Gymnastik- och idrottshögskolan, GIH

The signature pedagogies enacted were Pedagogies for Professional Learning (i.e. learning communities) and (auto)biographical pedagogies (i.e. cases). In Ireland, the classroom was viewed as a large community, while the teacher established small groups that formed small learning communities. To promote community and enhance participation and motivation in a safe space, the ticket-to-class strategy (further explored in this session) was implemented. In Sweden, (auto)biographical signature pedagogies were used as a theoretical point of departure for course alignment and for insights therein. For example, a written case-based test to promote reflection on school development and topic teaching (PE) was developed. Findings/themes identified/developed In the case of Ireland, the main theme developed was: understanding, planning for, enacting and discussing signature pedagogies as powerful for the teacher educators’ professional learning. The theme encapsulates the multifaceted process of comprehending, strategizing, implementing, and engaging in discourse about signature pedagogies. For the teacher educator, it involved delving into the existing pedagogies that defined the programme, aiming to grasp their nuances and inherent strengths. The planning phase entailed crafting deliberate approaches to incorporate these pedagogies into the programme practices. The enactment was challenging and involved back-and-forth conversations with the pre-service teachers to adapt the SP to their own context and needs. Lastly, discussion with other teacher educators fostered a safe and collaborative reflection that was an essential part of this professional learning opportunity. Swedish teacher educators explored and learned specific autographical pedagogies (vision, vignettes, narratives) as well as general insights into course alignment and task-based learning approaches. In spring 2023, we piloted a re-designed version of the course “School Development” where we implemented different autobiographical pedagogies and tasks. Through the designing and piloting process, we gained insights into creating (from scratch) and implementing (delivering and evaluating) case-based examinations and storytelling and vision tasks. Engaging with the signature pedagogies also encouraged us to reconceptualize our course by centring on specific learning activities and examination tasks. Concluding remarks and take-home messages The process of engaging, planning for, enacting, and reflecting on signature pedagogies in both contexts for the teacher educators was highly positive and seen as a powerful professional learning experience. In considering the use of signature pedagogies in PETE, teacher educators have to be creative in the planning process, create spaces for self-reflection, and consider learning experiences that clearly aligned with the core elements (surface, deep and implicit) from the selected signature pedagogies.

Studies indicate that sport within youth institutional settings can be beneficial (e.g. learning social skills) or problematic (e.g. social exclusion) depending on how they are structured, delivered and, ultimately, experienced by students. In this article, we examine the experiences of students and staff in an educational sport program at a Swedish all-male youth detention home (ages 16–20) in order to increase understanding of the pedagogical approach of a sports-based program for detained youth. Drawing on interviews with both students and staff, we identify and elaborate four aspects of the program—building a pedagogical platform, 'seeing' and meeting students, creating a supportive environment, and thinking beyond the institution—that were collectively represented to initiate and guide a process of growth and change for students. We discuss how these aspects of the program's pedagogical approach, in contrast to deficiency-based approaches, can provide a useful framework for delivering sport in ways that can benefit detained youth and other young people in socially vulnerable situations. 

Objective: To develop an international consensus statement to advise on designing, delivering and evaluating sport-based interventions (SBIs) aimed at promoting social, psychological and physical well-being in prison.

Design: Modified Delphi using two rounds of survey questionnaires and two consensus workshops.

Participants: A multidisciplinary panel of more than 40 experts from 15 international jurisdictions was formed, including representation from the following groups and stakeholders: professionals working in the justice system; officials from sport federations and organisations; academics with research experience of prisons, secure forensic mental health settings and SBIs; and policy-makers in criminal justice and sport.

Results: A core research team and advisory board developed the initial rationale, statement and survey. This survey produced qualitative data which was analysed thematically. The findings were presented at an in-person workshop. Panellists discussed the findings, and, using a modified nominal group technique, reached a consensus on objectives to be included in a revised statement. The core research team and advisory board revised the statement and recirculated it with a second survey. Findings from the second survey were discussed at a second, virtual, workshop. The core research team and advisory board further revised the consensus statement and recirculated it asking panellists for further comments. This iterative process resulted in seven final statement items; all participants have confirmed that they agreed with the content, objectives and recommendations of the final statement.

Conclusions: The statement can be used to assist those that design, deliver and evaluate SBIs by providing guidance on: (1) minimum levels of competence for those designing and delivering SBIs; (2) the design and delivery of inclusive programmes prioritising disadvantaged groups; and (3) evaluation measures which are carefully calibrated both to capture proposed programme outcomes and to advance an understanding of the systems, processes and experiences of sport engagement in prison.

