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  • 1.
    Backman, Erik
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Nyberg, Marie
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Tidén, Anna
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Bedömningsstöd i ämnet Idrott och hälsa: gymnasiet2014Other (Other (popular science, discussion, etc.))
  • 2.
    Backman, Erik
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Thedin Jacobsson, Britta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Nyberg, Marie
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Bedömningsstöd i idrott och hälsa: årskurs 7-92012Other (Other (popular science, discussion, etc.))
  • 3.
    Ekblom, Örjan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Engström, Lars-MagnusSwedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.Hinic, HansiHögskolan i Halmstad.Johnson, UrbanHögskolan i Halmstad.Redelius, KarinSwedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.Ryberg, Lars
    Idrottsledare för barn och ungdom2007Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [sv]

    Idrottsledare för barn och ungdom är framtagen inom ramen för Plattformen. För dig som är tränare eller ledare för idrottande barn och ungdomar är boken oumbärlig oavsett om du tänker gå utbildningen Plattformen eller om du vill läsa den av eget intresse.Boken tar upp områden som barn och ungdomars utveckling, såväl fysisk, motorisk, psykisk och socialt samt ledarskapet och etikens betydelse. Det inledande kapitlet ”Barnet och ungdomen i centrum” tar upp viktiga frågor kring vad som påverkar utformningen av barn- och ungdomsidrott, varför barn och ungdomar egentligen idrottar och vad idrotten lär ut mer än att kasta en boll, slå ett slag eller springa snabbt. Ett särskilt kapitel har också ägnats åt att ge en mängd konkreta, pedagogiska tips till dig som ledare.Boken innehåller även fallbeskrivningar som frågeställningar där du som ledare och läsare får fundera till lite extra och som förhoppningsvis också hjälper dig att ta ställning i såväl enklare som svåra och komplicerade frågor.

    Ur innehållet:

    • Barnet och ungdomen i centrum
    • Ledarskap
    • Etik
    • Barn och ungdomars psykiska och sociala utveckling
    • Barn och ungdomars fysiska träning och utveckling
    • Pedagogiken i praktiken
    • Nyttovärde kontra investeringsvärde
  • 4.
    Engström, Lars-Magnus
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Pedagogisk forskning2014In: Från Kungl. Gymnastiska Centralinstitutet till Gymnastik- och idrottshögskolan: en betraktelse av de senaste 25 åren som del av en 200-årig historia / [ed] Suzanne Lundvall, Stockholm: Gymnastik- och idrottshögskolan, GIH , 2014, p. 210-239Chapter in book (Other (popular science, discussion, etc.))
  • 5.
    Engström, Lars-Magnus
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, KarinSwedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Pedagogiska perspektiv på idrott2002Collection (editor) (Other academic)
    Abstract [sv]

    En rad viktiga frågor måste ställas om idrotten i vårt samhälle. Inte minst gäller det våra barns och ungdomars utveckling och uppfostran: Varför är idrott så populärt? Vilken betydelse har idrott i barns och ungdomars liv? Vad lär sig barnen under skolans idrottstimmar och i sina idrottsföreningar förutom att förbättra sin idrottsliga prestationsförmåga? Finns spontanidrotten kvar? Har flickor och pojkar från olika miljöer och samhällsklasser samma möjlighet att ägna sig åt idrotter och sporter under fritiden? Hur ska man förstå att vissa vuxna ägnar sig åt regelbunden motion och andra inte? Här ger elva författare sin syn på idrott som kulturfenomen och diskuterar vilka konsekvenser olika former av idrott, motion och friluftsliv får för människors lärande. I förgrunden står frågor om idrottens pedagogiska betydelse och hur idrotten har fogats in i det nutida uppfostringsprojektet. Denna bok vänder sig till studerande på utbildningar med en idrottslig inriktning samt till alla som är intresserade av idrott och idrottspedagogik ur ett samhällsvetenskapligt perspektiv.

    Innehåll:

    Del I. Idrott och pedagogik

    - Idrottspedagogik / Lars-Magnus Engström

    - Vetenskapliga perspektiv / Håkan Larsson

    Del II. Idrott och fritidskulturer

    - Den betydelsefulla fritiden / Per Nilsson

    - Barnidrotten i ett samhällsperspektiv / Karin Redelius

    - Ungdomarna, fritiden och idrotten / Bengt Larsson

    - Ungdom(lighet)skultur och idrott / Åsa Bäckström

    - Sportutövning som upplevelse / Johan Arnegård

    - Motion som fritidskultur / Lars-Magnus Engström

    Del III. Idrott, kropp och genus

    - Kropp och identitet / Per Nilsson

    - Genus - historien om kvinnligt och manligt / Birgitta Fagrell

    - Synen på manlighet och kvinnlighet i idrott / Håkan Larsson

    Del IV. Idrott och lärande

    - Kärt barn har många namn - idrott & hälsa i skolan / Jane Meckbach och Suzanne Söderström

