed in the relation to the socially critical constructivist epistemology that underpins Swedish PETE.

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  • 17.
    Backman, Erik
    et al.
    School of Health and Welfare, Dalarna University, Falun, Sweden.
    Tolgfors, Björn
    Örebro universitet, Institutionen för hälsovetenskaper.
    Nyberg, Gunn
    School of Education and Learning, Dalarna University, Falun, Sweden.
    Quennerstedt, Mikael
    Örebro universitet, Institutionen för hälsovetenskaper.
    How does physical education teacher education matter?: A methodological approach to understanding transitions from PETE to school physical education2023In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 28, no 4, p. 411-424Article in journal (Refereed)
    Abstract [en]

    Background: In this paper, we will address the question of how physical education teacher education (PETE) matters and suggest one way to explore the potential impact of PETE. A distinguishing feature of the studies of PETE's impact on physical education is that they either include perspectives from preservice teachers involved in PETE courses or perspectives from physical education teachers in schools looking back at their education. Longitudinal attempts to follow preservice teachers’ journey from education to workplace, in order to grasp how they perceive the relation between teacher education and teaching practice in schools, and the transition between these contexts, are few and far between. This gap of knowledge is a missing piece of the puzzle to further develop PETE, and to inform life-long professional development for teachers.

    Purpose: The purpose of this paper is twofold. First, we develop and present a methodological approach for investigating the transition of content areas from courses in PETE into teaching practice in school physical education. Second, we will illustrate the potential utility of this methodological approach in longitudinal studies by showing how one particular content area, Assessment for Learning (AfL), was investigated through the use of methods and theories described in the first part of this paper.

    Methodology: The suggested longitudinal approach involves Stimulated Recall (SR) interviews with pre- and postservice teachers, observations and communication with groups of students and teachers through social media. The construction, recontextualisation and realisation of pedagogic discourses regarding content areas are suggested to be analysed through a combination of Bernstein's concept of the pedagogic device and Ball's concept of fabrication.

    Results and Conclusions: The longitudinal design and the suggested methodology can provide answers to how content areas are transformed in and between PETE and school physical education. A combination of the theoretical perspectives of Bernstein and Ball enables us to say something not only about how pedagogic discourses regarding content areas are constructed, recontextualised and realised in PETE and school physical education, but also about what content areas become in terms of fabrications in the transition between these contexts. To conclude, we argue that the methodological research design can be used to explore different content areas in PETE and that this methodology can contribute to knowledge about how PETE matters for school physical education.

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  • 18.
    Backman, Thomas
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Svensson, Per-Jonas
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Tarzan and the shattered mind: en kvalitativ studie av teorin om de multipla intelligenserna i relation till gymnasieskolans friluftslivsundervisning2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpStudent thesis
    Abstract [en]

    Abstract

    Aim

    The aim of the study was to investigate the relation between the multiple intelligences and outdoor life education in school. The questions at issue were:

    What intelligences are developed within the outdoor life education in school, according to teachers and students?

    In what activities in outdoor life education are the intelligences developed?

    Method

    The data for the report have been assembled by unstructured interviews. Two teachers and two students were interviewed one by one on the subject of how they practically operated in outdoor life education in school. The interviews have been analyzed with an analyze schedule, based on Dr. Howard Gardner’s theory of the multiple intelligences and formed to apply at outdoor life.

    Results

    In accordance with the respondents statements, canoeing stimulates the interpersonal, bodily, spatial and logical-mathematical intelligence. Following intelligences are improved during orienteering: logical-mathematical, bodily and spatial. There were, in opposite to the intrapersonal and spatial intelligence, different opinions whether the naturalist intelligence was stimulated during hiking or not. During camping the interpersonal and mathematical intelligence, as well as spatial, bodily and linguistic intelligence, are stimulated. The review of the results about climbing shows that all intelligences except the musical and the naturalist intelligence are activated. During tour skating on ice all intelligences, except the spatial and the naturalist intelligence are trained. Nevertheless, there are different opinions among the respondents whether the musical intelligence is activated. Downhill skiing stimulates linguistic, bodily, intrapersonal and interpersonal intelligence.

    Conclusion

    According to the respondents, all of the intelligences, proposed by Howard Gardner, are activated in outdoor life education in school. However, there were contradictions in the respondents’ statements, whether the naturalist intelligence was activated or not.

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  • 19.
    Barker, Dean
    et al.
    Institutionen för kost- och idrottsvetenskap vid Göteborgs universitet.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Transformative pedagogy in physical education and the challenges of young people with migration backgrounds2016In: Routledge Handbook of Physical Education Pedagogies / [ed] Catherine D. Ennis, Routledge, 2016, p. 356-367Chapter in book (Refereed)
    Abstract [en]

    This chapter provides an overview of scholarship dealing with ethnicity and cultural diversity in relation to PE. It identifies two central themes that have occupied scholars over the last two decades: Muslim girls’ experiences, and teachers’ preparedness to respond to increasing cultural pluralism. It also takes in a small number of investigations focusing on the experiences and perceptions of young people from minority groups. In synthesizing this literature, the chapter underscores recurring issues, central findings, and implications for practitioners, as well as identifying themes that require further theoretical and practical attention.

  • 20.
    Barker, Dean
    et al.
    University of Örebro, Sweden.
    Nyberg, Gun
    University of Dalarna, Falun, Sweden.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Introduction to the PESP special issue: ‘Developing movement capability in physical education’2021In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 26, no 3, p. 225-229Article in journal (Other academic)
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  • 21.
    Barker, Dean
    et al.
    University of Gothenburg, Gothenburg, Sweden.
    Quennerstedt, Mikael
    Örebro universitet, Institutionen för hälsovetenskap och medicin.
    Annerstedt, Claes
    University of Gothenburg, Gothenburg, Sweden.
    Facilitating group work in physical education: working with post-Vygotskian ideas2013Conference paper (Refereed)
  • 22.
    Barker, Dean
    et al.
    Göteborgs universitet, Göteborg, Sweden.
    Quennerstedt, Mikael
    Örebro universitet, Institutionen för hälsovetenskap och medicin.
    Annerstedt, Claes
    Göteborgs universitet, Göteborg, Sweden.
    Inter-student interactions and student learning in Health and Physical Education: A post-Vygotskian analysis2013Conference paper (Refereed)
    Abstract [en]

