Gymnastik- och idrottshögskolan, GIH

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

    Syfte och frågeställningar

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

    Undersökningens tre frågeställningar är:

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

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

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

    Metod

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

    Resultat

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

    Slutsats

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

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

    Aim

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

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

    Method

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

    Results

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

    Conclusion

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

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  • 3.
    Abily, Khalil Michael
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Selenius, Gordon
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    "Om man inte vill att eleverna ska hålla på med sånt skit måste man förmedla riskerna med preparaten": En kvalitativ studie om hur lärare i idrott och hälsa bedriver och planerar lektioner som berör droger och dopningspreparat2024Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

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

    Research Questions

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

    Theory and Method

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

    Results

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

    Conclusions

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

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  • 4.
    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
  • 5.
    Ahlqvist, Caroline
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Jacobsson, Elin
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    "Jag bedömer vad jag ser": En kvalitativ studie om idrottslärares syn på bedömning och lärande i förhållande till elevers klädval2022Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställningar

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

     

    Metod 

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

     

    Resultat 

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

     

    Slutsats 

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

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    Jag bedömer vad jag ser
  • 6.
    Ahlström, Johan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Spring, Johanna
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    "Antingen är idrotten succé eller katastrof": En kvalitativ studie om idrottslärares utmaningar med elever med NPF-anpassningar2024Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

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

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

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

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

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

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

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    Antingen är idrotten succé eller katastrof - Ahlström och Spring
  • 7.
    Ahnström, Sandra
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Hälsoskolor kontra ”vanliga” skolor: skiljer sig undervisningen i ämnet idrott och hälsa?2005Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpStudent thesis
    Abstract [en]

    Aim

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

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

    Method

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

    Results

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

    Conclusions

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

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  • 8.
    Aitalaakso, Karoliina
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Pirttimäki, Meri-Tuuli
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Ämnet idrott och hälsa och fysisk aktivitets akuta effekt på gymnasieelevernas kognition2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

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

    Research questions are following:

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

    Method

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

    Results

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

    Conclusions

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

     

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  • 9.
    Ajger, Joakim
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Idrott och hälsa på ett yrkesförberedande gymnasium: En pilotstudie på Fredrik Bremers fordonsprogram årskurs 12008Independent thesis Basic level (degree of Bachelor), 5 poäng / 7,5 hpStudent thesis
    Abstract [sv]

    Syfte

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

    Metod

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

    Resultat

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

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

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

    Slutsats

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

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

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

    Summary:

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

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  • 11.
    Akhras, Lina
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Doxastaki, Marianna
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Hur mår Stockholms gymnasieelever idag?: en undersökning om psykisk hälsa i skolan2023Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

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

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

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

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  • 12.
    Al Djezani, William
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Baydono, Gabriel
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Kan rörelse och dans utmana könsuppfattningar i idrott och hälsa-ämnet?: En kvalitativ undersökning om hur idrottslärare arbetar könsneutralt i momentet rörelse och dans2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

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

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

    Method

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

    Results

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

    Conclusions

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

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  • 13.
    Allström, Henrik
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Komplex rörelse med en god kvalité", vad är det?: En kvalitativ undersökning bland lärare i idrott och hälsa på gymnasiet.2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

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

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

    Method

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

    Results

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

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

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

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

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

    Conclusions

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

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    "Komplex rörelse med en god kvalité", vad är det? - En kvalitativ undersökning bland lärare i idrott och hälsa på gymnasiet
  • 14.
    Andersson, Bryan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Eriksson Viklund, Johan
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Gymnasieelevers upplevelse av distansundervisning under Covid-19-pandemin i kursen Idrott och hälsa 1: En kvalitativ studie gjord på tre gymnasieskolor2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The aim for this study is to examine the students experiences/perceptions regarding distance education in one of the courses in Swedish physical education and especially one criteria stated in the curriculum. The study further wants to examine the students overall experience and learning process regarding the criteria, and is delimited to students in Stockholms county. Following questions were constructed:    

    • What are the students' perception of distance education regarding the criteria?
    • Has the perception of the learning process regarding the criteria been positive or negative according to the students?
    • In which way do the students feel that it has had positive or negative effects on their learning of the criteria during the distance education?

    Method 

    To examine the purpose of the study, a qualitative method was applied whereas interviews were used. The study uses semi-structured interviews, in which six students were interviewed. The students are studying in Stockholms county and had Idrott och hälsa 1 during the first year in upper secondary school. The theory of the study is Piaget's play theory regarding schemes and equilibrium. 

    Results 

    The results clearly showed that students had a negative perception of the distance education, both regarding their own learning of the criteria, and the excitement of the criteria. All of the interviewed students preferred to return to their regular physical education in school rather than continuing the course over distance. The students who participated in the study all had a positive attitude towards physical education in the school and advocated that the physical activity was a missing piece in distance education.

    Conclusion

    A conclusion that can be drawn is that the students overall had a negative perception regarding the course idrott och hälsa 1, distance education and the learning process during it. Students didn’t feel the same joy concerning the education compared to the regular lessons in school. They all felt the same about the criteria that was examined in the study. The criteria wasn’t touched as much during the distance education. With Piaget’s theory as base, a conclusion could be drawn that due to the deficient connection between physical activity and the lessons’ content resulted in a negative impact on the students' learning. 

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  • 15. Andersson, Dan
    et al.
    Ekengren, Johan
    Tedman, Karl-Axel
    Tornberg, Rasmus
    Idrott och hälsa: Lärarhandledning2010Book (Other (popular science, discussion, etc.))
  • 16. Andersson, Dan
    et al.
    Ekengren, Johan
    Tedman, Karl-Axel
    Tornberg, Rasmus
    Idrott och hälsa: Övningar2009Book (Other (popular science, discussion, etc.))
    Download (jpg)
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  • 17. Andersson, Dan
    et al.
    Tedin, Per
    Idrott och hälsa: fakta2008Book (Other (popular science, discussion, etc.))
    Download (jpg)
    presentationsbild
  • 18.
    Andersson, David
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Physiology, Nutrition and Biomechanics.
    Ahl, Ludwig
    Swedish School of Sport and Health Sciences, GIH, Department of Physiology, Nutrition and Biomechanics.
    Fotbollsakademiers träning: En kvalitativ studie hur tränarna utvecklar spelare i åldrarna 14-19 år2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The purpose of this study is to get an insight into how boys' soccer academies work to develop their players aged 14-19 years, focusing on how the coaches plan, what exercises they use and how they work with goal setting. Our questions are as follows:

    - How do football academies develop their players aged 14-19 years?

    - What forms of exercises and training arrangements do the trainers use and why?

    Method

    The study uses a qualitative method to collect information and to be able to answer the purpose and the questions. Three academy coaches from different clubs chose to participate.The study is based on the socio-cultural perspective on the learning.

    Results

    The results showed that periodization over a short period of time is used, as each week is worth the same amount. However, in the weekly cycles, periodization is used and a peak of form until match day takes place. During the exercises, SSG (small sided games) and other forms of exercises with active opponents are used very often. Goal formulation takes place both as a team and individually. There are three individual meetings between each player and the coach, where they discuss, how the player should develop.

    Conclusions

    The conclusion is that there are clear similarities and differences between how different football academy coaches plan the training and how they work with it. According to the academy coaches, it is important to have a development plan and that the players should be well rested on match days.

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  • 19.
    Andersson, Fredrik
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Respekt i skolan: Elevers och idrottslärares syn på respekt och samarbete i grundskolans lägre åldrar2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställningar

    Syftet med detta forskningsarbete är att skapa en djupare förståelse för hur elever och lärare resonerar kring respekt och samarbete.

    Forskningsfrågor:

    Hur resonerar idrottslärare kring samarbete och respekt?

    Hur resonerar elever kring samarbete och respekt?