    - Idrott, människosyn och värdegrund / Olle Åhs

    - Estetik och kroppsrörelse / Jane Meckbach och Suzanne Söderström

    - Pedagogiska perspektiv på idrott / Lars-Magnus Engström och Karin Redelius

  • 6.
    Engström, Lars-Magnus
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Logics of practice in movement culture: Lars-Magnus Engström’s contribution to understanding participation in movement cultures2018In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, p. 892-904Article in journal (Refereed)
    Abstract [en]

    In this article, we present a framework for exploring participation in and social stratification of movement culture based on Pierre Bourdieu?s concept logic of practice. The background to our approach is Lars-Magnus Engström?s struggle to understand the impact of social stratification on participation in movement culture in a now nearly fifty-year follow-up study. The aim of the article is to elaborate further a framework, which Engström drafted in one of his last publications. Here, we assume that participation in movement cultures is guided by a number of logics of practice that are historically, culturally and socially constituted, and which relate to people?s tastes in particular ways that lead to social stratification. These logics are grouped into three overarching kinds of practices: performing, improving and experiencing, which engender both practice and social stratification. Further, the different logics of practice are linked to a principle of uncertainty, which means that quantitative empirical data must be interpreted rather than measured in a strict sense. The here outlined framework suggests that future research about participation in movement culture needs to take into account information about the structure, rhythm and tempo of the practice, as well as of the directionality of the actions. Information about these issues can hopefully contribute to a more elaborated understanding of the impact of social stratification on participation in movement culture, and in what forms movements are pursued.

  • 7.
    Fagrell, Birgitta
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    The game within the game: Girls' underperforming position in Physical Education2012In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 24, no 1, p. 101-118Article in journal (Refereed)
    Abstract [en]

    Since 1980 the Swedish compulsory school curriculum has stipulated that Physical Education (PE) should be taught co-ed and schools are legally required to promote gender equality. The latest evaluation of PE in Sweden shows that more boys than girls ranked the subject highly and that they had a higher level of activity during the PE lessons. Drawing on a case study, the aim of this article is to illuminate how games placed girls and boys in different subject positions. The logic governing the observed lessons was ‘proper game’, i.e. playing according to the official rules. Combined with hegemonic masculinity and the passivity of the teacher, this kind of logic resulted in the game being dominated by several dominant boys and by the ball-playing girls either being positioned or allowing themselves to be placed in situations in which they consistently underperformed. A gender category in late modernity, resting on hegemonic masculinity, can be seen as a cultural flashpoint that reflects problems in society rather than problems in the gym.

  • 8.
    Kempe-Bergman, Matthis
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Idrottslyftet lyfter vadå?2012In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, ISSN 1103-4629, no 1, p. 46-50Article in journal (Other academic)
  • 9.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Johansson, Susanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Jämställda villkor i idrott och hälsa med fokus på flickors och pojkars måluppfyllelse: På pojkarnas planhalva2010Report (Other academic)
    Abstract [en]

    Gender(ed) patterns in Swedish school physical education and health: a problem of equity?

    In the spring of 2009 the Swedish National Agency of Education commissioned the physical education and sport pedagogy research group at the Swedish School of Sport and Health Sciences in Stockholm to survey and problematize girls' and boys' conditions in Swedish physical education and health (PEH). The overarching theme of this symposium is to present the results from this project and to discuss different kinds of factors that influence gender equity in PEH.

    Gender and gender equity in PEH has been on the research agenda both in Sweden and in other countries for several decades, in particular the masculine and heteronormative character of the subject. What is specific, and perhaps new, about this project is that it takes its starting point in statistical data about 15-16 year old girls' and boys' distribution of grades, parents' educational level, and students' and parents' place of birth (Sweden/not Sweden). The Swedish National Agency of Education (SNAE) has access to statistics from every Swedish school about this kind of information.

    The project consist of three studies:

    -                    a survey, where questionnaires were sent to 350 secondary schools to be answered by a PEH teacher (with questions about aims and content of PEH teaching, gender equity, assessment, etc.);

    -                    an interview study with 17 PEH teachers in mid-Sweden (focusing on how teachers reason about their subject and about gender equity issues in the subject);

    -                    an observation study of PEH lessons with 6 classes at different schools in a big-city area (focusing possible relation between the school’s socio-economic and ethnic conditions, gender patterns during class, and content and organisation of PEH teaching)

    The survey study has added information from teachers about PEH teaching that can be related to the previously mentioned statistical information about the pupils and the distribution of grades. The teachers and classes participating in the interview and observations studies were selected based on the same statistical information. Each paper to be presented at the symposium will deal with one of the three studies.

  • 10.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Challenging Gender in Physical Education: A queer lens on PE teaching2011In: SVEBIS årsbok : aktuell beteendevetenskaplig idrottsforskning, ISSN 0284-4672, p. 27-48Article in journal (Refereed)
    Abstract [en]

    Gender structures have proven to be difficult to challenge within physical education. Despite increased research based knowledge about the relative dominance of boys and of a teaching dominated by traditional sports and physical exercise, little is done in order to change this situation. This might be due to a lack of critical perspectives among researchers and teachers. The aim of this paper is to outline a perspective that might be able to produce new ways of conceptualising and understanding what is happening in terms of gender power relations in physical education classes. We term this perspective queer, hence indicating a subversive perspective that can challenge the complementary perspective on gender that is at present dominating within the subject. From a queer point of view, much of the attempts to 'adjust' the conditions for girls and boys turn out to be reinforcing a traditional gender order, where boys are 'naturally' physically gifted while girls rather 'lie low' during class.