    If group work has not always been a central element of Physical Education (and Health - HPE), then it has certainly become one in recent times (Ward & Lee, 2005). In this paper we propose that despite: (1) the widespread use of group work in HPE; and (2) significant theoretical advances surrounding HPE models that utilize group strategies (Dyson, Griffin, & Hastie, 2004), we do not have a particularly good theoretical understanding of how learning in groups takes place in the practice of HPE. In order to fill what we see as a significant lacuna, the aim of this paper is to propose one way of conceptualizing individual learning in peer interaction based on three tenets of post-Vygotskian theory; namely that in learning situations: (i) group members create collective consciousnesses; (ii) expert-novice relationships develop and change; and (iii) knowledge can be thought of as reaching agreement (Roth & Radford, 2010). These tenets are considered with respect to three empirical instances that are represented with transcript material from observations conducted in Swedish HPE lessons. A post-Vygotskian interpretation encourages us to consider: (i) how student engagement with tasks relates to learning; (ii) how group members become “other-oriented” along with the reasons why they might not orient themselves towards others, and (iii) how “non-experts” guide interactions even as “expertness” shifts between members. Such an interpretation has the potential to contribute to a growing understanding of group work and help HPE practitioners make the most of a teaching strategy which is already used widely in schools.

     

    References

    Dyson, B., Griffin, L., & Hastie, P. (2004). Sport Education, Tactical Games, and Cooperative Learning: Theoretical and pedagogical considerations. Quest, 56, 226-240.

    Roth, W., & Radford, L. (2010). Re/thinking the zone of proximal development (symmetrically). Mind, Culture and Activity, 17, 299-307.  

    Ward, P. & Lee, M. (2005). Peer-Assisted Learning in Physical Education: A Review of Theory and Research. Journal of Teaching in Physical Education, 24, 205-225.

  • 23.
    Barker, Dean
    et al.
    Örebro universitet, Institutionen för hälsovetenskaper.
    Quennerstedt, Mikael
    Örebro universitet, Institutionen för hälsovetenskaper.
    Johansson, A.
    Division of Social Work and Social Pedagogy, University West, Trollhättan, Sweden.
    Korp, P.
    Department of Food and Nutrition, and Sport Sciences, Gothenburg University, Gothenburg, Sweden.
    Fit for the job? How corporeal expectations shape physical education teachers' understandings of content, pedagogy, and the purposes of physical education2023In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 28, no 1, p. 29-42Article in journal (Refereed)
    Abstract [en]

    Background: People often expect physical education teachers to look fit and athletic, to do lots of physical activity, and to eat well. While ample research exists on physical education teachers' bodies, relatively few scholars have investigated how physical educators relate corporeal expectations to broader ideas about subject content, pedagogy, and the purposes of the school subject.

    Aim: The specific aim of the paper is to identify the assumptions about content, pedagogy, and educational purposes that teachers make when they talk about a perceived need for physical educators to look fit and athletic.

    Method: To frame our work theoretically, we draw from a Swedish didaktik of physical education tradition and employ Bakhtin's concept of speech genres, and Wertsch's concept of privileging. Our empirical material consists of transcripts generated from 6 focus group and 6 individual interviews (24 teachers in total, average age of 40 years, average teaching experience 11 years).

    Findings: Data suggest that when teachers use an 'athletic-looking teacher as healthy role model' speech genre, they tend to privilege: (1) a particular version of health as subject content that involves not being too overweight and maintaining physical functionality in sports. This content is based on biomedical conceptions of health which foreground exercise, eating and weight, and a pathogenic reduction of risk; (2) particular pedagogies in PE that put the teacher at the centre of the pedagogical situation, and; (3) a certain educational purpose in PE, which is to educate citizens for healthy lives through participation in sport. With respect to this purpose, increasing body weight enters the genre as a potential obstacle for educational success.

    Discussion: The findings raise questions concerning appropriate curricular content and its relation to teacher identities. They suggest that learning possibilities may be missed when certain content, pedagogies, and outcomes are privileged. The findings also indicate how wider voices are implicated in the speech genre.

    Conclusion: The paper is concluded with reflections on the possibility for change regarding expectations of physical education teachers' bodies and pedagogies.

  • 24.
    Barker, Dean
    et al.
    Örebro universitet, Institutionen för hälsovetenskaper.
    Quennerstedt, Mikael
    Örebro universitet, Institutionen för hälsovetenskaper.
    Johansson, Anna
    University West, Trollhättan, Sweden.
    Korp, Peter
    Gothenburg University, Gothenburg, Sweden.
    Physical education teachers and competing obesity discourses2021Conference paper (Other academic)
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  • 25.
    Barker, Dean
    et al.
    Örebro universitet, Institutionen för hälsovetenskaper.
    Quennerstedt, Mikael
    Örebro universitet, Institutionen för hälsovetenskaper.
    Johansson, Anna
    University West.
    Korp, Peter
    University of Gothenburg, Gothenburg, Sweden.
    Physical Education Teachers and Competing Obesity Discourses: An Examination of Emerging Professional Identities2021In: Journal of teaching in physical education, ISSN 0273-5024, E-ISSN 1543-2769, Vol. 40, no 4, p. 642-651Article in journal (Refereed)
    Abstract [en]

    Aim: To provide insight into how physical education teachers use discursive resources related to obesity to create particular professional identities.

    Method: Data come from focus group and individual interviews with physical education teachers in Sweden. Discourse theory on teacher identities frame the analysis of the empirical material.

    Results: Data suggest that teachers in Sweden make use of six distinct but related discursive contributions to produce three professional identities: the caring practitioner, an identity concerned with ensuring all pupils irrespective of size participate in physical education; the activity luminary, an identity that focuses on inspiring pupils toward activity across the lifespan, and; the body rationalist, an identity concerned with challenging unrealistic media discourses and reassuring pupils that they have “normal” bodies.