While there is a burgeoning body of literature on visual methods inethnography, including drawing and illustration as method for collectingand exploring data, little has been written about how artistic illustrationscan be used as a representational method for finished ethnographic texts.Based on an illustrated ethnography–a PhD thesis on sport pedagogy inyouth detention–this paper explores what artistic illustrations can do forrepresentations of ethnographic texts. An important starting point of the paperis that artistic illustrations are purpose-full–they can be used strategically tohighlight some details over others, thus making it possible for researchersto selectively accomplish several aims when it comes to representation.Particularly, we focus on ethical, aective, and descriptive purposes for usingartistic illustrations when publishing research on sport in total institutions.We present selected illustrations from the thesis together with analytical andprocedural commentary to shed light on some strategic thinking behind theproduction of the illustrations. Finally, we conclude with some reflectionson the methodology and discuss some further considerations for illustratingethnographic texts in terms of benefits, risks, and possibilities. 

Sport can be an important part of life inside youth detention, often believed to contribute to the rehabilitation of youth. However, there has been little ethnographic research examining this phenomenon. How is sport arranged, delivered, and experienced in these closed settings? This thesis examines pedagogies of sport in youth detention, based on ethnography at Capeview and Summerholm – two all-male youth detention homes in Sweden. By framing youth detention as pedagogical practice, and through a life-world methodology, the thesis provides close descriptions of sport in which the lived experiences of youth are situated in the particular functions and practices of these institutions.

The findings of the thesis are compiled into three independent but interrelated articles. The first article explores a pedagogical approach at Capeview – one of the sites –that a select group of students experienced as initiating and guiding a developmental process. The findings elaborate four aspects of the program – building a pedagogical platform, “seeing” and meeting students, creating a supportive environment, and thinking beyond the institution – that characterized this “rings on the water” (i.e., “ripple effect”) approach. The second article examines the dominant pedagogies of sport at both institutions: withholding sport, busying with sport, and sport as developmental community. Findings illustrate how competing functions of youth justice – punishment, containment, and development – are accomplished, and experienced, through sport pedagogical practice. The third article examines sport in these male-dominated institutions from a masculinities perspective. It shows how pedagogical endeavors must address the impact of divergent notions of masculinity in order to integrate, and avoid further marginalizing, these young men through sport.

The principal contribution of the thesis is to show how different sport pedagogies function in order to educate or support and, conversely, contain or punish placed youth– illustrating how desirable benefits of sport in youth detention are contingent upon pedagogical practice. Bringing pedagogical and gender-critical perspectives to bear, it identifies challenges and shortcomings as well as opportunities and promising practices. Endeavors for doing sport for the benefit of detained youth and a safe, just society must consider issues of pedagogy, gender, and philosophical dilemmas such as conflicting missions of education and corrections. Ultimately, efforts to improve outcomes for detained youth through sport calls for tactful pedagogical action, sensitive to the needs, interests, and life-worlds of youth.

This article examines pedagogies of sport in youth detention, drawing on ethnography (primarily participatory observations and interviews) at two all-male youth detention homes in Sweden. Focusing on youths' experiences situated in discourse and practice, three pedagogies of doing sport in youth detention are described: withholding sport, busying with sport, and sport as developmental community. The young men in this study experienced mixed messages through sport, revealing how rehabilitation through sport was obscured by predominant pedagogies of withholding sport (i.e., punishment or correction) and busying with sport (i.e., containment or filling the time). Yet there were glimpses of another pedagogy, sport as developmental community, and the experiences and pedagogical work underpinning this endeavor are highlighted. This study illustrates how competing functions of youth justice-punishment, containment, and development-are accomplished, and experienced, through (sport) pedagogical practice.

Studies indicate that sport within youth institutional settings can be beneficial (e.g. learning social skills) or problematic (e.g. social exclusion) depending on how they are structured, delivered and, ultimately, experienced by students. In this article, we examine the experiences of students and staff in an educational sport program at a Swedish all-male youth detention home (ages 16–20) in order to increase understanding of the pedagogical approach of a sports-based program for detained youth. Drawing on interviews with both students and staff, we identify and elaborate four aspects of the program—building a pedagogical platform, 'seeing' and meeting students, creating a supportive environment, and thinking beyond the institution—that were collectively represented to initiate and guide a process of growth and change for students. We discuss how these aspects of the program's pedagogical approach, in contrast to deficiency-based approaches, can provide a useful framework for delivering sport in ways that can benefit detained youth and other young people in socially vulnerable situations. ABSTRACT FROM AUTHOR