    Till detta följde en fördjupning av fenomenet respekt.

    Metod

    Vid datainsamlingen användes tema-intervjuer av halvstrukturerad kraktär då en intervjuguide användes vid samtliga samtal. Då erhölls svar från 6 st informanter, två lärare och fyra elever, samtliga informanter var antingen lärare för- eller elever i grundskolans yngre åldrar.

    Resultat

    Resultatet visade att lärarnas resonemang om respekt handlade om att kunna lyssna på eleverna, att man visar varandra lika värde. En av lärarna uppfattade respekt sammanlänkat med beundran som något positivt och respekt sammanlänkat till rädsla som något negativt. Den andre läraren menade att respekt inte är någon obehaglig känsla men att respekt som beundran var missbruk av respekt. En av lärarna nämnde även att eleverna visade respekt då de tog hänsyn till lärarens roll och inte blev för personliga. Eleverna och lärarna hade en liknande uppfattning om samarbete, flera som jobbar eller gör något tillsammans och att någon inte gör allt. Eleverna framförde att ett respektfullt beteende kunde vara att inte handla destruktivt mot andra eller mot miljön, att hjälpa sina kompisar när de behövde och att lyssna på lärarna. Eleverna hade likväl olika resonemang om respekt om vilka beteenden som gav respekt.

    Slutsats

    I resultaten går det att urskilja att elevernas resonemang är lika på vissa punkter. Det finns även en hel del av elevernas resonemang som skiljer sig åt i kompexitet och skarpsynthet. Denna forskning visar att några elever var bättre än andra på att uttrycka sig. En av lärarna hade ett intressant resonemang kring vad detta kan innebära i verkligheten, de elever som var duktiga på att sätta ord kunde göra samma dumma grejer i alla fall. Det är alltså svårt att veta om elever och lärare verkligen agerar utifrån sina resonemangen. Det behövs troligtvis en mer djupgående forskning som tar hänsyn till kroppsliga uttryck för respekt för att få en holistisk bild av lärares och elevers förståelse av respekt och samarbete.

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  • 20.
    Andersson, Malin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Ger fysisk aktivitet bättre studieresultat?: En enkätundersökning om samband mellan fysisk aktivitet och studieresultat2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställningar

    Syftet med studien är att undersöka eventuella samband mellan fysisk aktivitet och studieresultat hos elever i årskurs nio i en skola utanför Stockholm. I syfte att utföra detta användes följande frågeställning:

    ● Ger en ökad mängd fysisk aktivitet ett högre meritvärde hos elever i årskurs nio?

    Metod Studien är baserad på en enkätundersökning besvarad av 71 deltagare från tre klasser i årskurs nio på en skola utanför Stockholm. Enkäten innehåller frågor om elevens mängd av fysisk träning, fysisk aktivitet och stillasittande samt en fråga om elevens totala meritvärde från terminen innan. Eleverna fick själva uppskatta mängden tid de spenderade på de olika aktiviteterna. Elevernas meritvärden kontrollerades med skolans betygskatalog för att säkerställa att rätt meritvärde var angivet.

    Resultat Resultatet visade inget samband mellan fysisk aktivitet och studieresultat i form av ökat meritvärde. Det kunde heller inte påvisas något samband mellan fysisk träning och studieresultat. Däremot upptäcktes ett medelstarkt samband mellan ett ökat stillasittande och ett ökat meritvärde.SlutsatsDenna undersökning har inte påvisat något samband mellan fysisk aktivitet och studieresultat hos den undersökta populationen.

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  • 21.
    Andersson, Maria
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Holmberg, Jennifer
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Motorik i skolan: idrottslärares syn på motorisk träning för barn i åldrarna 9-12 år2005Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpStudent thesis
    Abstract [en]

    Aim

    The aim of this study has been to investigate to which extent planned motor training in physical education exists in classes for children in the age of 9-12. We were also aiming at finding out how planned motor training in physical education is valued by teachers in physical education and if they think they are qualified to teach in motor training. The questions at issue were:

    1. How important is motor training in physical education for the teachers when they plan their lessons?

    2. Are there any adjustments made for children with motor deficiencies?

    3. What kind of exercises do the teachers use to promote motor training among the pupils?

    4. What do the teachers consider the difficulties are with planned motor training in physical education?

    5. Do the teachers consider themselves qualified to teach in motor training?

    Method

    The study is a qualitative method in which we used interviews. We have interviewed seven teachers in physical education in Nacka, Värmdö and Stockholm.

    Results

    We have noticed that the teachers, at first, did not mention motor training when they freely answered the question of what they thought were important when they planned their lessons. However, when they later on were answered “motor training” as one of the given alternatives, they ranked it as one of the most important factors. Four out of seven teachers utilized individually adjusted training. Most of the teachers put forward that lack of resources were the explanation why this kind of education was not prioritised. All of the teachers agreed that motor training automatically was a part of almost every lesson. However, most of the teachers did not have motor training in their minds when they planned the lesson. The number one issue that makes it hard for the teachers to help every single pupil is the number of pupils in each class. Although the teachers thought that their own education had some deficiencies concerning motor training, the majority felt that they were qualified for the task.

    Conclusion

    Overall the teachers thought that physical activity was one of the most important issues. Motor training was also a part of almost every lesson. However, most of the teachers when asked didn´t put it forward, instead they mentioned other areas as more important.

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  • 22.
    Anstrén, Ludwig
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Nauclér, Victor
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Den nya timplanen för Idrott och hälsa: En studie om idrottslärares undervisning och arbetsbelastning2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The aim of this study is to examine how physical education teachers experience the effect and the upcoming effect of their teaching and workload due to the implementation of the new timetable from the autumn semester 2019.

    • How do the PE teachers in grade 7-9 experience the effect of the new timetable in relation to their teaching?
    • How do the PE teachers in grade 7-9 experience the effect of the new timetable on in relation to their workload?
    • How do the PE teachers in grade 7-9 believe their work situation will look like when the complete timetable has been implemented?

    Method

    A qualitative method was chosen for conducting the study. Semi-structured interviews were chosen as method. In total, seven physical education teachers from three different schools in Stockholm City were interviewed, all of whom worked with physical education in grades 7–9. The respondents were selected through a convenience selection. The theories used were curriculum and frame factor theory.

    Results

    The results showed that the respondents’ possibility to convey their education has improved due to the new timetable. The respondents experienced that the workload was unchanged by the new timetable. However, there was a concern expressed by the respondents in terms of their upcoming work situation concerning facilities, budget, the wear on equipment and whether recruitments must happen to handle the new timetable.

    Conclusions

    The respondents' overall picture of the new timetable is positive, and they indicate that the extended teaching hours help the respondents´ to more easily help the students to reach the knowledge requirements. The extended teaching time together with the unchanged curriculum seems to have contributed to increased flexibility regarding the use of time. Nevertheless, there is some concern for the future. The new schedule will probably mean more wear and tear on equipment and some congestion in the teaching rooms as well as the premises adjacent to them. Time, material costs and facilities have been presented as the most important framework factors in the study. It is still unclear how the schools will successfully handle the extended teaching hours based on the conditions of the individual school.

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  • 23.
    Antonsson, Sanna
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Jayawardana, Maria
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    "bli av med lite energi": En kvalitativ intervjustudie kring föräldrars föreställning om ämnet idrott och hälsa i årskurs 7.2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The purpose of the study is to examine parents' perceptions of the subject of sports and healthin grade 7. The study's questions are (1) How do parents view the subject of sports and health? (2) In what way do parents' express themselves around the concepts of experience, performance and training in relation to the subject of sport and health? (3) What do parents' think their children learn in the subject of physical education and health?

