Gymnastik- och idrottshögskolan, GIH

Aim

The purpose of the study is to investigate how people who are active within NIU, position themselves to the organization´s selection and admission process in relation to the influence of elite associations. Furthermore, this study will create a better understanding of this through three research questions.In the research questions we use the word ’legitimze’, which in this case is synonymous with ’the stories of the respondents’.

Research questions

1. How do people working within NIU legitimize their activites?

2. How do people working within NIU legitimize the selection and admission process to NIU?

3. How do people active within NIU legitimize the elite club´s involvements?

Method

The study is based on the qualitative research approach where semi – structured interviews were the approach for data collection. We chose to proceed from a target – oriented and strategic selection when we selected respondents for our survey. Analysis of empirical data was carried out in two different ways, partly via an inductive perspective but also via narrative analysis. As a theoretical framework, we have chosen to start from the positioning theory.

Results

The results show that all the respondents position themselves in the fact that their activities are elite preparation. Elite preparatory selection and admission process was another theme that also stood out where the selection was largely about the soccer knowledge of the applicants. The third theme that we saw in the results was that the elite associations influence the businesses or try to influence them, with the motive of benefiting their own business.

Conclusion

In order for the activities, admission and selection to be considered elite, the students' football skills are the single most important aspect. What we also saw was that the club activities' interests in influencing were financial, commercial, and sporting.

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.

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

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

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

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

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

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). 

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.

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

Syfte och frågeställning

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

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

Metod

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

Resultat

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

Slutsats

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

Syfte och frågeställning

Syftet med denna uppsats är att undersöka hur man som idrottslärare kan motivera inaktivasamt lågaktiva barn till fysisk rörelse under idrottstimmar.

Frågeställningar:

• Vilka strategier använder idrottslärare för att motivera inaktiva elever till att delta iundervisningen?

• Hur fungerar dessa strategier?

Metod

Studien har en kvalitativ ansats och består av intervjuer och observationer, detta för att hittasvar på studiens frågeställningar. Fyra olika idrottslärare har intervjuats, två av dessa lärarehar även observerats under deras lektion. I studien har tre slumpmässigt valda klasserobserverats. Studiens teoretiska utgångspunkt är motivationsteorin.

Resultat

Studien visar att positiv feedback är en stor källa till motivation. Genom att skapameningsfullhet i ämnet idrott och hälsa så ökar man motivationen hos barnen. Dessa strategierfungerade till stor del hos alla barn.

Slutsats

Det är viktigt att skapa meningsfullhet för eleverna för att de ska känna motivation. Men ävensom lärare att finna motivation i sitt arbete 

Syfte och frågeställningar

Syftet med studien är att undersöka hur lärare i idrott och hälsa resonerar kring och arbetar med begreppet hälsa på lektionerna i idrott och hälsa. De frågeställningar som besvaras är:

Hur tolkar lärare i idrott och hälsa begreppet hälsa?Vilka didaktiska val gör läraren för att undervisa i hälsa? 

Metod

Metoden som användes i detta arbete var kvalitativ och empiri baserades på intervjuer. Intervjuerna var av halvstrukturerad karaktär och genomfördes med fem stycken lärare i idrott och hälsa i skolans senare år. Urvalet gjordes genom en kombination av ändamålsenligt urval och bekvämlighetsprincipen. Det teoretiska ramverket som valdes och som genomsyrar stora delar av arbetet med studien utgår ifrån didaktiska teorier och modeller.   

Resultat

Studiens resultat tyder på att lärarna i idrott och hälsa tolkar begreppet hälsa som något som kan delas in i olika delar. Främst framkommer då fysisk och psykisk hälsa, och i några fall även social hälsa. Uppfattningen om hur hälsan skall komma till uttryck i undervisningen görs utifrån lärarens egen definition av begreppet, det som framkommer i styrdokumenten och det som eleverna anses ha behov utav. Det mest framträdande inslagen i hälsoundervisningen är det som kopplas till fysisk aktivitet och fysiologiska effekter. Undervisning som syftar till kunskaper inom området hälsa och livsstil utförs både praktiskt och teoretiskt, men gemensamt är att lärarna försöker möjliggöra ett lärande i området med hjälp av verktyg som diskussion och reflektion.

Slutsats 

Studiens resultat överensstämmer med resultat från tidigare forskning såsom att lärarna definierar begreppet utifrån olika delar, men att det trots detta är den fysiska hälsan som dominerar hälsoundervisningen. Stor vikt läggs på fysisk aktivitet och att den tillsammans med teoretiska kunskaper skall bidra till förutsättningar för eleverna att påverka sina liv i en hälsosam riktning, både på kort och på lång sikt. 

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. 

Syfte och frågeställningar

Syftet med denna studie är att undersöka vilka erfarenheter idrottslärare på högstadiet har av att det uppstår dilemman kopplat till elevers religion i samband med idrottsundervisning samt hur de arbetar med och hanterar sådana dilemman. Studiens frågeställningar:

• Vilka erfarenheter har lärare i ämnet idrott och hälsa av att elever begränsas från att delta i idrottsundervisningen på grund av deras religiösa tillhörighet?
• Vilka lösningar använder lärare sig av för att ge alla elever samma möjlighet att uppnå målen i ämnet?

Metod

I denna studie användes en kvalitativ ansats där kvalitativa intervjuer gjordes med fem idrottslärare som har erfarenhet av att undervisa på högstadiet. Urvalet gjordes främst genom ett bekvämlighetsurval. Materialet samlades in genom kvalitativa intervjuer vilket gör att de intervjuade lärarna kan ge utförliga svar och dela med sig av sina erfarenheter vilket kan ge en djupgående förståelse. Fyra av intervjuerna genomfördes på distans via videokonferensprogrammet Zoom medan en intervju skedde på den intervjuade lärarens arbetsplats.