  • 11.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Kön-Idrott-Skola2005In: idrottsforum.org, ISSN 1652-7224Article in journal (Other (popular science, discussion, etc.))
  • 12.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Queering Physical Education. Between benevolence towards girls and a tribute to masculinity2009In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 14, no 1, p. 1-17Article in journal (Refereed)
  • 13.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Nyberg, Marie
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Tiden, Anna
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Thedin Jakobsson, Britta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Bedömningsstöd idrott och hälsa årskurs 4-62014Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Som stöd för bedömning i idrott och hälsa i årskurs 6 finns ett material som ger tydliga exempel på bedömningar av de kunskaper som eleverna visar upp utifrån kunskapskraven. Bedömningsstödet syftar till att konkretisera delar av kunskapskraven genom elevexempel och lärares samtal kring bedömning.

  • 14.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, KarinSwedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Leve idrottspedagogiken!: en vänbok tillägnad Lars-Magnus Engström2005Collection (editor) (Other academic)
    Abstract [sv]

    Vem ägnar sig åt idrott? Vilken betydelse har fritiden i barns och ungdomars liv? Vad innebär hälsa i skolämnet idrott och hälsa?

    Leve idrottspedagogiken! tillägnas Lars-Magnus Engström. Texterna i boken speglar delar av det idrottspedagogiska forskningsområdet i Sverige, vars framväxt Lars-Magnus Engström varit den främsta företrädaren för. Läsaren får här ta del av exempelvis idrottskulturen, fritidskulturen och skolans ämne idrott och hälsa. Genomgående handlar texterna om villkoren för barns och ungdomars deltagande och om de olika lärprocesser som sker i anslutning till idrottsutövning.

    Lars-Magnus Engström har gjort betydande insatser som forskare och lärare samt som professor vid Lärarhögskolan i Stockholm och vid Gymnastik- och idrottshögskolan. I snart fyrtio år har han arbetat med studier kring påverkans- och lärprocesser i idrott. Hans forskning har främst kretsat kring människors idrottsvanor och vilka som utvecklar en fysiskt aktiv livsstil. Idrotts- och motionsutövningar ger både ett så kallat egenvärde och investeringsvärde. Med dessa begrepp bland många andra har Lars-Magnus Engström bidragit till en fördjupad vetenskaplig förståelse av idrottskulturen.

    Författarpresentation

    De flesta författarna har eller har haft Lars-Magnus Engström som handledare och tillhör forskningsgruppen för pedagogik, idrott och fritidskultur. Pierre Bourdieu, Birgitta Fagrell, Håkan Larsson, Karin Redelius, Bengt Larsson, Olle Åhs, Jenny Svender, Göran Patriksson, Per Nilsson, Åsa Bäckström, Johan Arnegård, Erik Backman, Jan Lindroth, Agneta Linné, Jane Meckbach, Suzanne Lundvall, Britta Thedin Jakobsson, Åsa Liljekvist, Tommy Gustafsson, Leif Strand, Bengt-Olov Ljung

  • 15.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, KarinSwedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Mellan nytta och nöje: bilder av ämnet idrott och hälsa2004Collection (editor) (Other academic)
    Abstract [sv]

    Skolans ämne idrott och hälsa är omdebatterat. I takt med att fler och fler uppmärksammar att många unga rör sig för lite, ökar intresset för hur ämnet borde vara upplagt och hur mycket idrott och hälsa eleverna borde ha. Att ämnet är föremål för ett utbrett tyckande innebär inte att det också har studerats i lika hög grad. Det finns därför ett stort behov av en mer ingående belysning och kritisk granskning av ämnet idrott och hälsa.

    I Mellan nytta och nöje ger nio författare sin bild av ämnet i den svenska grundskolan. Texterna baseras på den omfattande studien Skola-Idrott-hälsa, i vilken närmare 2000 barn i skolår 3, 6 och 9 ingick. Bokens olika kapitel belyser ämnets historiska bakgrund, lärares och elevers syn på och inställning till ämnet idag, samt arbetet med lokala kursplaner och styrningen av ämnet. Författarna är forskare och lärare vid Idrottshögskolan och Lärarhögskolan i Stockholm. De ingår också i den forskningsgrupp för pedagogik, idrott och fritidskultur som leds av Lars-Magnus Engström.

    Boken riktar sig till alla som är intresserade av ämnet idrott och hälsa, till exempel lärarstuderande och lärarutbildare, verksamma lärare, skolledare samt politiker med ansvar för frågor rörande skola, idrott och hälsa.