    Discussion: The identities appear more inclusive, sensitive, and critical than current physical education literature on obesity suggests, however they also contain elements that are fundamentally unsympathetic to overweight individuals.

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  • 26.
    Berg, Albin
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Askman, Douglas
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Relativ ålderseffekt och känsla av sammanhang i Idrott och Hälsa: En kvantitativ studie om sambandet mellan elevers relativa ålder och känsla av sammanhang i Idrott och Hälsa på gymnasieskolan.2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose of study

    This quantitative cross-sectional study aimed to explore the relationship and differences between time of birth and students’ Sense of Coherence (SOC) in physical education within the Swedish upper secondary school. Previous research has proven a connection between annual time of birth and success in sports and school, which is termed Relative Age Effect in research and means that relatively older students and athletes possess a higher probability to reach success. The evidence of relative age effects to students’ motivation and grades in school motivated the hypothesis in this study: that there is a correlation between students' time of birth and their SOC in physical education. This is a relationship that has not been proven nor explored earlier.

    Methodology

    The collection of data was collected through a web-based questionnaire with 15 questions in total 12 of which related to the assessment of respondents' SOC. The selection consisted of students from four upper secondary schools within the Stockholm area with 394 participating respondents in total, whereof 285 underwent statistical analyses. The survey answers composed the data that was tested via statistical analysis to explore any correlation or variance between time of birth and SOC.

    Results

    The statistical analyses could not prove any linear correlation between the two variables. Nor could the analyses prove any significant differences between the students' assessed SOC and time of birth when divided into annual quarters. Explorative follow-up analyses indicated clear differences between the genders with SOC where the boys reported higher levels of SOC compared to the girls. An ANOVA analyses also indicated that birth quarter seemed to have a bigger impact on SOC for girls.

    Conclusion

    In conclusion, the study indicated no proof of a correlation between time of birth and SOC and no linear connection between measured SOC and birth quarter. Although, the first quarter is the only quarter that deviates from the connection, from the second to fourth quarter there is a connection indicating lower levels of SOC throughout the year. Further research on this topic is needed to procure a fair perception of this uncharted area of research.

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  • 27.
    Bergdahl, Jonas
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Wallgren, Lisa
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    En studie av idrottslärarrollen i skolor med Waldorfpedagogik2005Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The aim has been to describe the goals and the pedagogic model concerning physical education in the Waldorfschool. Further purpose was to describe what the teachers focus on in there teaching roll about physical education. We have also chosen to give a picture of what other documents says about the teaching roll in booth the Waldorfschool and in the traditional municipal pedagogics. The Waldorfschool runs under Lpo 94 but they can also as other schools adapt and formulate there own curriculum after there pedagogic. That’s also why we have chosen to look at what the teachers says, about how they work and trying to achieve the goals of the curriculum in physical education.

    Framing of the questions

    • What does the teachers think affect and develop the teachingroll in the Waldorfschool?

    • How does literature describing the teachingroll/physical education roll in the Waldorfschool?

    • What does the teacher in physical education says achieve to, counter what the curriculum says about physical education in the Waldorfschool?

    • How does the teacher do to achieve the goals in the Lpo 94?

    Method

    A literature research of relevant previous studies was made among others in the database Eric.

    Curriculum for the Waldorfschool and books about Waldorf pedagogics and the teaching roll has been studied. We choose to have interview as a method. The requirement for the persons we interviewed was that they had an diploma for physical education in the Waldorfschool.

    The interviews followed al the same questions about the teaching roll and how they spooked about it, also in what they wanted to achieve with their teaching roll. In the interpretation of the interviews, we structured the answers after themes we found in the answers and what the teachers pointed out as important information. We used Kvales methods of ad hoc and senseconcentrating.

    Result

    The most important of what the teachers said, was that the students should think that physical education was fun, that they could work together and that they felt secure in the lessons. The teachers regarded what had affected them mostly regarding teaching roll and how it looks today, there own background in younger years, that they learned much from the students and colleagues and also development from the staff meetings which is a common meting with al the teacher in the Waldorfschool and also from meetings with other teachers in physical education from other Waldorf schools.

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  • 28.
    Bergljung, Simon
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Friluftsliv som en del av ämnet idrott och hälsa: En studie om lärares uppfattning om vad friluftsliv i skolan utgörs av och dess utvecklingsmöjligheter2018Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning

    Syfte och frågeställningar:

    Syftet med min studie är att undersöka hur idrottslärare uppfattar friluftsliv som en del av idrott och hälsa och hur friluftsliv kan utvecklas i undervisningen. Frågeställningar jag vill få besvarade i min studie är:

    • Vad är, och vad betyder friluftsliv enligt idrottslärare?
    • Hur ser idrottslärare på möjligheten att utveckla arbetet med friluftsliv enligt läroplanen?

    Metod:

    För att besvara frågeställningarna har kvalitativa intervjuer använts. Intervjuerna är halvstrukturerade. Samtliga intervjuer har utgått från en intervjumall. Studien omfattar intervjuer utifrån ett bekvämlighetsurval av fyra lärare som arbetar på fyra olika grundskolor i olika typer av områden i Stockholmstrakten. Studien har som teoretiskt ramverk läroplansteori.

    Resultat:

    Resultatet visar att deltagande lärare i studien har en samstämmig bild av vad friluftsliv är, de anser att friluftsliv är en viktig del av ämnet idrott och hälsa. Det finns dock variation och skillnader i undervisningens innehåll beroende på lokala förutsättningar och lärarnas egen erfarenhet. Resultatet visar att lärarna i nuläget ser svårigheter att realisera friluftsundervisningen utifrån ett flertal ramfaktorer. Lärarna ser möjligheter i att utveckla friluftsliv genom att fånga elevernas intresse för naturen tidigt, och använda utemiljön för inlärning genom ämnesövergripande samarbeten och genom att använda ny pedagogik. Lärarna framhåller att elevers kunskap om och vistelse i naturen kan komma att bidra till bättre miljö och hälsa.