Resultat & Slutsatser

Samtliga fem lärare som intervjuats har erfarenhet av att religion vid vissa tillfällen begränsat elever från att delta i idrottsundervisning. Samtliga lärare menar dock att det inte är vanligt utan endast sker vid några få enstaka moment eller tillfällen. Det är framför allt vid simundervisning som det kan bli problematiskt för vissa elever att delta på grund av deras religion och detta gäller främst muslimska flickor. Ett ytterligare moment där vissa religiösa elever ibland begränsas att delta är dans. Några av lärarna har även erfarenhet av att religion påverkar vissa muslimska elevers deltagande i idrottsundervisning när de fastar under ramadan. Lärarnas tillvägagångssätt för att lösa de religiösa dilemman som uppstår är oftast att ha en god kommunikation med de berörda eleverna och deras föräldrar vilket sedan kan mynna ut i att vissa anpassningar görs för dessa elever.

Aim 

The aim of the study is partly to shed light on how physical education teacher students experience today's sports halls, and partly to investigate how they want to design the ideal sports halls of the future in the subject of sports and health. The questions that the study intends to answer are the three that follow: what advantages and disadvantages do physical education students experience that there are in today's physical space within the subject of sports and health? How do teacher students in sports and health want the ideal physical space of the future to be designed in sports and health? how do physical education teacher students reflect on sports and health in the design of the sports hall of the future? 

Method 

The study has a hermeneutic approach conducted through a qualitative interview study. Six subject teacher students at GIH who all graduate in the spring semester of 2022 have been interviewed. The interviews were recorded via voice recording on a mobile phone and after this the material was transcribed and then analyzed, processed and summarized. 

Results 

The results that emerge are that the respondents see problems with small sports halls, poorly equipped halls and lack of materials as the biggest disadvantages based on their previous experiences. The advantages that are highlighted as positive are the size of the halls, good access to materials and close connection to other forms of facilities where it has been possible to conduct sports. In the creation of the halls of the future, we find new innovative solutions from some of the respondents while others stay more within the framework of what feels more realistic. The respondents' view of the design of the sports subject is clear, we do not find the same clarity regarding the health subject. 

Conclusion 

The sports hall of the future is emerging through the respondents in the study, where new thoughts and thoughts about what it could look like in the future become clear. It becomes clear that a change is needed in the design of many of today's sports halls. It also appears that there is disagreement about how to teach the subject of health as the guidelines for this seem unclear.

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.

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.

Syftet med studien är att skapa en förståelse över hur idrottslärare i årskurs 7-9 motiverar bollspel i undervisningen med relation till kursplanen och det centrala innehållet, samt hur idrottslärare i årskurs 7-9 relaterar momentet bollspel till kunskapskraven.

1. Hur motiverar idrottslärare i årskurs 7-9 bollspel som momentet i undervisningen med relation till kursplanen och det centrala innehållet?
2. Hur relaterar idrottslärare i årskurs 7-9 bollspel som momentet i undervisningen till kunskapskraven?

Metod: vi har valt att använda en kvalitativ intervjustudie med semistrukturerade frågor och de använda teorierna som varit till hjälp för att tolka resultatet är läroplansteorin och KASAM. Sex utbildare idrottslärare inom ämnet idrott och hälsa för årskurs 7-9 intervjuades och valdes ut med ett bekvämlighetsurval. De intervjuade arbetade i både Stockholms län och Uppsala län.

Resultat: Informanterna anpassade undervisningen genom progression och modifiering av momentet bollspel. Detta gav eleven en möjlighet att utöva bollspel på sin nivå och med progression arbeta sig mot kursplanens mål och syfte. Det som samtliga informanter kopplade bollspel i undervisningen till var kunskapskravet “Eleven kan delta i lekar, spel och idrotter som innefattar komplexa rörelser i olika miljöer och varierar och anpassar sina rörelser till aktiviteten och sammanhanget” (Skolverket, 2011. s. 51). Detta gjordes genom att de ansåg bollspel som en komplex rörelse där eleverna behöver anpassa sina rörelser till aktiviteten och för att bollspel kan utövas i olika miljöer, såsom utomhus och inomhus. 

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. 

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.

BAKGRUNN

It is well established that Assessment for Learning (AfL) is a model for assessment that strengthens young peoples’ learning in schools as well as in higher education. This is also the case in school physical education and in physical education teacher education (PETE). One of the key learning strategies in AfL is to activate peers as resources for learning, often operationalized as peer assessment. In physical education, peer assessment has proven to strengthen learning for both the observer and the observed.

One dimension of peer assessment, that has only scarcely been covered in the physical education context, but that is more highlighted in research of peer assessment in general teacher education, is the tensions inherent in giving feedback to peers, and perhaps friends, on their work. It has been argued that teacher students do not feel comfortable when critiquing other teacher students, and that peer assessment could reflect friendships more than learning outcomes.

In the physical education context, studies have shown that peer assessment is one area that physical education teachers are sceptical about. Further, it has been argued that pupils can be mean to each other if implementing peer assessment during physical education teaching. In this paper we aim to dig deeper into this problematic aspect of peer assessment in physical education.

METODE

More specifically, drawing on the French sociologist Pierre Bourdieu’s concept of capital and using qualitative methodology, the question that will guide our analysis reads:

What capabilities and behaviours among students are by PETE students and physical education teachers acknowledged as legitimate and valuable when peer assessment is implemented in physical education teaching?  

RESULTAT, KONKLUSJON: 

Preliminary results show that in order for peer assessment to be successful in physical education teaching questions regarding who gives feedback on what needs to be considered.  

REFERENCES

Backman, E., Tolgfors, B., Nyberg, G., & Quennerstedt, M. (2021). How does physical education teacher education matter? A methodological approach to understanding transitions from PETE to school physical education. Physical Education and Sport Pedagogy, 1-14.

Tolgfors, B., Quennerstedt, M., Backman, E., & Nyberg, G. (2022). Enacting assessment for learning in the induction phase of physical education teaching. European Physical Education Review, 28(2), 534-551.

Tolgfors, B., Backman, E., Nyberg, G., & Quennerstedt, M. (2021). Between ideal teaching and ‘what works’: The transmission and transformation of a content area from university to school placements within physical education teacher education. European Physical Education Review, 27(2), 312-327.