    Innehåll:

    - Mellan nytta och nöje - en introduktion / Håkan Larsson & Karin Redelius

    - Bilder av ämnet idrott och hälsa - en forskningsöversikt / Suzanne Lundvall

    - Ett ämne för vem? Idrottsämnet i grundskolan 1962 - 2002 / Björn Sandahl

    - Fritt och omväxlande. lärares bakgrund och tankar om sitt yrke / Suzanne Lundvall & Jane Meckbach

    - Ett ämne i förändring - eller är allt sig likt? / Jane Meckbach

    - Basket, brännboll och så lite hälsa! Lärares uppfattning om vad hälsa innebär i ämnet idrott och hälsa / Britta Thedin Jakobsson

    - Vad lär man sig på gympan? Elevers syn på idrott och hälsa i åk 5 / Håkan Larsson

    - Bäst och pest! Ämnet idrott och hälsa bland elever i grundskolans senare år / Karin Redelius

    - Friluftsliv i skolan / Erik Backman

    - Flå katt - är det något att kunna? / Marie Nyberg & Anna Tidén

    - Lokala arbetsplaner i idrott och hälsa - en ny typ av styrning / Håkan Larsson

    - Några pedagogiska utmaningar i relation till ämnet idrott och hälsa / Håkan Larsson & Karin Redelius

  • 16.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Swedish physical education research questioned - current situation and future directions2008In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 13, no 4, p. 381-398Article in journal (Refereed)
    Abstract [en]

    Background: Research on the school subject of physical education and health in Sweden has proliferated in the early part of the 21st century. Several large research programmes have been conducted that shed light on the history of physical education and health in this country and that provide a research-based description of the current situation in the subject, particularly with regard to teachers' and pupils' view of the subject and which activities dominate the lessons.

    Purpose: To review the main results of two of these research programmes, highlight some of the practical challenges facing people working with the development of physical education and health as identified by the research, and point to some of the research challenges arising from how the reviewed research was actually conducted.

    Findings: The reviewed research reveals an uncertainty about the subject's educational purpose. Teachers maintain that the main purpose of physical activity is to 'have fun' and the majority of pupils report a positive attitude towards the subject. However, those favouring the subject, mostly boys, are also members of a sports club in their leisure time. Both teachers and pupils have difficulties in articulating what the pupils are supposed to learn in physical education and health. Some of the pupils report that they are supposed to learn the skills and rules of different kinds of sports. Observation studies also confirm that conventional sports activities, particularly ball games, tend to dominate the subject in terms of the use of language heavily loaded with competitive sport connotations.

    Conclusions: The results of the research programmes highlight a number of practical challenges with regard to a physical education and health that according to the national syllabus is supposed to emphasize teaching and learning (for) health: what, more exactly, are pupils supposed to learn and what does a teaching that facilitates such learning look like, what does a teaching that is equitable for all pupils look like and what is the relation between physical education, sport and health? The results of the research also highlight a number of research challenges. Much of the research was carried out without an elaborated theoretical framework that emphasized the teaching processes and the relation between teaching and learning. In addition, most of the research was undertaken from a point of view considered alien to most physical education teachers. There seems to be a need for studies that aim to reduce the gap between theory/researchers and practice/practitioners. Finally, there seems to be a need for researchers to change focus from studying activities to studying learning outcomes.

  • 17.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    "Jag känner inte för att bli en ... kille": Om heteronormativitet i ämnet idrott och hälsa2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, no 2, p. 113-137Article in journal (Other academic)
  • 18.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Moving (in) the heterosexual matrix.: On heteronormativity in secondary school physical education2011In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 16, no 1, p. 67-81Article in journal (Refereed)
    Abstract [en]

    Background: Studies on heteronormativity in PE either appear to have explored the experiences of and conditions for non-heterosexual students, or adopt a retrospective point of view. Further, the relation between heteronormativity and movement and how movement activities embody social norms and values related to gender and sexuality has not been explored in depth.Purpose: To explore the relation between movement and heteronormativity in PE as experienced by the students.

    Participants, setting and research design: The study is based on interviews with 24 students, aged 15 and 16 years and living in a big city area in Sweden. Each student was interviewed on three occasions, immediately following PE lessons visited by the researchers.

    Data collection: The interviews revolved around: (1) the students' social situation; (2) their sporting habits and interests; (3) their views about PE (aims, content, teaching methods, learning, assessment and grading); (4) their views of girls' and boys' conditions in PE; and (5) their views about body and movement.

    Data analysis: A discourse analysis was conducted, based on the interview as a whole, namely the interviewer's questions and comments and the interviewees' responses and possible counter-questions. Particular interest was directed towards linguistic regularities relating to norms and ideas about gender and sexuality.

    Findings: Heteronormativity conditions the way in which girls and boys (feel they can appropriately) engage in a certain movement activity and still be viewed as 'normal'. In the PE classes we visited, being recognised as a 'normal' or straight girl presupposed a feminine appearance, a good coordinative and rhythmic ability, self-confidence in relation to partner dancing, and conversely, a lack of self-confidence and a reluctance to appear aggressive and competitive in connection with ball games. Boys who adopt that position might be apprehended as 'effeminate' or 'poofs' – unless they have some kind of status marker that can serve as a heterosexual alibi, like being popular and athletic. Being recognised as a 'normal' or straight boy presupposed a masculine appearance and confidence, i.e. aggressive and competitive behaviour, in team ball games. Girls who occupy that position might be perceived as 'butch' or 'manly' (perhaps as lesbians?) if they do not, correspondingly, have some kind of marker that can serve as a heterosexual alibi. This might include having a feminine appearance.