    Slutsats:

    Idrottslärarnas syn på friluftsliv och egen erfarenhet påverkar undervisningen, vilket stämmer väl överens med tidigare forskning. Ramfaktorer och resursfrågan påverkar inriktningen på friluftundervisningen på kort och lång sikt. Lärarna har en tilltro till utveckling av friluftsliv och möjligheter till att utveckla undervisningen och inlärning av kunskaper i skolans utemiljö genom bl.a. ämnesövergripande samarbeten och platsresponsiv pedagogik.

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    Bergljung- Friluftsliv som en del av ämnet idrott och hälsa
  • 29.
    Berglund, Magnus
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Carlström, Anna
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Enhanced Guided Discovery och Teaching Games for Understanding som arbetsätt i fotboll.: En observationsstudie om tränarbeteenden inom ungdomsfotboll2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställningar

    Syftet med uppsatsen var att genom systematisk observation undersöka hur en ungdomsfotbollstränare använder sig av beteenden som är överensstämmande med Enhanced Guided Discovery (EGD) och Teaching Games for Understanding (TGfU) i sin tränarroll under träning. Syftet besvarades med hjälp av följande frågeställningar: Hur ser fördelningen ut för tränaren med instruktionsbeteenden, feedback och frågetekniker? Hur stor del av träningen går åt till aktiviteter i training form respektive playing form?

    Metod

    Metoden som användes var en systematisk deltagande observation. Observationen gjordes i realtid och följde en modifierad version av Coach Analysis and Intervention System (CAIS)

    (Cushion, Harvey, Muir & Nelson 2012, s. 201ff.; Partington & Cushion 2011). Denna modifierade version innehåller 22 tränarbeteenden som rör instruktioner, frågetekniker, feedback, tystnad och övriga beteenden. Tränaren som observerades var huvudtränare för ett akademilag i fotboll för pojkar (11 år). Två pilotstudier genomfördes, och sedan observerades fem träningstillfällen till den här studien.

    Resultat

    Tränaren använde sig i högre grad av frågetekniker än av instruktionsbeteenden. Majoriteten av feedbacken var specifik och positiv, men mycket generell feedback samt korrigerande feedback förekom även. Feedback registrerades vid fler tillfällen än instruktioner och frågetekniker tillsammans. Större delen av träningarna spenderades i training form än i playing form.

    Slutsats

    Tränaren använder sig till stor del av beteenden som överensstämmer med EGD och TGfU.

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  • 30.
    Björklund, Per
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Fahlcrantz, Sussie
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Trettio minuter om dagen!: En undersökning av elevers och lärares skolmiljö och hälsa efter införandet av daglig fysisk aktivitet2006Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpStudent thesis
    Abstract [sv]

    Syfte och frågeställningar

    Syftet har varit att undersöka konsekvenserna av den ”dagliga dosen” på elev och lärarnivå. Frågeställningarna var följande: Vilka fördelar märker elever/lärare av den ”dagliga dosen”? Vilka nackdelar märker elever/lärare av den ”dagliga dosen”?

    Metod

    Empiriska data har samlats in genom intervjuer med fyra lärare och sex elever i årskurser 7, 8 och 9. De intervjuade lärarna kommer från två olika skolor medan samtliga elever är från samma skola, alla i Stockholmsområdet. Intervjuerna var ostrukturerade och formulerades efter frågeområden.

    Resultat

    Intervjuerna redovisade både fördelar och nackdelar av fysisk aktivitet. En fördel är hälsoeffekter, både kortsiktigt i samband med utförandet och långsiktigt i samband med förändringar i sin fritid (livslång fysisk aktivitet). Ytterligare positiva konsekvenser som redovisades är bättre koncentrationsförmåga hos eleverna samt lugnare klassrum och övriga allmänna utrymmen. Exempel på redovisade nackdelar är att många elever anser att utbudet av valbara fysiska aktiviteter inte är tillräckliga, även lärarna upplevde detta som en nackdel eftersom många elever var negativt inställda redan från början. Även skolans organisering av ”Den dagliga dosen” – tillgång till lokaler och duschutrymmen samt nödvändigheten av många ombyten redovisades som nackdel.

    Slutsats

    Vår slutsats är att konsekvenserna är gemensamma för både lärare och elever men inte alltid ur samma synvinkel. Exempel på positiva konsekvenser är att koncentrationsförmågan har ökat hos eleverna och hälsan påverkas positivt hos elever som är inaktiva på fritiden. Exempel på negativa konsekvenser är tight schema och uttröttande moment för lärare.

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  • 31.
    Bjørke, Lars
    et al.
    Department of Public Health and Sport Sciences, Inland Norway University of Applied Sciences, Elverum, Norway.
    Quennerstedt, Mikael
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Reflecting on student reflections in physical education practice: moving beyond a theory-and-practice divide2023In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, p. 1-14Article in journal (Refereed)
    Abstract [en]

    Background

    Although the theory/practice dualism seems difficult to deal with in physical education (PE) practice, this paper posits that there are ways in which teachers can enable students to develop holistic competencies that encapsulate elements of both theoretical and practical knowledge. We therefore seek to rethink the relationship between theory and practice in PE practice and present ways in which PE teachers can connect these forms of knowledge with their students. We do so by looking at one of the historically most favoured means of bridging theory and practice: reflection.

    Purpose

    The purpose of this paper is to contribute with knowledge about student reflection in PE practice. First, we discuss the concept of reflection to clarify how student reflection might be understood in the embodied and situated context of PE practice. Then, we reconceptualise reflection in a way that might enable teachers to bridge the gap between theory and practice in new and hopefully fruitful ways with their students.

    Theory and methods

    We draw on various theoretical traditions on reflection to present a reconceptualisation of reflection that encapsulates the practical, situated and embodied nature of PE.

    Theoretical discussion

    We present the following four key ideas pertaining to reflection that together create a framework for conceptualising student reflection in the PE context: 1) Why reflection is important: a matter of intelligent practice; 2) Students must learn to reflect – in relation to what?; 3) What should students reflect on?; and 4) The how questions: creating conditions for reflections through indeterminate situations. Drawing on these four key ideas, we present an example of how our theoretical discussions can form the following three intertwined principles for a pedagogy of student reflection in PE practice for PE teachers moving beyond a theory-and-practice divide in PE: 1) a pedagogy of becoming through reflection; 2) a pedagogy of reflecting on the plurality of embodied and situated meaning; and 3) a reflective pedagogy of enquiry and discovery.