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

It is well established that students in higher education need to develop evaluative skills in order to become effective learners (Guest & Riegler 2022). Assessment for Learning (AfL) is a model for assessment that strengthens learning in schools as well as in higher education (Black et al 2002). This is also the case in physical education teacher education (PETE) (Eather et al 2017, Macken et al 2020) and in school physical education (Leirhaug 2016). One of the key learning strategies in AfL is to activate peers as resources for learning, often operationalised as peer assessment. In PETE, peer assessment (or peer-assisted learning in a broader meaning) has proven to strengthen learning for both the observer and the observed (Lamb et al 2012). 

One dimension of peer assessment, that has only scarcely been covered in the PETE context (Macken et al 2020) but that is more highlighted in research of peer assessment in general teacher education (see e.g. Kilic 2016, Tait-McCutcheon & Bernadette Knewstubb 2018), is the tensions inherent in giving feedback to peers on their work, peers who might also often be friends. According to Kilic (2016, 137) preservice teachers “do not feel comfortable when critiquing another student” and Tait-McCutcheon and Knewstubb (2018, 773) argues that “peer assessment could reflect friendships more than learning outcomes”. 

Research demonstrates a complexity with regards to the potential for peer assessment in PETE. On the one hand, preservice teachers have expressed that giving feedback to peers creates a positive, safe, equal and relaxed learning environment (Lamb et al., 2012) and peer assessment has been reported to improve competence, confidence and self-efficacy among preservice teachers (Eather et al., 2017). On the other hand, a study by Macken et al. (2020) reported that preservice teachers believe their students would be mean to each other if implementing peer assessment during their school placement practice in PETE.

In this paper, we aim to further explore the complexity involved in peer assessment in PETE to get a deepened and more differentiated picture of this phenomenon. Our overall aim is to contribute to more knowledge about how to involve  preservice teachers in PETE and students in school physical education as resources for learning without risking to cause harm. Drawing on the call from Scanlon et al. (2022) for more studies on how assessment is taught in PETE, our specific aim in this paper is to investigate preservice teachers’ views on what as well as how peer assessment is taught in PETE, to be used in school physical education. We will use Pierre Bourdieu’s (1990) concept of capital, as well as the work of Hay and Penney (2013) on how accountability mechanisms functions in assessment, in order to analyse what is assigned value in peer assessment. The two questions that will guide our analysis in this paper reads: What mechanisms are assigned value in peer assessment according to preservice teachers in PETE? And: How do the mechanisms that are assigned value in peer assessment in PETE function according to preservice teachers? More knowledge about the what and the how in teaching of assessment practices in PETE can improve these practices within school physical education.

Methodology

The study presented in this paper is conducted as part of a greater project with the aim of exploring how PETE matters for school physical education. In the overall project we have recruited preservice teachers, with physical education as one of their subjects, during their last year in teacher education. During this last year, one campus-placed course in assessment and one school placement course, constituted the contexts from which we collected empirical material to this study (Authors 2021).  

The participants in this study were 21 preservice teachers from two different PETE institutions in Sweden (10 from uni A and 11 from uni B). The empirical material analysed in this study compriced of: 

1. Three audio-recorded seminars (90-120 min each) from the campus-based assessment courses (one seminar from uni A and two from uni B) conducted before the preservice teachers’ school placement studies.
2. Seven individual semi-structured interviews (40-70 min each) (Kvale 1996) conducted during visits at the preservice teachers’ school placement studies (all from uni A).
3. Five individual Stimulated Recall (SR)-interviews conducted during visits at the preservice teachers’ school placement studies (one from A, four from B).
4. Two audio-recorded and semi-structured group interviews (40-60 min each) (Kvale 1996) from the campus-based assessment courses (both from A) conducted after the school placement studies. 

After having had the empirical material transcribed by an external part, a thematic content analysis was initiated by a process of familiarisation in which all four researchers were engaged (Braun et al 2017). Inspired by an abductive approach (Alvesson & Sköldberg 2017), we allowed ourselves to be open to alternative theories that could help explain the empirical material. The choice of research object was initiated by the impression from the interviews that giving feedback to peers is surrounded by a complexity, both in PETE and in school physical education. The identification of social relationships and certain types of bodies and movements as assigned with value when giving feedback to peers guided our attention towards Bourdieu-inspired interpretations of the social capital (Beames & Atencio 2008) and the physical capital (Redelius & Hay 2010).   

Educational challenges following when ‘the what’ is reflected in ‘the how’

The findings indicate that when the what-aspect of ‘social relationships’ is to be implemented into an how-aspect, the preservice teachers calls for continuous interaction ‘over time’ in order to build a safe and an allowing climate for learning. While this interaction can be implemented in PETE and in school physical education, allowing for school children to build social capital (Beames & Atencio 2008), a result from this study that calls for further discussion is how PETE can make continuous interaction between preservice teachers and school students possible during school placement studies. 

When the what-aspect of ‘articulating what to learn’ is mirrored in relation to the how-aspect of giving ‘correct feedback’ in peer assessment, this displays that physical capital in school physical education is strongly connected to standards of excellence and norms of right and wrong movement technique (Redelius & Hay 2010). These golden norms seem to be upheld by the displayed lack a common language for learning (Larsson & Redelius 2008). A question following from this study is what resources preservice teachers are offered within PETE to embody a language for learning in school physical education? 

This study also made visible that ‘the emphasis of certain forms of knowledge ’ is highly valued when preservice teachers are to give feedback to their peers, to their students (during school placement) or when they engage students to give feedback to each other.  The preservice teachers claim to handle this ‘what-aspect’ of peer assessment by focus their attention on ‘managing the sensitivity’ arising when themselves or their students are to comment on each others’ bodies in movements. 

In conclusion, the combination of social and physical capital decides what is possible to say to whom when preservice teachers and students are to give feedback to peers in PETE and in school physical education.