    Conclusions: Since heteronorms are embodied in and through movement, any attempt to challenge the heteronormative culture of PE teaching would have to carefully consider which kinds of activities to include in the PE curriculum, and to make it possible for the students to move in new ways. Such a strategy would include a critically reflexive approach among PE teachers towards the conventional endeavour to make the teaching 'work' without too much emphasis on exploring how students experience different physical activities. 

  • 19.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Kempe-Bergman, Matthis
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Idrottslyftets externa utvärdering: Svenska Badmintonförbundet, Svenska Bordtennisförbundet, Svenska Fotbollförbundet och Svenska Volleybollförbundet2012Report (Other academic)
    Abstract [sv]

    Rapporten utgör resultatet av en uppföljning av satsningarna inom Idrottslyftet i idrotterna badminton, bordtennis, fotboll och volleyboll. Uppföljningen har genomförts av tre forskare från Gymnastik- och idrottshögskolan, GIH, i Stockholm på uppdrag av Riksidrottsförbundet (RF). Samtliga RF:s medlemsförbund fick möjlighet att anmäla sitt intresse för att ingå i uppföljningen. De förbund som visade intresse fördelades på sex forskargrupper från lärosäten i landet med idrottsvetenskaplig verksamhet.

    Rapporten inleds med några allmänna ord om Idrottslyftet, vad vår uppföljning går ut på och hur den har genomförts. Därefter följer ett avsnitt om RF:s riktlinjer när det gäller barn- och ungdomsidrott. På detta följer ett kapitel om var och en av de i uppföljningen ingående idrotterna badminton, bordtennis, fotboll och volleyboll avseende hur man ser på och har arbetat med Idrottslyftets intentioner när det gäller 1) att öppna dörrarna för fler och utveckla verksamheten så att fler väljer att fortsätta idrotta, 2) jämlikhet och jämställdhet och 3) Idrotten vill. Därtill har vi undersökt hur man inom de fyra förbunden ser på administrationen av satsningen. Rapporten avslutas med en jämförande analys av idrottslyftssatsningarna inom dessa idrotter och några slutsatser och reflektioner kring arbetet med satsningen.

  • 20.
    Linghede, Eva
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    (Re)presenting equestrian histories—storytelling as a method of inquiry.2016In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 21, no 1, p. 82-95Article in journal (Refereed)
    Abstract [en]

    Responding to calls about the need to ‘give voice’ to groups previously marginalized in research and to challenge meta-narratives about men in sports this paper explores the use of a narrative approach to illuminate men's experiences—and the doing of gender—within equestrian sports, a sport dominated by women in Sweden. Adopting the position of a storyteller three literary short-stories were constructed from interviews with men active in equestrianism. (Re)presenting research findings in this way evoke a lot of questions in academic circles. We have often been askedhowthe stories were constructed and how one judges whether they are representative and trustworthy. These are legitimate questions, no doubt. But questions that are of importance to all qualitative research. It is as if the writing of stories is some kind of mysterious abracadabra activity and not a deliberate and theoretically informed creative process. While reading critique of narrative ways to (re)present research findings, where some researchers suggest that narrative inquiry is a retreat from the difficult academic work of generating new and important ideas, our assumption is that it stems from this misunderstanding about story writing. And maybe the construction of stories has not been given enough attention in narrative research. The purpose of this article is therefore to illustrate the difficult but inspiring activity of transforming 19 interviews into literary short-stories and to highlight methodological concerns relating to presenting these stories. We also demonstrate that creative analytical writing is not just a way of presenting research findings but also a method of inquiry. [ABSTRACT FROM PUBLISHER]

  • 21. Linghede, Eva
    et al.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Heteronormativiteten och dess sprickor: iscensättningar av kön och sexualitet inom idrotten2009In: SVEBIS årsbok, ISSN 0284-4672, p. 103-124Article in journal (Refereed)
    Abstract [en]

    Drawing on data from qualitative interviews with ten homo- or bisexual female athletes, the aim of the study was to investigate how norms connected to gender and sexuality were produced and reproduces in six team sports within the Swedish sports movements. Central questions were: What experiences do homo- or bisexual women have of everyday sporting activities? How are norms on sex and sexuality visible? Are these norms ever challenged? The results indicate that heteronormative discourses mainly are confirmed in everyday activities. The structure of sports, with its clear division between women and men and its strong connection to masculinity, seems to result either in a positive or a negative environment for homo- or bisexual female athletes. On the one hand sport was characterized by strict norms on sex and sexuality, homophobic tendencies, discrimination and insulting behaviours, and on the other hand it was experienced as a free zone, where norms on sex and sexuality were challenged and less firm than in society at large.