    Conclusion

    Throughout this paper, we argue that students need to learn to reflect, we suggested how reflection could be facilitated and we proposed that the why(s), what(s) and how(s) should be the objects of student reflection in PE. It is necessary to highlight that our suggestions for a pedagogy of student reflection are not complete nor definite but could serve as points of departure for future discussions of student reflection in PE.

     

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  • 32.
    Buljubasic, Jasenko
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Fysiskt aktiva skolungdomar: En studie som belyser skolungdomar och deras motivationsfaktorer till att börja vara fysiskt aktiva2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställning

    Syftet med studien var att försöka se varför vissa skolungdomar väljer att vara fysiskt aktiva även på fritiden.

    Frågeställningar:

     – Hur ser träningsvanorna ut för skolungdomar på högstadiet?

    – Vad kan motivera skolungdomar att vara fysiskt aktiva på sin fritid?

    – Finns det några samband mellan hur skolungdomar tränar på sin fritid och vem/vad som gjorde att de började träna?

    Metod

    Undersökningen är av kvantitativ art i form av enkätundersökning. 130 elever från två olika skolor i Stockholmsområdet har deltagit i undersökningen. Alla elever är från årskurs 6-8, 53 tjejer och 77 killar totalt. Slutna frågor användes för att ta reda på elevernas träningsvanor och eventuella motivationsfaktorer till fysisk aktivitet.

    Resultat

    Resultat i studien visar på att eleverna på de två skolorna har ganska goda träningsvanor, innebärande att den totala siffra fysiskt aktiva elever på fritiden var större än den inaktiva. Vad gäller motivationsfaktorer till att vara fysisk aktiv så fick kompisar och familj störst andel svarande, medan idrottslärare och skola fick minst. 

    Slutsats

    Enkätundersökningens resultat ger en begränsad bild av situationen men det går ändå att dra en slutsats att det sociala nätverkets påverkan på elever vad gäller att vara fysiskt aktiv på fritiden är stor. Oroande är att väldigt få angav att skola och idrottslärare var motivationsfaktorer. Rollen som framtida idrottslärare blir än mer viktig.

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  • 33.
    Burcher, Corey
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Lundén, Victor
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Rum för lärande: Ett elevperspektiv på lärande inom idrott och hälsa2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The aim of this project is to examine how pupils in the ninth grade perceive learning in Physical Education and Health (PEH) and in relation to the subject’s space for learning.

    Research questions

    • What do pupils in the ninth grade believe affect their learning in Physical Education and Health?
    • What do pupils in the ninth grade believe that they are supposed to learn in Physical Education and Health in relation to the curriculum? 
    • How do pupils in the ninth grade perceive the subjects’ space for learning affects their learning?

    Method

    This project has a qualitative approach. Semi-structured interviews were used to collect the data. The sample consists of five students from the Stockholm area and are in year nine. The data has been analyzed systematically through content analysis. Curriculum theory and Engström's logics are the theoretical frameworks used throughout the project. 

    Result 

    Several factors can affect learning in the form of both internal and external factors. They affect learning either positively or negatively and the teacher is seen as the factor that can affect learning the most. Pupils know some of the knowledge requirements for Physical Education and Health but could only present the knowledge requirements that are associated with movement. From the pupil’s perspective, Physical Education and Health is only seen as a subject associated with movement. The variety of spaces for learning in Physical Education and Health can facilitate and increase learning according to the pupils.

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  • 34.
    Bäckström, Åsa
    Stockholms universitet, Institutionen för barn- och ungdomsvetenskap.
    Från skateboard till e-sport2008In: Idrottsforum.org, ISSN 1652–7224, p. 4-Article, book review (Other (popular science, discussion, etc.))
    Abstract [sv]

    I samband med att idrottsforskningen i ökande utsträckning fokuserar sportens stjärnor har ett intresse växt fram för vad som händer med elitidrottare efter det att sportkarriären är över. Det är uppenbart att övergången från kändis till föredetting är plågsamt och svårhanterbart för många. Men internationell sport erbjuder också många exempel på framgångsrika civila karriärer. Tony Hawk är ett bra exempel. Hawk var världsstjärna inom skateboard på 1980- och 90-talen, och trots dess subkulturella karaktär var hans stjärnstatus enastående där sådant räknades. Hawk drog sig tillbaka 1999 som sann legendar, och två år senare kom hans självbiografi, Hawk: Occupation Skateboarder (HarperCollins, skriven med Sean Mortimer). I Åsa Bäckströms kunniga och intresseväckande recension följer vi Tony Hawk från tiden som tanig och mobbad skolgrabb, över tiden som skateboardkung, till efterkarriären som dataspelsutvecklare – bland annat – och under tiden tvåbarnsfar med två olika fruar och gift en tredje gång. Underhållande och lärorikt, tycker vår recensent, som också följer upp historien efter det att boken publicerades. Och visst är det lite speciellt, det där amerikanska, den klassiska framgångssagan med lyckligt slut.

  • 35.
    Bäckström, Åsa
    Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen.
    Knowing and teaching explosiveness in skateboarding: Remembrance and expressions of kinaesthetic experience2011Conference paper (Refereed)
    Abstract [en]

    In social sciences and humanities 'the body' is accentuated to the extent that we may even talk about a ‘corporeal turn’. Through ethnographic research on skateboarding I explore the particular corporeal practice of energy transformation and the verbal, visual and bodily expression of what can be labeled explosiveness.

    Explicitly, I use the digital audio-visual empirical material to investigate how kinaesthetic knowing is expressed and taught. The paper adds theoretically and empirically to recent arguments of a shift from embodiment to emplacement. By way of conclusion, a more elaborate focus on the sensory experiences is suggested to better understand the intersections of mind, body, place and learning.