References

Alvesson M and Sköldberg K (2017) Tolkning och Reflektion. Vetenskapsfilosofi och Kvalitativ Metod [Interpretation and Reflection. Philosophy of Science and Qualitative Method]. Lund: Studentlitteratur. [In Swedish.]

Beames, Simon and Atencio, Matthew (2008)'Building social capital through outdoor education', Journal of Adventure Education & Outdoor Learning,8:2,99 — 112

Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. 2002. Working Inside the Black Box. Assessment for Learning in the Classroom. London: GL Assessment

Bourdieu, P. (1990). The logic of practice. (Richard Nice, Trans.). Cambridge, MA: Polity Press.

Eather, N., Riley, N., Miller, D., Jones, B. (2017) Evaluating the Effectiveness of Using Peer-Dialogue Assessment for Improving Pre-Service Teachers' Perceived Confidence and Competence to Teach Physical Education. Australian Journal of Teacher Education, 

Guest J & Riegler R (2022) Knowing HE standards: how good are students at evaluating academic work?, Higher Education Research & Development, 41:3, 714-728

Hay, P. J., and D. Penney. 2013. Assessment in Physical Education. A Sociocultural Perspective. London: Routledge.

Kilic, D. (2016) An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education, Higher Education Studies, 6(1), 136-144. 

Kvale, Steinar (1996). Interviews. An Introduction to Qualitative Research Interviewing. California: Sage Publications.

Lamb P Lane K & Aldous D (2012) Enhancing the spaces of reflection: A buddy peer-review process within physical education initial teacher education, European Physical Education Review 19(1) 21–38

Larsson H & Redelius K (2008) Swedish physical education research questioned—current situation and future directions, Physical Education and Sport Pedagogy, 13:4, 381-398, DOI: 10.1080/17408980802353354

Leirhaug 2016 Exploring the relationship between student grades and assessment for learning in Norwegian physical education, European Physical Education Review, 22(3) 298–314

Macken S, MacPhail, A & Calderon, A (2020) Exploring primary pre-service teachers’ use of ‘assessment for learning’ while teaching primary physical education during school placement, Physical Education and Sport Pedagogy, 25:5, 539-554

Redelius, K. & Hay, P. (2010) Defining, acquiring and transacting cultural capital through assessment in physical education, European Physical Education Review, 5(3):275–294:

Scanlon D, MacPhail, A Walsh C & Tannehill D (2022): Embedding assessment in learning experiences: enacting the principles of instructional alignment in physical education teacher education, Curriculum Studies in Health and Physical Education, epub ahead of print

Tait-McCutcheon S & Knewstubb, B. (2018) Evaluating the alignment of self, peer and lecture assessment in an Aotearoa New Zealand pre-service teacher education course, Assessment & Evaluation in Higher Education, 43:5, 772-785

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

Purpose: To (a) present a theoretical framework that describes how learners' movement habits become relevant in the development of movement capability and (b) present data that illustrate how this process occurs in practice. Method: An investigation with preservice physical education teachers was conducted in two phases. The first phase involved examining participants' movement habits, and the second phase involved examining the participants' development of novel capabilities in the context of unicycling. Results: Empirical materials from two participants are presented as case studies. The cases demonstrate how different sets of movement habits interact with novel tasks, making the demand for creative action more or less likely. The cases also demonstrate how subjective and physical elements are interwoven. Finally, the cases provide insights into potentially productive habits for movement learning. Discussion/Conclusion: The paper is concluded with pedagogical implications, including a consideration of how crises might be managed in educational contexts.

Skill development was traditionally seen through a positivist lens. Research was based on mind-body, individual-environment, and performer-skill dualisms, and researchers assumed that universal principles would ensure optimal development. Metaphorically, these assumptions represented a target hitting understanding of skill development. The goal was for the performer to hit the target of optimal performance as reliably as possible. Such an understanding commits researchers and practitioners to practical and methodological approaches. The aim of this paper is to reconsider skill development and think beyond a target hitting metaphor. To achieve this aim, we outline a kinesio-cultural exploration approach to skill development. This approach is based on a metaphoric understanding of skill development as familiarizing oneself with a landscape. Attaining familiarity in movement landscapes, or "kinescapes", requires spending time in these fields, attending to critical aspects, and remaining flexible. From this perspective, skilled performers are qualitatively different to "target hitting" performers.

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.

Purpose of study

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

Methodology

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

Results

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

Conclusion

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

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.

Aim: 

The study aims to investigate students experience of the availability of sports environmental factors that promote talent development at Nationally Approved Sports Education (NIU) in Stockholm County. The questions that the study answers are: 

Which sports environment factor, that promotes talent development, do NIU-students value highest and lowest? Is there a difference in the experience of sports environmental factors between team and individual athletes at NIU high school? 

Method: 

The study uses a quantitative approach and uses a questionnaire. The survey is conducted at three schools in the south and north of Stockholm Country. The data analysis is carried out in Excel and the statistics program Jamovi. The study's theoretical framework is based on Henriksen's (2010) eight environmental successful factors for athletic talent development. Results: 

All NIU students (n=96) rate the sports environment factor "Training groups with supportive relationships", mean value 5.52 (±0.24), and “The training allows sampling”, mean value 5.52 (±0,09), the highest and "Integration of efforts" the lowest mean value 2.96 (±0.85). The sports environment factors studied could show a significant difference between team and individual athletes were in "Training groups with supportive relationships", "Support for the development of psychosocial skills" and "Strong and coherent organizational culture". Significant differences were found under the following questions: "I feel safe in my training environment most of the time" (p=0.002), "someone to talk to about sports-related problems" (p=0.002), "someone to trust in my training environment" (p=0.026), "collaborates with relevant people" (p=0.023) and "the possibility to use NIU's facilities outside school hours" (p=0.007). 

Conclusions: 

All NIU students rate "Training groups with supportive relationships" and “The training allows sampling” the highest and "Integration of efforts" the lowest. There is a difference in the experience of the sports environment factors "Training groups with supportive relationships", "Support for the development of psychosocial skills" and "Strong and coherent organizational culture". The team athletes at NIU high school in Stockholm County experience that they have these sports environment factors to a lower degree compared to the individual athletes. 