    Method

    The study is based on a qualitative method based on semi-structured interviews with seven parents of children in grade 7. All interviews are conducted through the digital meeting tool Zoom and all interviews were subsequently transcribed. The analysis was done according to Braun and Clark's thematic analysis, which identifies "patterns" in the empirical material. Thestudy's theoretical framework is based on Engström's practices and logic.

    Results

    The results of the study show that the parents agree that sports and health is an importantsubject, but they do not know what is required for a certain grade. Competition in physicaleducation is perceived as positive, but respondents are unsure whether there is evidence ofbecoming physically stronger during physical education lessons. It appears that it is importantthat the children have fun and that certain types of activities dominate the teaching. The parents emphasize the importance that movement and physical activity should be prioritized and that the health part and theoretical parts within the subject can come second. According to the respondents, relationship building is an important part of a functioning and developing teaching environment.

    Conclusions

    There seem to be general similarities regarding parents' perceptions of their children'seducation in sport and health, as the respondents like to refer to their own experiences and experiences on the subject. The results also indicate that the parents believe that learning takes place with the children in each practice in Engström's theoretical framework.

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  • 24.
    Appelgren, Robert
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Olofsson, Nils
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Närhet till natur och friluftsliv: En kvantitativ studie om lärare i idrott och hälsas undervisning i friluftsliv2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställningar

    Syftet med denna studie är att undersöka hur friluftsliv bedrivs samt hur närhet till natur och utemiljöer påverkar friluftsundervisningen i grund- och gymnasieskolan.

    ● Hur bedrivs friluftsliv i grund- och gymnasieskolan?

    ● Påverkar närhet till natur mängden friluftsaktiviteter som bedrivs?

    ● Påverkar närhet till natur hur stor del av den totala undervisningen i ämnet idrott och hälsa som består av friluftsliv?

    ● Påverkar närhet till natur hur stor del av undervisningen som är teoretiskt lagd?

    Metod

    I arbetet för att besvara de frågeställningar som framtagits användes ett kvantitativt förhållningssätt i form av en enkät. Programmet SPSS har använts för att statistiskt analysera insamlad data.

    Resultat

    Närhet till natur korrelerade positivt med den totala mängden friluftslivsundervisning och antal aktiviteter. Inga signifikanta korrelationer mellan närhet till natur och del teori hittades. Lärare i idrott och hälsa där arbetsplatsen hade natur tillgängligt med gångavstånd eller på skolgård under lektionstid hade både mer total mängd friluftsliv och fler aktiviteter än de som hade natur otillgängligt eller tillgängligt med bussavstånd på lektionstid.

    Slutsats

    Enligt studien har närhet till natur en påverkan på vilka friluftslivsaktiviteter som lärare i idrott och hälsa väljer att bedriva, antalet olika friluftslivsaktiviteter som bedrivs och hur stor del av den totala undervisningen i idrott och hälsa som består av friluftsliv. Lärare med närmare till natur bedriver en större mängd friluftslivsaktiviteter och totalt sett mer friluftsliv i undervisningen av idrott och hälsa.

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  • 25.
    Arlestrand, Frida
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences. 1991.
    Vitt friluftsliv: En kvalitativ studie om undervisning i vitt friluftsliv på kommunala gymnasieskolor i Stockholms län2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim: The purpose of this study is to explore the occurrence of snow/ice-dependent outdoor life in local secondary schools around the Stockholm area. The research questions are:

    Is there any education of snow/ice-dependent outdoor life practiced at secondary schools around the Stockholm area? How is the education of snow/ice-dependent outdoor life practiced? Are there any factors that can affect the design of the education of snow/ice-dependent outdoor life?

    Method: The study's data collection was done by interviews. The sample consisted of eight physical education teachers at secondary schools around Stockholm. To get a spread of samples across the entire Stockholm area, Stockholm was divided into three zones: the northern side, the inner city and the southern side. Based on these zones, all local secondary schools were listed and a random sample was drawn. Three interviews each occurred on the northern and the southern side and two interviews took place in the inner city. The first physical education teacher in the staff list at the selected school was contacted, the next teacher in the list was to be contacted if no response and if no response at all, a new school was to be contacted. The results have been analyzed based on the frame-factor theory.

    Results: Five of the eight schools practices some form of education in snow/ice-dependent outdoor life. How the education is exercised differs between schools. Some teaches safety, cross country skiing and skating in class, other schools use outdoor days to teach this and some schools do longer skiing trips. There have also been a number of factors that influence the design of education. Examples of these factors are access to equipment, finances, time, student’s attitudes, underlying organization etc.

    Conclusions: What has been shown in this study is that the majority of participating schools practices some form of education in snow/ice-dependent outdoor life. How the teaching is done can vary between the different schools. The conclusion of this study is that it is possible to practice education in snow/ice-dependent outdoor life in the Stockholm area but there are a number of factors that affect the design and implementation.

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  • 26.
    Askling, Jimmy
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Vogdani, Jasmin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    “[...]en lite mer djupare relation till andra och kanske liksom även till sig själv”: En studie av att arbeta med existentiell hälsa inom skolämnet idrott och hälsa2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

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

    Method

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

    Results

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

    Conclusion

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

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  • 27.
    Askman, Sebastian
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Lindberg, Sofie
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Att arbeta med kroppsideal i idrott och hälsa - vad innebär det?: En kvalitativ studie om hur lärare på gymnasiet arbetar med kroppsideal2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The purpose of this study is to investigate how PE-teachers in high school reason about their work with body ideals in teaching. The study is of a qualitative type and has a curriculum theoretical starting point.

    - How do PE-teachers work with body ideals?

    - What challenges do PE-teachers consider with the work with body ideals?

    Method

    Five semi-structured interviews were conducted with PE-teachers at high schools in Stockholm County. The interviews analyzed by theoretically thematic analysis.

    Results

    The interviews presented that the teaching of body ideals was mainly characterized by discussions in small or larger groups and the students were examined through either oral discussions or written reflection tasks. The biggest challenges for the teachers was that the subject could be sensitive to talking about and it was difficult to know exactly what should be taught regarding body ideals because the concept of body ideal was difficult to define for the teachers.

    Conclusions

    The lessons was characterized by discussions and it can be difficult for the teachers to know what the teaching should contain.

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  • 28.
    Assmar, Benny
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Lindau, Martin
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Covid-19 och dess påverkan på den svenska skolan: En studie om hur distansundervisning påverkar lärare i idrott och hälsa2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The overall purpose is to find out how distance education has affected teachers in the subject of physical education during the prevailing pandemic (Covid-19) in primary school (stadium 4–9) and upper secondary school. How do physical education teachers feel that they are affected by distance education? What are the pros and cons of distance learning, according to physical education teachers?

    Method  

    This study is a quantitative survey conducted on physical education teachers in Primary school (grade 4–9) and high school. Based on convenience selection, this study had 95 physical education teachers where 11 teachers were not included. This study´s population is 84 physical education teachers. The physical education teachers had to answer questionnaires with multi-answer alternative questions and a question with an open answer alternative. The data was analysed through interpretation, categorization and connection to previous research and theoretical starting point. The theoretical starting point was curriculum theory and the framework factor theory.

    Results  

    98% of the participants believe that they do not have enough digital skills to teach at a distance, which has a negative effect on teaching. The result shows that 43% of physical education teachers felt that they could not implement video calls in their education. Most of the physical education teachers experienced an increased workload where sleep and stress have been negatively affected because there are not enough IT resources in the school. 96 % of physical education teachers could not interpret and transfer the curriculum's practical elements to distance education.  

    Conclusion

    Distance education in schools has been the solution to match the restrictions, which according to our results have had a negative effect regarding the subject of physical education. However, the theoretical elements in physical education have increased according to 34 % of respondents. It appears that physical education teachers have difficulties in interpreting and transferring the curriculum's practical elements to distance education and this leads to the students not receiving the education they are entitled to. 