  • 22.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Mattsson, Torun
    Malmö högskola.
    Some early and later female pioneers in physical education, dance and sports in Sweden: three different portraits2016In: Inspirational Women in Europe: Making a difference in Physical Education, Sport and Dance / [ed] Rosa Diketmüller, Juiz de Fora: NGIME/UFJF , 2016, p. 86-124Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    According to the latest Gender Gap Report by the World Economic Forum, Sweden is one of the most equal countries in the world (www.weforum.org). The equality is described by for example the proportion of women working outside the home and their economical distribution. The Swedish parliament has also one of the world’s highest representation numbers of women parliament members. To be able to understand this development of equality, factors like a long period with a social democracy government and a strong popular movement are often put forward as explanations for the Swedish gender policy development. But an unproven hypothesis is also that the early education of both men and women in bodily exercise and physical activity played a role in this development. The purpose of this chapter is to pay attention to three Swedish women who, through their engagement in physical culture and sports in different time periods, made difference to the lives for girls and women. The first pioneer, Martina Bergman Österberg, established a female Physical Education Teaching Training Program (PETE), the second, Ann Elefalk, broke the way for female coaches in a male dominated sport and the third Cecilia Dahlgren brought dance into compulsory schools in Sweden. The three portraits differ, but together they illustrate how education, passion and strategies can move mountains.

  • 23.
    Meckbach, Jane
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Gender(ed) patterns in Swedísh school physical education and health: a problem of equity: PE teacher’s talk about girls and boys in Physical Education and Health in a Swedish context2010In: Making a difference / [ed] Jan Wright, 2010Conference paper (Refereed)
    Abstract [en]

    PE teacher’s talk about girls and boys in Physical Education and Health in a Swedish context

    Jane Meckbach, Håkan Larsson, Suzanne Lundvall & Karin Redelius, The Swedish School of Sport and Health Sciences, Stockholm 

    Statistics from the Swedish National Agency of Education (SNAE) reveal that Physical Education and Health (PEH) is the only subject where boys receive higher grades than girls. Previous research indicate that the subject “in practice” is constituted in a sports discourse (in contrast to the health discourse that constitutes the national curriculum for PEH) and that teaching in PEH is conducted on boys’ terms. According to the latest national evaluation of the subject, teaching in PEH is dominated by ball games and fitness training, activities that most boys and some of the girls favour. The overall aim of the symposium is to study girls' and boys' conditions in Swedish PEH. The purpose of this particular presentation is to look upon factors related to PEH teachers´ ways of reasoning about aims, teaching and assessment in the subject, and their view of equity issues.

    17 PEH teachers from schools in the region of Stockholm and Lake Mälaren were selected for interviews. The selection was based on statistics from SNAE presented in the symposium overview. There were four selection criteria: that the school had: 

    -   a high share of students (boys or girls) acquiring Passed with special distinction (the highest grade) in PEH,

    -  a high share of students that did Not pass in PEH,

    -  an equal share of girls and boys acquiring Passed with special distinction in PEH,

    -  an unequal share of boys and girls acquiring Passed with special distinction in PEH (boys or girls acquiring the highest grade).

    Our analytical framework is inspired by Pierre Bourdieu. Through the interviews we want to highlight the logic of PEH in the eyes of PEH teachers and what they assign value in the subject, and how they reason about girls and boys – and girls’ and boys’ conditions – in relation to how they describe their subject.

    The results from the interviews suggest that teachers from schools with a high share of students acquiring Passed with special distinction in PEH seem to focus a lot on learning processes and their students’ reflections about what they learn. These teachers depicted their students as ‘sporty types’. They also seem well aware about gender issues in PEH.

    Teachers from schools with a high share of students that did Not pass in PEH report that many students are frequently absent and that a lot of those who fail to pass cannot swim. Gender issues seem not to be of primary concern to these teachers, and the teachers seem to focus on keeping the students active (they are activity oriented).

    Teachers from schools with an equal share of girls and boys acquiring Passed with special distinction in PEH seem to reason about the subject and girls’ and boys’ conditions in the subject in the same way as the teachers in the first category. They seem to be aware of gender issues in the subject, they are task oriented (rather than activity oriented) and they include activities that are often left out by other teachers (e.g. creative movements).

    Teachers from schools with an unequal share of boys and girls acquiring Passed with special distinction in PEH depict their students as ‘sporty types’. They seem, however, not to reflect upon equity issues to the same extent as the teachers in the previous category.

    It must be emphasised that these findings also mirror the general social conditions of the schools in question. In effect, PEH teachers working in schools with a lot of the students having a privileged social background seem to emphasise learning processes and equity issues more than those working in schools with a lot of students with a less privileged background. In effect, gender equity issues can, paradoxically, be described as something of the icing of the cake in PEH.

    References

    Bourdieu, P. (1984) Distinction. Cambridge, MA: Harvard University Press.

    Bourdieu, P. (1990) The logic of practise. Cambridge: Polity Press

    Lundvall, S. & Meckbach, J. (2008). Mind the Gap – Physical Education and Health and the Frame Factor Theory as a Tool for Analysing Educational Settings, Physical Education and Sport Pedagogy, 2008:4, pp. 345– 364.