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.

Swedish children in elementary school are less physical active, and at the same time, the sedentary behavior in these group is rising. The Swedish Government of Public Health statethat only nine to 23% of children aged eleven to 15 reach the recommendation of 60 min physical activity per day. Sedentary behavior has been shown to increase the risk of overweight and obesity in children. 21% of six-year-olds in Sweden are considered overweight, and the proportions seems to increase with increasing weight. Physical educationan important piece of the puzzle to reach recommendations for those children with a high amount of sedentary behavior and too little physical activity during the day. Targeted interventions are required in order to reach out to these children, which in turn are based on mapping various parameters and connection factors linked to health and lifestyle. The aim ofthis study was to investigate weather participation in physical education co-varies with the health-related lifestyle habits: Drinking sweetened beverages, screen time, physical activity and breakfast habits. Data is collected through a questionnaire from the family program of the foundation “A Healthy Generation”. The respondents are children aged seven to ten years. The result shows that there seems to be a connection between drinking sweetened beverages several days a week and not participating in physical education classes (p< 0,05). The other parameters do not show significant relationships. When interpreting the results, it should be taken into account that the drop-out was relatively large. Further research is needed to comment on the directions of the relationship and to increase the generalizability.

Syfte och frågeställning 

Syftet med studien är att undersöka ur ett lärarperspektiv, på vilka sätt gymnasielärare uppfattar att elever är frånvarande, närvarande respektive deltar i ämnet Idrott och hälsa. De frågeställningar som undersöktes i studien är: I vilken mån uppfattar lärare att elevernas bakgrund påverkar elevers frånvaro, närvaro och deltagande i Idrott och hälsa? Hur uppfattar lärarna elevernas motivation spelar roll för frånvaro, närvaro och aktivt deltagande i ämnet? Samt, hur uppfattar lärarna att yttre omständigheter påverkar frånvaro, närvaro och aktivt deltagande? 

Metod 

Studien har genomförts med en kvalitativ ansats. Semistrukturerade intervjuer genomfördes med ett urval som bestod av fem gymnasielärare varav fyra med yrkeslivsfarenhet från grundskolan. Resultat analyserades genom två teorier, motivationsteori och ramfaktorteori. De intervjuade lärarna arbetade både på både på fri- och kommunala skolor. 

Resultat

Lärarna upplevde att betygsmotiverade elever på teoretiska gymnasieprogram med stark socioekonomisk bakgrund och erfarenhet av föreningsidrott deltog både i högre grad och var mer aktiva på lektionerna. Mindre betygsmotiverade elever på praktiska program hade större frånvarobenägenhet och var mindre delaktiga i alla gymnasieämnen. Enskilda- eller paraktiviteter och mindre elevgrupper upplevde lärarna gynnade flest elevers aktiva deltagande på lektionerna enligt lärarna. Resultatet visade också på att lärarna talade mest om ytterligheter, höga respektive låga betyg, mycket motiverade elever eller elever med hög frånvaro oberoende om undervisningsverksamheten bedrevs i kommunal- eller friskola. Yttre påverkansfaktorer som exempelvis elevhälsan var viktiga för att nå ut till elever med hög frånvaro. Lärarna upplevde att största skillnaderna mellan gymnasielever och grundskolelever var motivationen och det aktiva deltagandet på lektionerna. Friskolorna hade oftast mindre fysiska och materiella resurser och var mer resultatorienterade. 

Slutsats 

Enligt gymnasielärarnas uppfattning hade teoretiska högskoleförberedande program flest aktivt och betygsmotiverade elever i Idrott och hälsa. Praktiska arbetsinriktade program hade fler elever med frånvaro eller som inte deltog i lika höga grad i ämnet. Lärarna kopplade hög frånvaro till psykisk ohälsa och frånvaro även i övriga ämnen utöver Idrott och hälsa.

Aim

The purpose of the study is to investigate upper secondary school students’ experiences of health education in Physical education, and to investigate how the students’ knowledge can be transferred to students’ lifestyles outside the school context. The knowledge about the students’ experience can provide an increased understanding of how health education in school works and may need to be adjusted. The study is based on the following questions:

How do schools work with health, in and around education, according to students?What learning does health education contribute to?What aspects of health education are affecting students’ lives now and in what way?Method

The study is based on a qualitative method, within which six semi-structured interviews with youths between the ages of 16–19 was conducted. The selection was made through a convenience selection where the participants all showed their interest in participating in the study. The study is based on health literacy as a theoretical framework, which is helping to understand how learning occurs and affects students even after school.

Results

The results show that health education contains both theoretical and practical elements, but the connection between them doesn't always appear to be clear as different aspects of health often are treated in different ways. Theoretical elements are perceived as meaningless and repetitive in comparison to the practical elements, which is perceived as fun and rewarding. The best outcome provides a clear connection between theory and practice, combined with learning linked to situations relatable to the students. This leads to the students being able to apply what they’ve learned in other contexts as well. Education in a safe environment contributes to the increasing of the students' self-awareness and a better approach to health.

Conclusion

The education deals with both salutogenic and pathogenic perspectives, which contributes to the students experiencing that the concept of health is addressed in its entirety. But the students have not fully understood the complexity of the concept of health and cannot concretize the excluded parts. The experience of health education gets affected by norm affiliation and it is important to clarify the norms to avoid exclusion. To teach health in a healthy way requires great competence, which may need improvement.

Syfte och frågeställning

Denna uppsats är baserad på tidigare forskning inom fältet friluftsliv och syftet är att undersöka hur yrkesverksamma lärare i ämnet idrott och hälsa ser på begreppet friluftsliv, hur de ser på friluftsliv och hälsa samt vad de tycker om ämnesövergripande friluftslivsundervisning.

Frågeställningarna lyder:

- Vad är friluftsliv för en lärare i idrott och hälsa?

- Hur ser lärare i idrott och hälsa på relationen mellan friluftsliv och elevernas hälsa och välbefinnande?