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  • 29.
    Atmaca, Rezan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Lindemark, Johannes
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Tävla i bollspel?: En kvalitativ studie om idrottslärares attityd till tävling i bollspel i sin undervisning på högstadiet2024Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The purpose of this qualitative study is to investigate attitudes to competition in ball gamesamong physical education teachers at junior high school. The study's questions are:

    1. What attitude(s) do physical education teachers at junior high school have in theapplication of competitive elements in their own teaching of ball games?

    2. What do physical education teachers at junior high school think that competition inball games could possibly be included in the curriculum in sports and health?

    Method

    This study has been carried out with a qualitative approach using semi-structured interviews.The sample consisted of six professional physical education teachers at junior high school inthe Stockholm area, of which three were women and three were men. Their answers weretranscribed and analyzed through a phenomenological analysis also called IPA (interpretivephenomenological analysis), which is adequate for interpreting qualitative results.

    Results

    The results show that some teachers believe that competition motivates and engages students,while others see negative effects such as arguments and a focus on winning instead. Teachingtime in ball games among teachers varies, and opinions on integrating competitive elementsinto the curriculum are divided, with some teachers believing in positive impacts and otherspreferring flexibility in teaching.

    Conclusion

    The study shows that physical education teachers at junior high school have varying attitudestowards competitive moments in ball games. Some teachers believe that competition is anatural part of teaching and is a positive lesson for students, while others prefer to avoid it toavoid negative effects. Despite the awareness of risks, the teachers see competition as apositive tool for motivation and interaction. Implementing competition in the curriculumwould lead to different approaches among teachers. Overall, the study shows a complexity inthe teachers' view of competitive elements in ball game teaching.Keywords: Competition, ball game teaching, physical education teachers, junior high school,attitude

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  • 30.
    Audell, Charlott
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Är lärare i idrott och hälsa rätt rustade för IUP?: en kvalitativ studie om individuella utvecklingsplaner2008Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Syfte och frågeställningar

    Syftet med denna uppsats är att undersöka om lärarna i idrott och hälsa känner behov av fortbildning för att lyckas bättre i arbetet med hur de individuella utvecklingsplanerna ska formuleras i dagens skola. För att uppfylla syftet kommer följande frågeställningar att vara i fokus:

    - Hur lyckas lärarna i idrott och hälsa med arbetet med de individuella utvecklingsplanerna?

    - Vilka fördelar lyfter lärarna i idrott och hälsa fram då det gäller arbetet med IUP?

    - Vari ligger svårigheterna i arbetet med IUP för lärarna i idrott och hälsa?

    Metod

    Denna studie är en kvalitativ intervjustudie av fyra lärare i idrott och hälsa. Målgruppen var lärare i idrott och hälsa som arbetar i år 1-6. De valdes för att flera av dem kanske inte har någon tidigare erfarenhet av bedömningar (betyg) mm, då det i år 1-6 inte finns betyg. Urvalsgruppen gjordes av bekvämlighetsskäl, jag har tagit kontakt med ett antal kollegor och frågat om de kunde tänka sig att bli intervjuade angående IUP.

    Resultat

    Resultatet på studien visar att de intervjuade lärarna i idrott och hälsa upplever tiden som det som saknas mest för att lyckas bättre med IUP.

    Det finns många fördelar med IUP och lärarna i studien lyfte fram att de ger en tydlig bild till elev och föräldrar. Även det att föräldrar och elever blir mer delaktiga i skolarbetet, är positivt. IUP är även till fördel vid lärarbyten.

    De svårigheter som lärarna i studien tar upp är bristen av ett gemensamt språk, svårigheter i hur de ska formulera sig när de skriver IUP . Tid för pedagogiska diskussioner mellan lärare, är en annan bit som efterlyses av lärarna.

    Slutsats

    Det är tydligt att lärare i idrott och hälsa upplever ett behov av fortbildning, för att lyckas bättre med hur de ska formulera sig i de IUP. Fortbildningen kan vara i form av pedagogiska diskussioner, men det är viktigt att tid ges till detta.

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  • 31.
    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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  • 32.
    Bacchar, Gabriella
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Qurbanova, Sevinc
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Är religion ett hinder för tjejer inom ämnet idrott och hälsa?: En kvalitativ studie om muslimska tjejers utmaningar i idrott och hälsa utifrån ett interkulturellt perspektiv2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The purpose of this study was to examine Muslim girls' experiences of participating inphysical education. The study's questions were:

    - Do the girls experience that their religion brings obstacles or opportunities in theirparticipation in physical education?

    - In which sub-elements have the girls experienced obstacles / opportunities to participate inphysical education?

    - What knowledge do the girls experience that a sports teacher needs to understand Muslimgirls in teaching?

    - Do the girls feel that the teachers have knowledge of their religious background and in thatcase have been able to work based on it?

    Method

    A qualitative interview method has been used in the study with six high school students fromsix different municipalities who wear the hijab and practice the religion Islam. The interviewswere recorded and transcribed. Alernativt and a content analysis was then performed. Theintercultural perspective has been used as a theoretical perspective in the discussion of theresult.

    Results

    The results of the study show that the Muslim girls experience religious challenges inconnection with physical education. The challenges that were experienced in the teaching werein dance and swimming, as well as during the fasting period Ramadan. The results also showthat the teachers’ degree of intercultural pedagogical competence varies between the teachersand this also includes the management of the students' religious obstacles in the abovementionedaspects.

    Conclusion

    Only one of the girls clearly mentions that religion has been an obstacle based on her religion.Two other girls rather experienced challenges in physical education. The parts that half of thegirls experienced obstacles and challenges in were swimming and dancing. All the girls in thestudy feel that the physical education teachers do not possess any knowledge of their religion,but on the other hand the teachers had intercultural competence.

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  • 33.
    Backman, Erik
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Humberstone, Barbara
    Loynes, Chris
    Urban nature2014In: Urban nature: inclusive learning through youth work and school work / [ed] Erik Backman, Barbara Huberstone and Chris Lynes, Norsborg: Recito , 2014, p. 11-24Chapter in book (Other academic)
  • 34.
    Backman, Erik
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Humberstone, BarbaraBucks New University, UK.Loynes, Chris
    Urban nature: inclusive learning through youth work and school work2014Collection (editor) (Other academic)
    Abstract [en]

    Baksidestext:

    An increased globalization and growth of cities also highlights the boundaries between nature and civilization from educational and experiential perspectives, especially with regards to issues of democracy and inclusion. From this perspective, much of modern outdoor education can be understood as 'urban' wherever the people come from or wherever the activity takes place. This book, building upon papers presented on the EOE Seminar 2013, takes its departure within how our notions of nature are related to the urbanization of people.

    The following authors have contributed to this book: Erik Backman, Barbara Humberstone, Chris Loynes, Klas Sandell, Sue Waite, Rowena Passy, Martin Gilchrist, Maija Venäläinen, Laura Kuusinen, David Brown, Katharina Seyfferth, Jakob F. Þorsteinsson, Diane Collins, Elizabeth Nasimbwa, Steve Bowles, Fiona Nicholls, Mark Leather and Peter Becker.

    The EOE Seminar 2013 - «Urban nature: inclusive learning through youth work and school work», hosted by The Swedish School of Sport and Health Sciences (GIH) in partnership with Friluftsfrämjandet, The European Institute for Outdoor Adventure Education and Experiential Learning (EOE) and the European Union (Youth in Action Programme), took place at GIH in Stockholm over four days from 5th to 9th June 2013.  Collaborating partners were also Svenska Turistföreningen (STF) and National Centre of Outdoor Education (NCU).

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  • 35.
    Barakat, Mohammed
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Östergren, Rolf
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    ”Maten är kass, men lärarna är snälla”: Recensioner av gymnasieskolor - ett beslutsunderlag för gymnasievalet på skolmarknaden2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The aim with this study is to explore what kind of information pupils, searching for upper secondary school, might get from reading reviews of schools. The purpose is thus to quantify the scope and content of the review system quantitatively; what is mentioned in the review texts, and to examine how the review are textually constructed. Finally, the paper aims to discuss the review system in a larger social context - as a result of and a part of our time.