  • 36.
    Bäckström, Åsa
    Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen.
    Knowing and teaching kinaesthetic experience in skateboarding: An example of sensory emplacement2014In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 19, no 6, p. 752-772Article in journal (Refereed)
    Abstract [en]

    The body has become a vital research object in several disciplines in recent years. Indeed, in the social sciences and humanities, a corporeal turn in which embodiment has become a key concept related to learning and socialisation is discussed. This cross-disciplinary paper addresses the epistemological question of how we know what we know and theoretically and empirically contributes to current arguments of a shift from embodiment to emplacement. In other words, this study strives for understanding of the intersection of mind, body and place through a focus on how bodily knowing is formed as part of a moving world. The purpose of the paper is to explore the kinaesthetic experience as bodily knowing in emplaced semi-formal teaching. Through long-term ethnography in a Swedish skateboard setting and in-depth analysis of digital visual material, this paper demonstrates how kinaesthetic experience might be viewed as knowing and how a particular type of this experience might be interpreted as explosiveness and, as such, an act of physical remembrance and energy transformation. Knowing is formed along paths of movement and rhythm, and kinaesthesia is identified as a multisensory experience. It is argued that a fruitful way of bridging the mindbody divide is to view the body as un/knowing, rendering it both knowing and not knowing simultaneously. Moreover, emplaced via its senses in a sociocultural and spatiotemporal environment, this conceptualisation of a moving body in a moving world might allow for re-thinking regarding how a body in context knows, teaches and, possibly, learns.

  • 37.
    Bäckström, Åsa
    Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen.
    Sinnligt kunnande och lärande: Balans och proprioception ur ett samhällsvetenskapligt perspektiv2011In: Kulturstudier, kropp och idrott: Perspektiv på fenomen i gränslandet mellan natur och kultur / [ed] Helena Tolvhed & david Cardell, Malmö: Idrottsforum , 2011, p. 193-210Chapter in book (Other academic)
  • 38.
    Bäckström, Åsa
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Isakson, Fredrik
    Stockholms universitet.
    Coola idoler och hjälpsamma förebilder2014In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, Vol. 23, no 1, p. 35-39Article in journal (Other academic)
    Abstract [sv]

    Bland skejtare har både förebilder och idoler hög status. Det höga anseendet får de genom sin kompetens, men det är olika slags kunnande som ligger bakom. Idoler bygger sin ställning på teknisk skicklighet. Förebilderna ska vara pedagogiskt kompetenta och schyssta personer.

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  • 39.
    Bäckström, Åsa
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Nairn, Karen
    Otago University.
    Sweden’s gender (in)equalities: How young women skateboarders materialise femininity in public space2016In: Crossroads in Cultural Studies, 2016Conference paper (Refereed)
    Abstract [en]

    Sweden prides itself as a country where young women can enjoy gender equality. Yet many young women skateboarders experience harassment in public spaces. Drawing from a sensory ethnography, and inspired by the material turn in the social sciences, we analyse how women skateboarders experience the material environments of urban public space, while paying attention to the social and cultural context of Sweden. The urban environment with its smooth marble or rough asphalt surfaces, its alarming sounds and tingling smells, shapes the experience of skateboarding and the construction of femininity. The construction of femininity is also shaped by a social and cultural context that assumes ‘gender equality’ is secure. This paper contributes new empirical findings on what it means to skateboard in public spaces as a gendered minority, and adds to the debate on how a material feminist theory might be developed without overlooking the significance of social and cultural contexts.

  • 40.
    Bökman, Maja
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Lindqvist, Nathalie
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Gymnastiktränare och lärare i idrott och hälsa - En och samma ledare?: En observationsstudie om ledarskap2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställningar

    Syftet med studien är att undersöka hur ledarskapet påverkas när man är ledare i två olika kontexter. De frågeställningar vi vill besvara är:

    Hur fattas beslut i tränarrollen i jämförelse med lärarrollen?Hur fattar de enskilda ledarna beslut i de olika kontexterna?

    Metod

    För att besvara frågeställningarna har en kvalitativ kritisk händelse-observation valts som metod. Tre stycken ledare som är yrkesverksamma både som tränare i truppgymnastik och som lärare i idrott och hälsa har observerats. Tre observationer genomfördes per ledare och kontext. Totalt genomfördes 18 observationer som vardera pågick i 40 minuter. Observationerna genomfördes kontinuerligt under en treveckorsperiod och dokumenterades med hjälp av observationsscheman och en ljudinspelare. Observationsschemat utgick ifrån ett kontinuum gällande beslutsfattande på en auktoritär och demokratiskt skala.

    Resultat

    De tre observerade ledarna uppvisar olika former av beslutsfattande. Ledare 1 och 3 fattar fler demokratiska beslut i sin tränarroll än i sin lärarroll, medan ledare 2 uppvisar ett motsatt resultat. Gemensamt för de tre ledarna är att alla fattar fler auktoritära beslut än demokratiska beslut i de båda kontexterna

    Slutsats

    Det är troligt att tränarrollen och lärarrollen som separata kontexter inte är det som påverkar ledarskapet mest. Situationerna har varit så pass olika att inga tydliga mönster kunnat ses mellan de olika kontexterna. Varje enskild ledares situation har varit individuell. Förmodligen bidrar många olika aspekter till hur beslut fattas.

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  • 41.
    Börjesson, Patrik
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Sjukhusskolan, en plats för idrott och hälsa?: En kvalitativ studie av sjukhusskolans utformning och förutsättningar2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim: The overall aim of this study is to get an understanding of hospital education. This means that this study is about how the teaching is designed and what affects the teacher’s tuition, as well to gain an understanding of how physical and health education is conducted at the hospital school. The purpose was expressed in three questions: 1. What factors affect the teaching of the hospital teacher at the hospital school? 2. Does the hospital teacher use physical and health education when teaching and what experience do the teachers have for physical activity when they're teaching? 3. What opportunities and limitations do the hospital teachers experience for physical activity?

    Method: The study material is collected via semistructured interviews. The selection is based on a strategic selection of participants. Selection criteria are based on that the teacher works at a hospital school. The theoretical starting point of this study is curriculum theory and frame-work factor theory.

    Results: The results show the five factors are affecting the teaching at the hospital school. These factors are student group, design, local, content and time. The majority of teachers at the hospital school do not use physical and health education when they’re teaching. The occasions when teachers uses physical activity vary. The children's state of sickness and local access con-sider teachers to be the factors that affect possible use of physical education.