- Kan friluftsliv fungera ämnesövergripande?

Metod

Uppsatsen är en intervjustudie med en kvalitativ ansats för att svara på syfte och frågeställning. Studiens urval är fem yrkesaktiva lärare i ämnet idrott och hälsa på två olika gymnasieskolor i Stockholmsområdet, vilka är valda genom ett bekvämlighetsurval. En pilotintervju genomfördes innan de skarpa intervjuerna för att säkerställa tillförlitligheten. De teoretiska ramverk som användes för att analysera denna studies resultat var Engströms praktiker och ramfaktorteorin.

Resultat

Studiens resultat visar att friluftslivsundervisningen är stark påverkad av olika faktorer. Friluftsliv kopplas framför allt ihop upplevelsepraktiken och det finns ett antal olika ramfaktorer som formar undervisningens innehåll, bland annat tidsresurser och socioekonomiska aspekter. Ämnesövergripande, om utfört med rätt resurser, kan ha en positiv inverkan på undervisningen.SlutsatsStudiens slutsats är att friluftsliv är påverkningsbart på många olika sätt och att gymnasielärare i ämnet idrott och hälsa verkar förstå friluftsliv och hälsa som synonymer.

In the early summer of 1972, 69 young women graduated from the SwedishSchool of Sports Science and were thus given the prestigious title of Gymnastic Director. The aim of this article is to analyse the professional careers of thegraduates. This is done by means of a collective biographical study of the 43 whoanswered a questionnaire. To widen the scope the answers have been comparedwith results from studies of women who graduated from the school in 1893 and1932. In terms of age and geographical origin the women who graduated in 1972did not differ in any significant way from their predecessors. However, they differed from them in several other regards, including social background. Until themiddle of the 20th century this education had been for the daughters of the elite,in the early 1970s it was an education for young and ambitious daughters of theSwedish welfare state with career ambitions. They were also able to sustain theircareers when they started a family. In light of what we know about them, it isright to categorize them as successful social climbers, which thanks to the socialbroadening of higher education were given previously unseen opportunities toutilize their talent.

I dag ses den svenska linggymnastiken vid sekelskiftet 1900 i bästa fall som en rolig kuriositet, för de flesta är den något helt okänt. Ändå hade gymnastikpedagogen Pehr Henrik Lings skola under 1800-talet om fysisk aktivitet stort inflytande på tidens internationella kroppskultur. År 1813 inrättades det statliga Gymnastiska centralinstitutet (GCI) på Hamngatan i Stockholm. Vid denna tid saknade kvinnor fulla medborgerliga rättigheter och ägde små möjligheter till högre bildning. Vid Gymnastiska centralinstitutet utbildades dock såväl kvinnor som män, som blev välrenommerade och efterfrågade experter långt bortom Sveriges gränser.

En av dessa var gymnastikdirektören Hedvig Malmström (1863 1950). Hon visar med sitt exempel på ett spännande livsöde och en framgångsrik yrkeskarriär. Vid sekelskiftet 1900 återvände hon till Sverige efter att ha arbetat utomlands som gymnastiklärare och sjukgymnast i Finland, Tyskland och USA. I USA hade hon även avlagt läkarexamen vid Cooper Medical College i San Francisco, Kalifornien, nuvarande Stanford University School of Medicine.

Historikerna Lars Bolling och Leif Ytterberg, verksamma vid GIH i Stockholm, analyserar i Kroppens apostlar. Kvinnliga gymnastikdirektörer 1864 2020 karriärmöjligheter och livsöden hos ett flertal kvinnor som utbildades vid GCI/GIH. Författarna betonar kopplingen mellan sekelskiftets kvinnorörelse och de kvinnliga gymnastikdirektörerna, och visar att GCI gick i fronten för kvinnors högre utbildning i Sverige. [Text från förlaget]

Aim

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

Research questions

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

Method

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

Result 

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

Aim

The purpose of the study is to investigate and describe how low-performing students in year 9 look at their achievements in connection with teaching in sport and health. Furthermore, it is of interest to examine which motivational factors influence them to participate or not participate in the teaching. 

Method

The study is based on a qualitative interview study in which five pupils in year 9 between the ages of 15-16 years participated. The interview guide is based on the motivation theory Self-Determination Theory in order to be able to answer the questions of the study. The participants in the study were selected after a comfort selection and a school in the Stockholm area

Results

The students who participated in the study considered that the learning environment, choice of activities and how the teaching was organized affect their motivation. Additional factors that affect the students' motivation are linked to the feeling of belonging to the teacher and the students in the class. The self-esteem and experience of competence motivates the majority to participate in activities. Furthermore, the students reported that grades are considered an important factor in their desire to participate in the teaching. A couple of students also presented the inaccessibility of the dressing room as a motivational factor.

Conclusions

From the results and the analysis, the following factors emerged affecting the motivation of low-performing students; choice of activity, the teacher, grades, changing rooms and the feeling of competence, autonomy, and affinity. All factors are categorized as internal and external motivation factors. The conclusion for the study is that the motivational factors have a great impact on whether the students are motivated to participate in sports education.