    • What topics occur in reviews of upper secondary schools and how frequent is the occurrence?
    • How are the different themes in the reviews valued (positive, negative or neutral)?
    • In what way are the review texts constructed and how can it be interpreted?
    • In what way does a school market discourse appear in the reviews?

    Method

    The quantitative questions are examined through a content analysis on randomly selected reviews of upper secondary schools in Stockholm County. The words in question are quantified and divided into themes, categories and subcategories. An assessment is also made based on whether the existing words are lifted in a positive, negative or neutral context. The qualitative part consists of a text analysis inspired by the discourse analysis. From a number of selected reviews, based on its substantive relevance, these are semantically analyzed with discourse analytics tools. In a merged discussion and analysis section, the result is treated on the basis of the theoretical framework and previous research.

    Results

    The content analysis shows that the most common themes were general value reviews of the school, commenting on teachers and the school's structure and the quality of the education. It is also common to mention social aspects such as atmosphere and cohesion. From the qualitative part it appears that the reviewers express themselves in a way that reflects the school market discourse. In some cases, it is clear that the reviewer has adopted the school market discourse. 

    Conclusion

    The result indicates that the review system risks generating segregating effects. Especially based on the asymmetric availability of information and the fact that school and identity are getting more connected. This is clarified and put on its tip in how the reviews are constructed and, in some cases, may be more difficult to process when the common student tends to see reviewers as objective (in contrast to other available sources of information).

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    Barakat & Östergren 2019. "Maten är kass, men lärarna är snälla": Recensioner av gymnasieskolor - ett beslutsunderlag för gymnasievalet på skolmarknaden
  • 36.
    Bede, Meseret
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Den reflekterande boxaren: Hur lärare fostrar elever till självständiga elever med hjälp av boxning2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att ta reda på hur tränaren på boxningsakademin "fostrar" sina elever enligt skolans mål med hjälp av boxningen. Frågeställningen är: hur kan man uppnå skolans mål med hjälp av boxningsträning? Metoden till denna studie var en kvalitativ semistrukturerad intervju och valdes för att man har en mall att utgå ifrån men samtidigt har utrymme för att ställa följdfrågor vilket passar till denna studie.

    Första året på boxningsakademin får de göra en kravprofil på sig själva som boxare. I den kravprofilen skriver de ned sina fördelar i sin boxning och vilka områden de anser behöver förbättras. Den intervjuade läraren menar att eleverna får bygga en individuell utvecklingsplan som läraren senare utgår ifrån i planeringen på individnivå. Med detta menar läraren att eleverna ska lära sig reflektera utifrån sig själva, gå igenom vad de behöver förbättra i sin boxning samtidigt som studierna ska finnas med i beräkningarna Med detta ska eleverna utvecklas i god riktning och blir mer självgående under de tre åren på boxningsakademin. Läraren framhåller att han ger eleverna liknande uppgifter med progression under gymnasietiden för att på så sätt låta eleverna vara mer delaktiga i olika beslut. Med detta som metod lär sig eleverna bli mer självgående och reflekterande individer.

    Läraren på boxningsakademin följer eleverna i tre år och under dessa år har han tid att stimulera eleverna till att bli mer självgående boxare som vågar reflektera och ta egna beslut. Läraren använder då progression och pedagogik till att fostra eleverna till just detta och det är den skillnaden jag anser finns mellan boxningsakademin och vanliga boxningsklubbar. Läraren som inte är utbildad lärare i grunden har lyckats använda sig av skolans mål och har på ett konstruktivt sätt fostra boxarna till emanciperade individer. Däremot kan jag inte svara på om denna metod fungerar på samtliga elever. Ytterligare intervjuer genomfördes med två elever som går på boxningsakademin och en elev som tidigare har gått på akademin.

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  • 37.
    Bello Ericsson, Matilda
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Eriksson, Hanna
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Naturvistelsers inverkan på gymnasieelevers välbefinnande: En kvantitativ studie om samverkan mellan naturminuter och gymnasieelevers KASAM2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The purpose of this study was to investigate the relationship between well-being and the amount of nature stays among students in pre-university and pre-vocational programs at high school. To answer the purpose, the study was based on the following questions 1) How much time during a period of seven days does high school students spend out in nature? 2) To what extent do high school students value their well-being? 3) Is there a correlation between the amount of nature stays and well-being among high school students?

    Method

    To answer the study's purpose and questions, a quantitative method was applied. 

    The selection consisted of high school students within the city of Stockholm. To examine how often students spent time in nature, four questions were formulated about the number of opportunities they are out during school time and free time. To investigate students' well-being, this study used the Swedish version of the Sense of Coherence Scale (SOC-13). Based on both surveys, a web survey was created, which was then sent out to the participants by email. The data was analyzed in Microsoft Excel 365 MSO. Comparisons between nature minutes during school time and during leisure time were performed with an independent T-Test, where the study chose the significance level to p = 0.05 (5%). The comparison between nature minutes and SOC was carried out through a linear regression analysis using Pearson's correlation coefficient, with nature minutes as the dependent variable and KASAM as the independent variable.

    Results

    The study's main results from the 175 questionnaire responses show that 58,9 percent of the participants spent 0 minutes in nature during school hours, and that 44,6 percent of the participants spent 1-60 minutes in nature at their free time. Participants who attended a vocational preparation program was average (M = 115) more than the participants who studied a university preparatory program (M = 85.93). Furthermore, the results showed that it mainly existed a statistically significant difference in the amount of nature stays during school time and during leisure time among the group for vocational preparation programs (p <.003). 

    The results for the participants SOC showed that the majority (56.6%) had a low SOC, and that only 5.7% stated that they had a high SOC. 

    Finally, the relationship between the total amount of nature stay and SOC points for each participant was studied. The result shows that there is no correlation between these two variables.

    Conclusions

    The conclusion regarding the participants' nature stay showed that the high school students spent no or very little time in nature during a week, neither during school time nor free time. The study was also able to report that a low level of well-being was more prevalent among the participants than a high level of well-being. Finally, the present study has not been able to account for whether there is a correlation between nature impact and well-being.

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  • 38.
    Berg, Ylva
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Nymark, Sannimaria
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    "Det är liksom UT som gäller": En kvalitativ studie om hur lärare i idrott och hälsa i årskurs 7-9 tolkar och bedömer ett kunskapskrav gällande friluftsaktiviteter2021Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The aim of the study is to gain a deeper understanding of how teachers in physical education and health (PEH) in grades 7-9 interpret and assess the knowledge requirement “The student plans and carries out outdoor activities with some/relatively good/good adaptation to different conditions, environments and rules'' (Skolverket, 2011, s.51) and what teachers experience affects their ability to process the knowledge requirement. The study's questions are: How do the teachers interpret the knowledge requirement? How do the teachers work to assess the knowledge requirement? What factors do the teachers experience affect their ability to work with the knowledge requirement?

    Method

    This study is based on qualitative semi-structured interviews. Convenience sampling followed by a chain sampling provided a basis for eight licensed teachers in PEH. Interviews were conducted through video calls in Zoom or email. Data was transcribed and then coded based on themes linked to the study’s questions. The study uses curriculum theory and frame factor theory as a theoretical framework. 

    Results

    The teachers in the study show a similar interpretation of the knowledge requirement. Students should plan and implement activities in nature with adaptation to different weather/seasons, places and the right of public access. The interpretation of what the students should be able to do is based on the different grade levels differs. The teachers state different working methods in assessing the knowledge requirement. The interviewed teachers feel that it is mainly external factors that affect their ability to process the knowledge requirement in their teaching.