    Redelius, K., Fagrell, B. & Larsson, H. Symbolic capital in physical education and health: To be, to do or to know? That is the gendered question, Sport, Education and Society, 2009:2, pp. 245-260.

    SNAE http://www.skolverket.se/sb/d/193/url/

  • 24. Norberg, Johan R
    et al.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Idrotten och kommersen: Marknaden som hot eller möjlighet?2013In: Civilsamhället i samhällskontraktet: En antologi om vad som står på spel / [ed] Filip Wijkström, Stockholm: European Civil Society Press , 2013, 2, p. 175-194Chapter in book (Other academic)
  • 25. Quennerstedt, Mikael
    et al.
    Annerstedt, Claes
    Barker, Dean
    Karlefors, Inger
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Öhman, Marie
    What did they learn in school today?: A method for exploring aspects of learning in physical education.2014In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 20, no 2, p. 282-302Article in journal (Refereed)
    Abstract [en]

    This paper outlines a method for exploring learning in educational practice. The suggested method combines an explicit learning theory with robust methodological steps in order to explore aspects of learning in school physical education. The design of the study is based on sociocultural learning theory, and the approach adds to previous research within the field, both in terms of the combination of methods used and the claims made in our studies. The paper describes a way of collecting and analysing the retrieved data and discusses and illustrates the results of a study using this combination of explicit learning theory and robust methodological steps.

  • 26.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Att utveckla idrott med ett barnrättsperspektiv2015In: Idéer för idrottsutveckling / [ed] Josef Fahlén och Staffan Karp, Stockholm: SISU idrottsböcker , 2015, p. 9-22Chapter in book (Other (popular science, discussion, etc.))
  • 27.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Att vara landslagstjej och läcker eller bara sorglig att se1999In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, no 4, p. 19-23Article in journal (Other academic)
  • 28.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Att vilja och kunna fortsätta: Om idrottens utformning och tillgänglighet2013In: Spela vidare: en antologi om vad som får unga att fortsätta idrotta / [ed] Christine Dartsch och Johan Pihlblad, Stockholm: Centrum för Idrottsforskning , 2013, p. 19-40Chapter in book (Other academic)
  • 29.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Barnet och ungdomen i centrum2011In: Idrottsledare för barn och ungdom / [ed] SISU Idrottsböcker, Stockholm: SISU Idrottsböcker , 2011, 2, p. 7-34Chapter in book (Other (popular science, discussion, etc.))
  • 30.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Barnidrotten i ett samhällsperspektiv2002In: Pedagogiska perspektiv på idrott / [ed] Lars-Magnus Engström och Karin Redelius, Stockholm: HLS förlag , 2002, Vol. S. 57-73 : ill., p. 57-73Chapter in book (Other (popular science, discussion, etc.))
  • 31.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Bedömning av idrottsresultat eller rörelsekvalitéer - en del av problemet med ett ämne på pojkars planhalva?2011In: Idrott & hälsa : organ för Svenska idrottslärarföreningen, ISSN 1653-1124, Vol. 138, no 5, p. 16-18Article in journal (Other (popular science, discussion, etc.))
  • 32.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Betygssättning i idrott och hälsa: en didaktisk utmaning med pedagogiska konsekvenser2012In: Idrottsdidaktiska utmaningar / [ed] Larsson, H. & Meckbach, J., Stockholm: Liber, 2012, 2, p. 217-232Chapter in book (Other academic)
  • 33.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Betygsättning i idrott och hälsa - en didaktisk utmaning med pedagogiska konsekvenser2007In: Idrottsdidaktiska utmaningar / [ed] Håkan Larsson och Jane Meckbach, Stockholm: Liber , 2007, Vol. S. 217-232, p. 217-232Chapter in book (Other (popular science, discussion, etc.))
  • 34.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Bäst och pest!: ämnet idrott och hälsa bland elever i grundskolans senare år2004In: Mellan nytta och nöje: bilder av ämnet idrott och hälsa / [ed] Håkan Larsson & Karin Redelius, Stockholm: Idrottshögskolan i Stockholm (GIH) , 2004, Vol. S. 149-172, p. 149-172Chapter in book (Other academic)
  • 35.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Children of Sports – their Rights (and Duties)2011Conference paper (Refereed)
  • 36.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Children’s rights in sport: a Swedish Perspective2015Conference paper (Refereed)
  • 37.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Children’s Rights in Swedish Sport – from Policy to Practice2011Conference paper (Refereed)
  • 38.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Children’s Rights in Swedish sport – what do coaches know?2012Conference paper (Refereed)
  • 39.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Elitidrottssatsningar för barn - ett demokratiskt dilemma2016In: Föreningen, laget och jaget: 7 perspektiv på idrottens demokratiska effekter / [ed] Christine Dartsch, Johan R. Norberg & Johan Pihlblad, Stockholm: Centrum för idrottsforskning, CIF , 2016, p. 107-116Chapter in book (Other (popular science, discussion, etc.))
  • 40.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Ett svåranvänt begrepp: Recension av Physical Literacy: Throughout the Lifecourse2011In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, no 30 marsArticle, book review (Other academic)
    Abstract [sv]