Denna studie undersöker undervisning i hälsa inom ämnet idrott och hälsa på högstadienivå, vilket angår flera perspektiv på undervisning i hälsa. Detta inkluderar (1) undervisning i hälsa utifrån Lgr 22 och aspekterna fysisk- psykisk- och social hälsa, varav även (2) idrottslärares kunskaper för att realisera undervisning i hälsa berörs.  Därtill innefattas även (3) möjligheter och svårigheter för undervisning i hälsa. För att utforska dessa perspektiv har en kvalitativ intervjustudie med lärare i idrott och hälsa genomförts. Sammanlagt intervjuades fyra legitimerade idrottslärare i årskurs 7-9 som har varit verksamma i fyra år eller mer. I avsikt att guida dig som läsare kommer först en bakgrund med syfte att ge ett sammanfattande intryck av begreppet hälsa, dess plats i skolan, samt dess utrymme inom läroplanen för ämnet idrott och hälsa. Därefter presenteras existerande forskning som ger en mer detaljerad överblick på undervisning i hälsa. Kapitlet redogör för svårigheter kring undervisning i hälsa från ett historiskt perspektiv där bland annat olika läroplaner beaktas. Även problem och förutsättningar i relation till läraren och dennes uppdrag såväl som kompetens redovisas. Arbetet avslutas med resultat och diskussion där det framgår att innehållet av undervisning i hälsa är starkt korrelerat till den enskilde idrottslärarens personliga bakgrund och kunnande, varav den fysiska hälsan beskrivs dominera undervisningen. Den enskilde idrottsläraren upplevs som självsäker i sin tolkning av styrdokumenten, men ändock verkar det finnas ett glapp mellan den reella undervisningen och det som styrdokumenten föreskriver. Detta glapp kan delvis uppfattas som en bieffekt av icke tillräckliga kunskaper i hälsa hos den enskilde idrottsläraren, varav idrottslärares högskoleutbildning diskuteras. Slutligen, i idrottslärares uppfattning, är kollegiet en av de främsta förutsättningarna för undervisning i hälsa, medan faktorer såsom lokaler och budgetar istället utgör svårigheter.

Drawing from two long-term ethnographic studies on skateboarding, this chapter will discuss skateboarding as a spatial and multi-sensorial practice where learning and knowing is formed along pathways of movement. I will particularly focus on bowl riding, which is a certain type of skateboarding practice taking place in so called pools or bowls. The ability to practice bowl riding successfully, requires technical skills which include engaging with material transitions and smooth surfaces, balancing on a moving skateboard, and constantly shifting bodily position. It requires both emplaced knowing and moving. I will address how this skillful mobility and perceptive competence is expressed in two ways: 1) through verbal explanations and 2) as informally demonstrated by bowl riding skateboarders. The research informing this chapter is located in the emerging field of movement culture studies. Theoretically, it is positioned in the intersecting space of anthropology, human geography and pedagogy inspired by recent arguments of a shift from embodiment to emplacement. Consequentially, the conceptualization of a moving body in a moving world, i.e. emplaced via its senses in a sociocultural and spatiotemporal environment, requires re-thinking regarding how bodies in context knows, teaches and, learns.

Aim and Research Questions

In December 2022, at the prize ceremony for FIFA World Cup in Qatar Lionel Messi wasendowed with a traditional garment – a bisht – by the emir of Qatar, Sheikh Tamim bin HamadAl Thani. Consequently, the bisht was a highly visible part of the Argentinian celebration onthe podium. All was broadcasted throughout the world. Instantly, the event caused an upsurgeof discussion the lively media debate contained cultural praise as well as accusations of bothislamophobia and racism. How can this debate be understood?Social and cultural ideas are entrenched in sport; however, they are not always interpreted thesame way and the incident described above provides an excellent opportunity to study thecontemporary effects of globalization.

The aim of this presentation is to describe and analyze the mediated value laden expressionsfrom a critical cultural perspective the way they were broadcasted in the coverage of the prizeceremony for the FIFA World Cup 2022 by selected sources.

• Which arguments are audible and visible, who present them, where and in whatways?

• How can these arguments be understood as expressions of transnational culturalflows, cultural complexity, globalization and mediatized values?

Theoretical Background and Literature Review

Three decades ago, Hannerz published the now classic book on cultural complexity and thesocial organization of meaning. He described a creolizing world characterized by diversity inorganization. In his words, ‘autonomy and boundedness of cultures must nowadays beunderstood as a matter of degree’ (Hannerz, 1992, p. 261). Moreover, he stated that thedistribution of culture is asymmetrical where internally diverse transnational culture flowsbetween centers and peripheries. Popular culture, such as sport, fits well in the center/peripherystructure and may even model it, according to Hannerz (1992, p. 240).Before the turn of the century, globalization was a key topic among social science researchersinterested in sports (e.g. Maguire, 1999). The risks of global consumer culture eradicating localcultural expressions was debated. Since then, the importance of media has expanded not leastas a mediator of values (Bolin, 2011). At present, the Qatar World Cup caused journalists andfootball fans to address moral concerns related to the placing of the megaevent, and researchersto critique the adverse effects on social and cultural aspects of sports. For instance, Fruh,Archer and Wojtowicz (2023) argue that Qatar’s interest in hosting the event is a clear case ofsportswashing, i.e., to better a dubious moral reputation through distraction from ethicalviolation, reducing or normalizing it.

Research Design, Methodology and Data Analysis

To describe and analyze the mediated value laden expressions broadcasted in the coverage ofthe prize ceremony for the FIFA World Cup 2022 three different media outlets where chosen:Al Jazeera, SVT and BBC. They were expected to have various perspectives on what happenedon screen given their various social and cultural setting. Al Jazeera was chosen as the Qatariexample, BBC as an example from a country renowned for its well-established interest infootball and SVT for convenience purposes.Sport Media and CommunicationSport Media and Communication310310A theoretically informed reflexive thematic analysis (Braun & Clarke, 2019) was performedto describe and analyze the mediated value laden expressions in both text and images.

Results/Findings and Discussion

Preliminary findings to be developed further show how the bisht was used to display Qataricultural values as part of a key event during the World Cup. The bisht can be understood as acultural device initiating a debate on mediated values and later commercial values. Intersectingand conflicting understandings are showcased. For instance, Al Jazeera includes a BBCcommentator questioning the bisht in their edited version of the ceremony which in turn isinterpreted as both racism and islamophobia in the comment section. Argentinian supportersare further portraited as positive both towards the bisht and Messi as their GOAT. By SVT,Qatar is described as hitting the jackpot with the bisht: ‘This image which will be historical,where he wears this Qatari bisht, I’d say, for them they hit the jackpot’ (SVT).