    Conclusions

    Conclusions from the study are that teachers are important actors in the transformation- and realization arena and then in how the knowledge requirement is interpreted and realized. How teachers interpret and how they assess the knowledge requirement are greatly affected by frame factors that can both enable and limit their room to maneuver.

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  • 39.
    Berggren, André
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Serrander, Simon
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    ”Vad gör du nu?”: En studie om hur lärare i idrott och hälsa arbetar med formativ bedömning2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose

    The purpose of this study is to, from a cultural perspective, investigate if and how four highschool teachers in physical education use formative assessment in their teaching. The studyalso aims to determine factors that promotes and prevents the use of formative assessment.

    1) How does the purpose of the lesson present itself, and in which way is it related tolearning?

    2) When, and in what way does the teacher use any of the five key strategies within formativeassessment?

    3) What factors promotes the use of formative assessment?

    Method

    A qualitative study was implemented by observing the video recorded footage of four highschools physical education teachers from four different schools. During the observations thefive key strategies within formative assessemnt were used for data analysis. The observationsmade visible how the teachers work with formative assessment in their teaching.

    Results

    The observations showed that the teaching from a learning point of view is not as meaningful,if the teachers do not clarify the learning objectives for them. The teachers make the purposeclear in different ways, either at the beginning of the lesson, during the lesson, at the end ofthe lesson or not at all. The results also showed that teachers do not use formative assessmentconsciously. This leads to the situations, when teachers use some of the key strategies informative assessment, occurs sporadically and occasionally during lessons. It was alsoestablished that key factors that promote the use of formative assessment is that the teacherhas a purpose with the lesson that is made clear to the students, the lesson structure, thestudents become active in their own learning and how grouping takes place.

    Conclusions

    The conclusion of the study is that teachers do not consciously use formative assessment intheir teaching. Though it occurred that they subconsciously included some parts of theformative assessment.When they unintentionally used formative assessment it occurred that the lessons was moremeaningful for the students and the learning situations occurred more frequently.

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  • 40.
    Bertills, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    School, learning and mental health: a systematic review of aspects of school climate affecting mental health and positive academic outcomes2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    This study of a systematic review of systematic reviews on school, learning and mental health investigates the relation between school climate, mental health and positive school outcomes. The aim is to analyze the quality and content of previous reviews and to identify aspects in the school climate that positively affect learning and mental health. Research questions are: What is the quality and content of previous systematic reviews on school, learning and mental health? What is the current state of knowledge concerning causal relationships between school climate, learning and mental health according to systematic reviews? What factors in the school climate can be identified as vital for positive outcomes and good mental health?

    Method

    Systematic review of longitudinal or cross-sectional studies. 792 references were identified through literature searches in various databases, with search words considering mental health in combination with search words considering school and learning. Data extraction was performed in three steps; abstract, full text and in-depth data extraction. Criteria for inclusion were: systematic review, published 1999-2009, ages 2-19 years, published in English in peer reviewed journals. The number of reviews that met the criteria set for quality was 37, which were quality rated as of high 27% (10/37), medium 46% (17/37) or low quality 27% (10/37).

    Results

    Three categories of content emerge, where much research has been executed: the relation between positive aspects of mental health and learning, between mental health problems and learning and indirect relations between school factors and mental health and learning. The quality is relatively low, only 8% (3/37) meet all the quality criteria. At school level, where the teacher plays an important role, there is a positive relation between school climate and outcome and mental health, as well as on an individual level, where self-efficacy, i.e. will and skill to perform, can be identified as a factor of major importance to school outcome.

    Conclusions

    Due to the low quality of research on the relation between school, learning and mental health causal relation cannot be established. There are apparent connections between school outcome, self-efficacy and a positive school climate. Teachers are important in and for school climate and are of vital importance for outcome and mental health. Students’ possibility to influence and control their learning promote school outcome and mental health. Policy aimed at improving achievement and school outcome need to consider perceived self-efficacy.

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  • 41.
    Bestic, Milos
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Eriksson Petersson, Adam
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    E-sport – ”Jag ser den som vilken idrott som helst”: En kvalitativ studie om utbildning med E-sportprofil i svensk gymnasieskola2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose and questions

    The purpose of this study is to investigate the new phenomenon of E-sport in Swedish upper secondary school. We intend to look more closely at how the education is shaped and which courses it includes. It is our intention to find out which learning takes place in this education and how teachers talk about it. This is in relation to the qualities that pupils can take with them from the education in their future life. The last thing we intend to investigate is whether and, if so, how gaming problems are highlighted and taught for preventive purposes.

    • What means and contains the phenomenon E-sport in the Swedish upper secondary school?

    • How do teachers talk about what learning and learning processes take place in E-sports education?

    • In what way do teachers involve gaming problems in their teaching?

    Method

    This study has been carried out with a qualitative approach where semi-structured interviews were conducted with 6 teachers who work at E-sport profiled schools in Sweden. The interviews were conducted on the basis of an interview guide where follow-up questions were added to get as close as possible to the subject in question. A theoretical framework in the form of the sociocultural perspective on learning has been used as an analysis tool.

    Results

    All schools work to varying degrees with gaming problems, which includes a preventive perspective. The education differs between the schools as the profile goes under different courses or completely without course. One contributing factor to this is that the National Agency for Education has no designed curriculum for an E-sport profile. All schools had a definite and limited selection of games to make the teaching more efficient. The teachers talked about many things that are taught in the education. What was common to all was the communicative and social gains that students receive through E-sports for their future lives.

    Conclusion

    The differences between the schools are due to the lack of a curriculum with an E-sport profile. As the E-sport involves more than just gaming, there are lessons that concern social interaction, communication and collaboration, which will benefit the students' future. Gaming problems are dealt with by all teachers but with different content, which gives different types of knowledge to the students.

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  • 42.
    Björck, Anna
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    "Framför allt handlar det om att skapa relationer": En kvalitativ intervjustudie om hur idrottslärare arbetar för att skapa en inkluderande lärmiljö för alla elever2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim: The purpose of the study is to study inclusion work from a physical education teacher's perspective, to give an image of what work with inclusion looks like and what challenges the teachers face. This is to contribute knowledge about how a good learning environment is created so that more students can be given the opportunity to achieve the knowledge requirements. The following questions have been formulated in order to answer the purpose of the study: What factors do the teachers consider to be decisive in achieving an inclusive learning environment? What methods do the teachers use to create an inclusive learning environment? How do the teachers experience the work of creating an inclusive learning environment?

    Method: The method used is of a qualitative nature and data collection has been carried out through a series of semi-structured interviews. Six teachers in physical education and health were selected through a goal-directed selection which later also expressed itself through a snowball selection. The interviews took place both physically on site at the schools where the teachers work and via the digital meeting platform Zoom. The interviews was then transcribed by hand to be analyzed using thematic analysis. As a theoretical framework, frame factor theory and Scheff's theory of social bonds were used.

    Results: The teachers believe that the most important factors for achieving an inclusive learning environment are: leadership, relationship building and adaptations. It is important that the teacher radiates a confident leadership where a commitment and interest in the students is at the center. In order to reach the students, the teacher needs to be able to create trusting relationships with the students. The teachers do this in one way or another throughout the school day by being responsive and interested. Furthermore, the teachers try to organize the teaching so that the students are allowed to work according to their own ability and to their individual level. The teachers feel that they have good opportunities to create an inclusive learning environment despite large classes.

    Conclusions: Through flexibility, commitment, interest and a certain amount of ingenuity, the teachers find a way to create an inclusive learning environment. The teachers do this through clear leadership, relationship building and various didactic choices. This despite large classes and sometimes questionable support from management.