    Recension av boken Physical Literacy: Throughout the Lifecourse / red. Margaret Whitehead (Routledge, 2010)

  • 41.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Genus och skolframgång i ämnet idrott och hälsa2009In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, Vol. 18, no 1, p. 42-44Article in journal (Other academic)
  • 42.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Idrott för unga - mellan idealism och kommersialism2018In: Sport management: Idrottens organisationer i en svensk kontext. Del 1 / [ed] Bäckström, Å., Book, K., Carlsson, B., & Fahlström, P., Stockholm: SISU idrottsböcker , 2018, 1, p. 146-171Chapter in book (Other academic)
  • 43.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Idrott och kohesion: recension av Inclusion and Exclusion Through Youth Sport, Dagkas, S. & Armour, K. (red) Abingdon, Oxon: Routledge2012In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, no 9 majArticle, book review (Other academic)
  • 44.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Idrotten vill och Barnkonventionen: stöd för tränaren2018In: Idrottens ledarskap, Stockholm: SISU idrottsböcker , 2018, p. 23-39Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Idrottsrörelsen och dess idrottsföreningar ska vara en inkluderande rörelse där alla ska få möjlighet att delta och utvecklas - oavsett ålder, ambitionsnivå, kön, etnicitet eller sexuell läggning. Det kapitel som nu följer tar främst upp barn- och ungdomsidrotten. [...]

  • 45.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Idrottens barn - fria från kränkningar?: En internationell utblick om idrott och FN:s barnkonvention2011In: För barnets bästa: En antologi om idrott ur ett barnrättsperspektiv / [ed] Johan R. Norberg & Johan Pihlblad, Stockholm: Centrum för idrottsforskning , 2011, p. 11-27Chapter in book (Other academic)
  • 46.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Idrottens barn- och ungdomsledare och ledarskapet villkor2016In: Idrottsvetenskap: En introduktion / [ed] Susanna Hedenborg, Lund: Studentlitteratur AB, 2016, 1, p. 279-300Chapter in book (Other (popular science, discussion, etc.))
  • 47.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Idrottsledarna och barnkonventionen: Om idrottande barns rättigheter2011Report (Other academic)
  • 48.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Ledare osäkra om barns rättigheter2012In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, Vol. 21, no 1, p. 14-18Article in journal (Other academic)
    Abstract [sv]

    Hur ser ledare på barns rättigheter? Svaren från närmare 200 ledare visar att många är ovana att resonera i termer av att idrottande barn har rättigheter och att kunskapen om barnkonventionens innehåll är låg.

  • 49.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Ledarna och barnidrotten: Idrottsledarnas syn på idrott, barn och fostran2002Doctoral thesis, monograph (Other scientific)
    Abstract [en]

    An important premise for the study is the pedagogic importance of sports, that children and youth via sports and its leaders consciously and unconsciously incorporate and teach themselves skills, habits and knowledge as well as norms and values. Another premise is that sports leaders, like other teachers and leaders, work in a time where new conditions prevail for children’s upbringing and for the role as a leader. What should be conveyed to children today is not obvious but seems to be dependent on the individual fosterer’s idea on what the role should mean. This is truer for sports leaders, for example, than teachers since the sports movement does not have a prescribed curriculum.

    The perspective of the study is cultural-sociological and gender-theoretical. In the analyses, Pierre Bourdieu’s key concepts, habitus, capital and field, performed the functions of research tools. A descriptive purpose of the study was to increase the knowledge of who the children and youth leaders of the sports movement are and their views of and valuation of sports, the task and the children. Through studying what the sports leaders are bearers of in terms of personified and symbolic capital, the purpose of the study was also to analyse what was encouraged in the sports environment where many children and young people spend a great deal of their leisure.

    The analyses were based on an empirical material consisting of questionnaire replies from 525 sport leaders and in-depth interviews with 18 leaders. In addition, more than 1,600 future teachers and youth recreation leaders replied to a questionnaire form. Who the sport movement’s child and youth leaders are cannot be generally answered. It is partly dependent on which sport it is, partly which gender the leader has. The sport leaders’ attitudes to differing aspects of the children’s sports activity varied and various leader groups confronted each other. The leaders primarily appreciated the relations with the children. However, they did not appreciate the parental intervention, children and youths who did not behave themselves and the high demands which leadership signifies. Through sports the leaders primarily wanted to give the children physical and social upbringing. They wanted to educate children to be creative and independent individuals but emphasized at the same time a conscientious ideal.

    The study showed that differing types of symbolic capital dominate in children and youth’s sports activity and that different leader groups emphasize various values. What is understood as valuable seemed more to be related to the logic of different sports than to gender and the fact that the activities were for children. It is not possible to tell in general how children are fostered and influenced through sports. The results indicate, however, that seriousness dominated over playfulness and that success and achievement are highly valued.

  • 50.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Making the grade in Physical Education – a gendered issue?2013Conference paper (Refereed)
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