    Conclusion: Teaching at the hospital school is essentially based on what the student's home school imposes. Swedish or Swedish as a second language, Mathematics and English gets a large focus when teaching at the hospital school. Physical frameworks, regulatory frameworks as well as transformation and realization processes affect the teaching at the hospital school.

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  • 42.
    Cabrera Basurto, Danys
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Harlin, Sofia
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Hur insatt är du i hur du betygsätts?: En kvantitativ studie om gymnasieelevers uppfattningar om bedömning och betygsättning i idrott och hälsa2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim: The purpose of this study was to describe and analyze high school student’s perceptions of how assessment and grading is done in physical education, and if there were any gender differences. The research questions were: 1. What perception do students have about when assessment and grading is done? 2. What perception do students have about what they will be assessed and graded on? 3. How do students perceive teachers way of informing about assessment and grading? 4. What is the potential difference between boys and girls perception of grading and assessment?

    Method: A quantitative method was used to answer the purpose of the study; a questionnaire with closes-ended questions. A total of 196 high school students answered the questionnaire, of which 117 were boys and 79 were girls. The participants were recruited by a convenience and coincidence selection. Only a few internal mortalities occurred.

    Results: The results showed that students believed themselves to be assessed and graded in more ways than what is listed in the current curriculum. The majority also believed that they were being assessed all the time during the lessons. Despite the findings the students thought that their teachers were giving clear information on assessment and grading. There was a tendency (p=0.052), which showed that the boys had a better understanding than what the girls had about the rating requirements.

    Conclusions: Students knowledge about assessment and grading was contradicted to what is stated in the curriculum, but the reason for this discrepancy is beyond the scope of this work. The students indicated that they were assessed constantly, indicating a lack of formative assessment by the teachers. Girls and boys were shown to have about equal understanding of the assessment and grading of the subject, suggesting that there were no significant differences depending on gender.

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  • 43.
    Carlbom, William
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Malmstedt, Marcus
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Nytta eller nyttig?: Elev och kropp i särskolan åren 1946–20112020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The aim of the study is to examine how the view of the pupil and the body is depicted in the curriculum for compulsory school for pupils with learning disabilities (“Särskolan”) in 1946–2011. Five research questions are used to fulfill the aim of the study:

    How is the pupil in “Särskolan” depicted in the different curriculums?

    How is the pupil viewed in the different curriculums for “Särskolan”?

    What is the view on the body in the different curriculums?

    How should the body be used and which qualities are supposed to be developed?

    If and how the view on the pupil and the body has changed over time? The last research question concern historical continuity and change for the study’s entire time frame (1946-2011).

    Method

    The method was a content analysis grounded in the hermeneutic field. To answer the research questions a coding scheme was utilized for analysis. The scheme connected the source material, theoretical framework and aim of the study. The theory applied was The Civilizing Process.

    Results

    The curriculum of 1946 and 1959 attempts to train the pupil to become normal. The pupil should be removed from the home and is not considered a citizen. Up until the curriculum of 1973 the view of the body was dualistic, with a split between body and soul. The curriculum of 1973 points toward a more humanistic view, where the pupil’s individual need is the basis for development. 1973 can also be seen as the turning point for the view of the pupil and the body in “Särskolan”. The curriculum depicts the body as a tool for achieving wellbeing. The curriculum for 1990 and 2011 shows that the home is given substantial responsibility for raising the pupil. Body and soul generate each other.

    Conclusions

    Both continuity and change is found in the curriculums for “Särskolan”. Society has been civilized and the view on normal and abnormal has changed alongside society. The pupil and the body has changed from 1946’s idea of normalizing the pupil through training to 2011’s idea of finding strength in differences. A continuity is found in the curriculums’ need to categorize people as “different”

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  • 44.
    Carlson, Rolf
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Dual Career Higher Education2010In: 2nd International Conference on Dual Careers, Bosön, Lidingö, 18-20 Aug. 2010, 2010, p. 1-14Conference paper (Other academic)
    Abstract [en]

    68 % of Swedish universities offer sport related courses or programs. Eight universities offer combinations of elite sport and higher education. four involves medical schools. One university accepts coaches as well as athletes on equal terms. Standards of attmittance of students are set on national team representation or championship level. The Swedish Track and Field Federation is the sole federation running their own project. The Sport Campus Sweden involves four universities and three communities. The total number of students enrolled ia approx. 425.

  • 45.
    Carlson, Rolf
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    "Från stav till stav" - utvecklingen till elit inom svenskt skidskytte2010Conference paper (Other academic)
    Abstract [sv]

    Seniorlandalaget 2009 utgjorde elitgruppen och som samtliga gått på riksidrottsgymnasium (RIG). Kontrollgruppen - likaledes från RIG - matchades parvis i variablerna ålder, kön och presterade resultat. Data samlades in under träningsläger och världscuptävlingar.

    Resultat 

    * Med ett undantag växte alla upp med båda sina biologiska föräldrar

    * Elitgruppen var i betydligt större utsträckning födda tidigt på året

    * Erfarenheter från RIG-åren vad gäller tränare skiljde i störst utsträckning de båda grupperna åt.

    * Kontrollgruppens åkare var oftare sjuka eller skadade

     

  • 46.
    Carlson, Rolf
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Från stav till stav: Utvecklingen till elit inom svenskt skidskytte2010Book (Other academic)
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  • 47.
    Carlson, Rolf
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Kulturell mångfald inom föreningsidrotten2007In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, no 3/4, p. 10-15Article in journal (Other academic)
  • 48.
    Dickson, Jonas
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Persson, Alexander
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Lindholm, Misha
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Tävling vs. Lek?: En kandidatuppsats som behandlar elevers aktivitet vid lek och tävling2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställningar

    Syftet var att se om lågaktiva elever, eller de som inte var aktiva i någon föreningsidrott, rörde sig mer vid lek och mindre vid tävling än de högaktiva eller de som var aktiva i föreningsidrott. Hur ser aktivitetsgraden ut hos elever på en idrottslektion när läraren använder sig av lekar och tävling? Förändras aktivitetsgraden om elever är föreningsmedlemmar, pojke eller flicka, lågaktiva respektive högaktiva under alla moment?