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  • 43.
    Björklund, Melissa
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Tirpan, Adem
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Förutsättningar för friluftsliv i grundskolan: En kvalitativ undersökning om hur idrottslärare hanterar läroplanens vision i undervisningen2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The aim of the study is primarily to investigate how physical education and health (PEH) teachers conduct outdoor education in relation to the vision of the Swedish curriculum. The study also aims to investigate whether the PEH teachers have any suggestions regarding development in the work with outdoor education. The study seeks to answer the questions:

    • How do PEH teachers experience their prerequisites for outdoor education in elementary school? 
    • How do PEH teachers transform the vision of the curriculum into a concrete content in outdoor life?
    • What development opportunities do PEH teachers perceive to be in the work with outdoor education in relation to Lgr11?

    Method 

    The study is based on a qualitative approach where semi-structured interviews are used as a method for seeking answers to the study's questions. The selection procedure was in the form of a convenience selection. The qualitative interviews have been conducted with six PEH teachers from four primary schools, located in different municipalities in the Stockholm area. The study's theoretical framework is based on a curriculum theoretical perspective.

    Results

    The results show that the activity discourse still controls the outdoor education and that the main contributing factor for teaching is the economy. PEH teachers perceive the curriculum's guidelines as free of interpretation, which creates uneven conditions in the outdoor education. Concerning possibilities for development, conditions regarding finances and time are mainly emphasized without any other concrete suggestions for reforming. Furthermore, the results have also shown that there is a beginner culture amongst newly graduated PEH teachers, which prevents teaching development possibilities, as it can entail difficulties in breaking the workplace's existing traditions within the subject.

    Conclusions 

    The study's conclusions show that the open interpretation possibilities for the PEH teachers mean that activity- and sport-related discourses remain in the realization arena, despite the curriculum's vision with different perspectives. The PEH teachers work closely with the stated requirements in curriculum, which, however, leads to the overall perspectives end up in the cloud, thus creating an unequal teaching that not all students find.

    Based on the study's results, Mikael's (2018) proposal regarding a place-responsive pedagogy and a more school-based outdoor education is considered to be up-to-date and a nuanced method which promotes teacher’s prerequisites for outdoor education.

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  • 44.
    Björkman, Niklas
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Nordström, Erik
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Ett hopp om högt betyg: En kvantitativ studie om elevuppskattade fysiska förmågors betydelse för slutbetyget i idrott och hälsa årskurs 92017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The aim of the study is to establish whether the four self-rated quantifiable attributes speed, elasticity, strength and endurance correlate with the acquired grade for physical education in year 9 in the Swedish school. The following questions were predominant: Is the data from the self-formulated questions consistent with data from the CY-PSPP form? Is there a correlation to be found between any or some of the self-rated four attributes and the grade in physical education? Is there any difference between the above-mentioned self-rated physical abilities in how they correlate with the grade in physical education?

     

    Method

    The data presented in the study is based on answers from surveys from 233 high school students in Stockholm. The survey is constructed partly by the CY-PSPP method and partly from self-formulated questions. Data was processed in excel and the statistical program SPSS, where Spearman-correlations were calculated. The CY-PSPP variables were compared to variable data from self-formulated questions.

     

    Results

    The result of the comparison between the CY-PSPP form and the self-formulated questions show evident correlation. Based on the student answers, elasticity was the attribute that showed strongest correlation toward the grade, closely followed by speed and endurance. The strength attribute correlated significantly less with the grade than the other attributes. 

     

    Conclusions

    Data from the survey display a positive correlations between all of the attributes and grades in physical education. Anchored in Bourdieu’s terminology, it is hard to decide whether the attribute endurance can be ascribed to be a capital with respect to the grade in physical education, meanwhile, the attribute strength show few signs of being a capital in that sense. Some suggest that speed and elasticity to a wider extent than endurance can be regarded as a capital for high grades. 

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  • 45.
    Björling, Monika
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Dans är inte idrott!: En kvalitativ studie om elevers attityder till dans2005Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpStudent thesis
    Abstract [en]

    Aim

    The purpose of this study has been to examine attitudes towards dance in a broad sense, among Swedish schoolchildren. The study has been done with three different questions in mind: What do pupils think and express about dance? Are there any differences in attitude towards dance between girls and boys? And how do the pupils relate to gender conceptions in connection to dance illustrations?

    Method

    Eight pupils 12 – 14 years of age have been interviewed separately during physical education lessons. During parts of the interviews dance illustrations were used in order to encourage the pupils in their discussions, especially when asked to relate to dance and gender conceptions. The statements have been interpreted from a gender theoretical perspective.

    Results

    My interview study shows that male pupils to a larger extent than female pupils inhabit hostile feelings towards dance as part of physical education lessons. This study reveals an almost non-existing dance education. On the rare occasions when dance lessons are actually given, pupils tend to be dissatisfied. Other conclusions are that the pupils don’t regard dance as a “sport” and that dance is considered as a feminine activity. Furthermore, it is clear that pupils have a more positive attitude towards dance when it comes to dance as an extracurricular activity.

    Conclusions

    Since pupils´ attitudes towards dance are more negative when dance becomes a part of physical education than towards dance as an extracurricular activity, the physical education curriculum should provide for this. By accommodating the pupils´ requests and by introducing dance lessons in the first grade, pupils can become more confident in their dancing abilities. Perhaps then attitudes towards dance can be more positive. Dance is considered as something feminine by the pupils and their views of normal femininity and masculinity behavior become very clear in this context. Therefore, issues about tolerance and gender may be addressed through a dance education that is serious and well thought out.

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  • 46.
    Blomkvist, Sandra
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Hur arbetar lärare med elevinflytande?: en kvalitativ intervjustudie med lärare i idrott och hälsa i skolans tidigare år2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning

    Syftet med studien är att analysera hur elevinflytande fungerar i praktiken. Frågeställningarna är: Vilka erfarenheter har lärarna i idrott och hälsa när det gäller elevinflytande? Hur arbetar lärare i idrott och hälsa med elevinflytande? Om det finns några likheter och skillnader mellan lärarna vilka är då dessa?

    Metod

    I studien har kvalitativa intervjuer använts. De som har deltagit är tre stycken män och tre stycken kvinnor som är verksamma lärare i idrott och hälsa. Alla arbetar med elever i årskurs F-6. Kontakt togs med lärarna för att informera om studien. Tid och plats bestämdes för mötet och intervjuerna genomfördes. Sedan transkriberades och tolkades materialet för att till sist sammanställas.

    Resultat

    Lärarnas erfarenheter Majoriteten av lärarna anser att elevinflytande togs upp under utbildningen. Hälften tycker att de har fått tillräckligt med hjälpmedel och hälften tycker inte det. Eleverna har inte stort inflytande men de får vara med och påverka direkt i undervisningen. Hälften anser att det behövs tid för att ge ökat inflytande, andra menar atteleverna har det inflytande som går att ha. Lärarnas arbete Elevinflytande betyder att eleverna får vara med att påverka i undervisningen och det är viktigt med inflytande. När det handlar om miljöns påverkan är lärarnas åsikter delade. Lärarna har olika synpunkter på hur en miljö borde se ut för att få in inflytande. För att göra eleverna mer delaktiga handlar det om att prata mer. Grovplaneringen och ”måste momenten” är det som eleverna inte kan påverka. Lärarna har skilda åsikter om reflektion hinns med i undervisningen. Nästan alla är positiva till förslag från eleverna och dialog är jättebra och viktigt. Det råder delade meningar om vad eleverna känner till om sin rätt till inflytande. Hälften tror att det är svårt för eleverna att ta tillvara sitt inflytande och hälften påstår att det handlar om att förvalta ansvaret på ett bra sätt.

    Slutsatser

    Lärarnas erfarenheter av elevinflytande ser olika ut och ute i verksamheterna förekommer inte inflytande i så stor utsträckning. De flesta av lärarna är positiva till elevinflytande men hur de ska få in det i undervisningen är svårt eftersom det finns så lite tid och deras elever är små. Studien visar på fler skillnader än likheter mellan lärarnas åsikter.