    Metod

    Vi har genomfört en experimentell studie, där vi undersökt aktivitetsgraden hos elever i årskurs fem och sex på en grundskola i en söderförort i stockholmsområdet. Med stegräknare mättes antalet steg (aktivitetsgraden) i två klasser i momenten lek och tävling under tre idrottslektioner. Alla lekar och tävlingar pågick i åtta minuter. I moment ”lek” minimerade vi tävlings- och prestationsmomenten och moment ”tävling” syftade till att likna väletablerade föreningsidrotter. Populationen jämfördes sedan utifrån deras aktivitetsgrad från stegräknarna i statistikprogrammet SPSS. Vi delade in gruppen i inaktiva och aktiva på två olika sätt, dels utifrån deras enkätsvar och dels baserat på deras resultat från stegräknarna.

    Resultat

    Alla grupper sammantaget hade en högre aktivitetsgrad i medelvärde vid lek än vid tävling. De aktiva barnen ökade sin aktivitetsgrad med 7,5 % vid lek jämfört med tävling och de inaktiva barnen hade en ökning med 8,5 % vid samma jämförelse. De aktiva flickorna ökade sin aktivitetsgrad med 9,5 % vid lek jämfört med tävling och de inaktiva flickorna ökade sin aktivitetsgrad med 14,3 % vid samma jämförelse. 38 elever tog fler steg, i medelvärde, vid moment lek jämfört med tävling. 18 elever tog fler steg vid moment tävling jämfört med lek. Pojkarna hade en 10 % högre aktivitetsgrad i medelvärde vid lek jämfört med flickorna och en 17 % högre aktivitetsgrad i medelvärde vid tävling jämfört med flickorna. Ovanstående data är signifikant säkerhetsställda, p<0,05.

    Slutsats

    Aktivitetsgraden ökade då vi använde oss av lek istället för tävling. Lek kan vara ett bra verktyg inom ämnet idrott och hälsa för att aktivera inaktiva barn, i synnerhet inaktiva flickor. 

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    Tävling vs. Lek
  • 49.
    Dommen, Annika
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Öppna dörrar för fler: En jämförande studie om hur Idrottslyftet i Sverige och Jugend und Sport i Schweiz arbetar för att få elever mer fysiskt aktiva i skolan.2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det övergripande målet med Idrottslyftet i Sverige och Jugend und Sport i Schweiz är att fler barn och ungdomar ska bli mer fysiskt aktiva. Syftet med studien är att jämföra dessa två verksamheter för att se vilka likheter och skillnader det finns i samarbetet med skolan i Stockholm och i det schweiziska länet Aargau. Mina frågeställningar är följande:

    • Hur skiljer sig dessa verksamheter åt?
    • Hur upplevs samarbetet med skolan i Stockholm respektive Aargau?
    • Vilka möjligheter finns det för att alla elever kan vara fysiskt aktiva?

    Uppsatsen är en kvalitativ studie. Jag valde att göra sammanlagt fyra intervjuer för att få en inblick i hur verksamheterna fungerar samt hur de samarbetar mellan skola och förening. Två av dessa fyra intervjuer genomfördes i Sverige och två i Schweiz. I varje land intervjuades en företrädare för ett distriktsförbund och en person som är ansvarig för samarbetet med skolorna.

    Resultatet visar att länderna arbetar på lite olika sätt när det handlar om hur verksamheterna erbjuder kurser och aktiviteter. I Schweiz är det frivilligt att anmäla sig till en kurs, men sedan är det obligatoriskt att närvara så länge kursen varar. I Sverige sker aktiviteterna klassvis och erbjuds oftast bara några gånger. Detta medför både för- och nackdelar för eleverna. Samarbetet mellan förening och skola upplevs i båda länder som positivt och som mycket fungerande. Dock finns det skillnader i hur förutsättningarna ser ur för de fysiskt inaktiva barnen.

    I Sverige har alla, oavsett kön, ålder eller behov, bättre förutsättningar att delta i aktiviteterna. Vidare får fler chansen att hitta just sin idrott, eftersom eleverna får testa olika idrotter under en hel termin. I Schweiz skapar aktiviteterna däremot en viss trygghet för eleverna och en kontinuitet i det de håller på med. Det bästa för barn och ungdomar vore möjligtvis en blandning av dessa två sätt att arbeta och jag tror att både länder har någonting att lära av varandra.

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    Öppna dörrar för fler
  • 50.
    Drott, Joakim
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Lindgren, Jakob
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Ett liv efter skolan?: Vad som motiverar elever till ett livslångt intresse för fysisk aktivitet och hälsa2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    Aim

    The purpose of the study was to investigate how we as PE-teachers can conform our teaching, to motivate students towards an active life style, even after graduation. By investigating what motivates adolescents towards a physically active life and how their education has affected them, we tried to find answers and underlying factors to adolescents exercise habits.

    Method

    The study was designed using interviews as a method. A total of 11 interviews were conducted during the project. All participants had graduated from the Swedish upper secondary school. The interviews were conducted individually with both authors present. We chose a theoretical approach based in motivational and behavioral research. Since researchers in the behavioral and motivational field elaborate and base their work on previous research, we have chosen to analyze our results based on several theoretical models.

    Results

    The results in this study point to a number of factors required for adolescents to be physically active. They believe that the most important motivational factor is joy, which is achieved when participants feel that they are skillful, and when they get confirmation during the activity. Other factors affecting the choice of activity is that it should be easy to execute, in terms of materials and participants. It’s also important that the activity is easy to plan along other tasks in everyday life.

    Conclusions

    What motivates young adults to a physically active life is above all that they feel joy to the activity. The activity must also be easy to preform and must not require too much time or resources. Students who already have positive experiences of physical activity is not influenced by the education of the same degree as the once who is lacking it.  

    The absence can lead to physical inactivity later in life. All students should be recognized and given praise as this contributes to positive emotions and associations with physical activity, which then motivates them to physical activity in later life.

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