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  • 47.
    Brandt, Hedwig
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Plate, Andreas
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Simundervisning: - “...jag simundervisar inte, tycker inte jag. För jag har alldeles för lite tid för det.”2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract 

    Aim

    The aim of this study is to investigate how teachers in physical education (PE) in primary school (9th grade) are working with students who do not meet the requirement in the segment swimming.

    1. In which way do the teachers interpret the requirements and the main content in Lgr 11, regarding swimming?

    2. How do the teachers work with students who do not meet the requirements in the segment swimming?

    3. What do the teachers consider to be the reason why students do not meet the requirements for swimming in grade 9?

    Method

    In this study we have used a qualitative approach using interviews conducted with five primary school PE teachers. The interviews are semi-structured with specific themes, but with open questions that provide opportunities for follow-up questions. The teachers were chosen based on a convenience selection with teachers in the Stockholm area. All interviews took place at the schools where the teachers themselves worked. The interviews were recorded and later transcribed. The theoretical starting points chosen for the study are curriculum theory, frame factorial theory and the teacher's repertoire.

    Results

    The results showed that the teachers consider the syllabus to be interpretable and that there is too little amount of time for swimming lessons, at the moment only regular checks are made. The teachers contact and talk with the students who do not meet the proficiency requirement. Those who do not meet the proficiency requirement are offered swimming schools organized by the municipality. The results also showed that teachers believe that students’ lack of swimming competence are dependent on external factors, such as fitness, home relationships and the students’ origins.

    Conclusion

    There is too little amount of time for teachers to accomplish swimming lessons in primary school. The proficiency requirement for the segment swimming in 9th grade are, according to the teachers, too broad and interpretable. External factors such as time, resources and past experiences affect how the swimming competence looks like among the students in 9th grade primary school.

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  • 48.
    Brandt, Ylva
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Men vad ska jag göra för ett A?: Vad kan idrottslärare göra för att konkretisera kunskapskravet "goda rörelsekvaliteteter" i realisationsarenan?2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte

    Denna kvalitativa studies syfte är att undersöka hur de delar av kunskapskraven som innefattar rörelsekvaliteter och kroppslig förmåga konkretiseras. Studien svarar på huvudfrågan: Vad kan lärare göra för att konkretisera Lgy 11: s kunskapskrav om rörelse  i realiseringsarenan?

    Metod

    Datainsamlingen har främst varit kvalitativa, semistrukturerade intervjuer, men även observationer. 12 erfarna, behöriga idrottslärare har intervjuats och fem av dessa har också  observerats. Det transkriberade materialet analyserades enligt Ad hoc metoden och presenteras i enighet med studiens underfrågor samt de erfarenheter och reflektioner som utkristalliserades.

    Resultat

    De intervjuade lärarna förefaller finna det svårt att konkretisera både vad och hur  de gör för att belysa för eleven vad som ska läras och utvecklas för högre betyg. Dock används filmer som stöd och referenser till avstämningar. Tendensen finns att ett mer reflekterande arbetssätt kan underlätta för elevens förståelse för vad som bedöms; därmed också en konkretare bild av vad som kan förbättras för progression. Läroplanens utformning, förväntningar på ämnet samt elevers självbild och tidigare erfarenheter nämns som hindrande aspekter. De intervjuade lärarna föreföll dock säkrare i sin bedömning än vad tidigare forskning visat. Studiens lärare utgår mer från fakta än känsla. De kan identifiera rörelsekvaliteter, men ifrågasätter kvalitetsmarkörer.

    Intervjuerna har analyserats utifrån både PCK (Pedagogical Content Knowledge) och Läroplansteori som teoretiska ramverk. Slutsatsen är att lärare trots bedömningsstöd, kollegialt samarbete, god ämneskunskap och en undervisning anpassad efter Lgr 11 finner det svårt att konkretisera för enskild elev vad som kan göras för kravuppfyllning gällande rörelsekvalitet. Studien indikerar dock att en konkretiserad, mer objektiv bedömningssituation kan underlätta. Fler variabler än prestation och otydliga värdeord påverkar vad som kan göras för att öka elevers måluppfyllelse. Därmed kan det hävdas att diskrepansen mellan realiseringsarenan och transformeringsarenan kan hävdas vara för stor.

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  • 49.
    Buljubasic, Jasenko
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Fysiskt aktiva skolungdomar: En studie som belyser högstadielärares motivationsarbete2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Summary

    Aim and research questions

    The purpose of the study is to examine how physical education (PE) teachers can work to increase young people’s interest in physical education but also physical activity in general.

    - How can PE teachers work to increase student’s interest in physical activity?

    - Does PE teachers believe that the student’s interest for sports is achieved according to the educations curriculum and in that case, how?

    - What problems can PE teachers encounter in their efforts to get young people motivated for physical activities during PE classes?

    Method

    Prior to implementation of the study i reviewed on a lot of past research and got interested about the problem with unmotivated students. After this I looked for different theories that I could use for my study and settled with the KASAM theory by Aaron Antonovsky. The method applied in this study was a qualitative interview method. The aim was to find out how teachers work to motivate their students to be physically active and wanting to participate in PE classes. The interview was made with five different PE teachers who worked with students at high school. After having collected and transcribed all data the study’s aim and questions could be answered. 

    Results

    The interviews made shows that teachers in schools often work with motivating their students, but it doesn’t seem like an easy task. Building a good relationship to all students in a class was something that the teachers thought were important factors getting the students more motivated and having a better attitude towards PE. A well-formed lesson with various activities and variation was considered to be important. There should also be a range of levels and options during one lesson so that all students at times could be successful. In this way students find something that suits them and they get motivated.

    Conclusion

    Working with motivating students is a core element out in the schools and the teachers carry a huge social responsibility to ensure that more students want to be physically active in physical education but also seen from a lifetime perspective

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    En studie om högstadielärares motivationsarbete
  • 50.
    Bäckman, Maja
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Enderin, Caroline
    Swedish School of Sport and Health Sciences, GIH, Department of Movement, Culture and Society.
    Att arbeta med yoga och mindfulness i undervisningen: en kvalitativ intervjustudie med sex lärare i idrott och hälsa2024Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to investigate how PE teachers teach yoga and mindfulness. As well as the opportunities and obstacles related to teaching yoga and mindfulness.The following questions have been studied:

    What do the teachers highlight as important when designing their lessons in yoga and mindfulness? What advantages and disadvantages do the teachers see with teaching yoga and mindfulness? What should be kept in mind when teaching yoga and mindfulness?

    The study used a qualitative method with semi-structured interviews. Six physical education teachers from five different schools in Sweden where interviewed. For analysis of the material, a thematic analysis was used where different themes from the interviews were compiled in the result based on the study's questions. The study was based partly on a Salutogenic perspective and partly on a Phenomenographic perspective.

    The teachers had a positive view of yoga and mindfulness in education. It was considered beneficial for the students’ stress levels, physical and mental training, sleep and ability to concentrate. Some challenges could be that the education plan does not provide sufficient time for yoga and mindfulness and lacks clarity for this topic. Additionally, it can be difficult for students to relax and to get in touch with one's feelings. The connection to religion should also be considered. It could be practiced in different ways, longer or shorter exercises, with the teacher or external instructors and in school or in nature. Security, individuality and less demands are also points that the teachers believe improve the lessons.

    The study shows that yoga and mindfulness can be beneficial methods to use. The implementation of yoga and mindfulness in the lesson content can contribute to several advantages for the students, even though there are a few challenges that need to be worked on. The teaching can be designed according to what suits the student group and the teacher should strive to create a safe climate where individuality should be encouraged and where there should be no pressure and demands.

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