Conclusion, Contribution, and Implication

Hannerz (1992. p. 5) stated that ‘electronic media play a part in shaping and channelingculture’. The following three decades demonstrates a vast expansion globally on mediatizationand the broadcasting of values (Bolin, 2011).To conclude, it may be argued that these values flow transnationally along center/peripheryconnections and inform all involved including football and sports per se. Whether the valuesare regarded as sportwashing and distinctively wrong because it exploits basic sporting valuesto fulfill its aims and makes all involved complicit in the misconducts (Fruh, Archer &Wojtowicz, 2023), or a battle of power in a creolized world, or simultaneously both, is arguablya question of perspective.

References

Bolin, G. (2013). Value and the media: Cultural production and consumption in digital markets. Ashgate Publishing, Ltd.

Braun, V. & V. Clarke (2019). Reflecting on reflexive thematic analysis, Qualitative Research in Sport, Exercise and Health, 11:4, 589-597, DOI: 10.1080/2159676X.2019.1628806

Fruh, K., Archer, A., & J. Wojtowicz (2023). Sportswashing: Complicity and corruption. Sport, ethics and philosophy. 17:1, 101-118. DOI: 10.1080/17511321.2022.2107697

Hannerz, Ulf (1992). Cultural complexity. Studies in the social organization of meaning. Columbia University Press. 

Maguire, J. (1999). Global sport. Identities, societies, civilizations. Polity. 

Skateboarding or ‘sidewalk surfing’ emerged in the late 1950’s southern California, whereby surfers were not in the sea. The aim of this special issue is to benchmark critical research on skateboarding, youth and subculture on an international basis to contribute to the field of research which explores contemporary skateboarding focusing on young people’s everyday lives from a cultural perspective. Skateboarding is a very individual thing; it is about balance, and it is also about how you hold yourself in a collective subculture within local communities and global media where ‘living side ways’ as Friedel (2016) calls it, is a type of philosophy of the everyday. Skateboarding has evolved from a creative urban activity with a legendary past meshed with subcultural values into an Olympic sport and a platform for multinational industry and global enterprises. On this basis there are tensions between subcultural authenticity within skateboarding and the pursuit of instrumental profit sought by corporate companies who are at some distance from the young people themselves. (Introduction)

Idrottens landskap förändras. Två tendenser är särskilt tydliga – professionalisering och kommersialisering. I den här boken tar vi upp hur dessa tendenser, tillsammans med andra samhällsprocesser som urbanisering och starkare miljökrav, påverkar idrottens former och dess arenor. Vi beskriver också hur olika tendenser förändrar yrkesroller inom idrotten och hur idrottens kulturella kontexter uppstår i nya skepnader. Inte minst blir vinstinriktade inslag tydligare, ibland parallellt med att värdesystem förändras.

Sport management handlar om att finansiera, planera, organisera, leda, marknadsföra och utvärdera idrott. Sedan femton år tillbaka finns universitetsutbildningar som tar det här kunskaps- och forskningsområdet på största allvar. De flesta författarna i den här boken har varit med och byggt upp dessa utbildningar. De har också forskat och undervisat inom området och på så vis bidragit till fältets expansion och vetenskaplighet såväl i Sverige som internationellt.

Boken är den tredje i en serie om tre böcker om sport management i Sverige. Det är den tredje aktuella boken om sport management på svenska. Det är också den tredje boken som tar utgångspunkt i svenska förhållanden. För professionella inom idrottens administrativa värld och för förtroendevalda inom idrottens organisationer är det här en oumbärlig bok. Den ger bland annat svar på frågorna: Hur hänger medier och marknad ihop inom idrotten? Vad har idrott för betydelse för landskap av olika slag? Hur har idrottens yrken förändrats på senare tid? Hur uppstår nya idrotter och nya konsumtionsmönster? Hur kommer idrotten att ta sig uttryck i framtiden?

[Text från förlaget]

This presentation critically explores elite athletes’ accounts on the anti-doping system and how ideas of purity and danger shape their experiences and practices within it. Theoretically, we draw from Mary Douglas’ influential ideas on purity and danger. These ideas encompass the idea that separating dirtiness from cleanliness provides a way to systematically create and maintain symbolic, societal and cultural order. Data from 13 qualitative interviews with elite athletes in three different sports dispersed over five geographical continents was analysed using a reflexive thematic analysis. The analysis shows a strict conviction of the importance to distinguish the pure from the impure, in our study played out as practices and experiences of assurance, intimidation and shaming. The danger of breaching the sharp line between purity and danger had to be handled by the individual athletes through taking precise measures to avoid pollution. The elite athletes’ bodies become the places where boundaries can be built, and sharp limits arise. A conclusion is that the athletes have much to gain from becoming ‘guardians of purity’. We caution, however, that such positioning implicates symbolic values on cleanliness that may simultaneously infer others’ dirtiness.

Contribution

Changing rooms are contested spaces in school settings in Europe. In some countries, such as Norway, a majority (97 %) of the pupils aged 10-16 years in compulsory school use the changing room in connection to PEH, with a slightly lower number using the showers (80,5%) (Mordahl Moen, Westli, & Skille. 2017). In England, however, only 39 % of the similar age group 11-16 year olds reported that they always or sometimes shower (Sandercock, Ogunleye, & Voss. 2016). Amongst Danish pupils (age 16-19) slightly less showered after PEH, 37% (GIPS, 2018). There were no gender differences in these studies (Couturier, Chepko, & Coughlin. 2007; Mordahl Moen, Westli, & Skille. 2017; Sandercock, Ogunleye, & Voss. 2016).

Although the most common reason for avoiding to take a shower after class was lack of time and the reason for not attending PEH-class at all was to avoid being sweaty when going to the next class (Couturier, Chepko, & Coughlin. 2005), it is reasonable to believe that there might be other explanations too. Pupils may feel uncomfortable in this space for a variety of reasons (Frydendahl & Friis Thing, 2020). Getting undressed in front of peers may be experienced as a vulnerable situation due to personal insecurity or fear of exposure in social media. Puberty is a particularly susceptible period in life because of bodily changes, and exposure of breast, pubic hair or lack thereof, may inflict both shame and pride among peers. Yet, changing clothes in these spaces is often a compulsory activity for pupils attending PEH- classes both before such an activity and afterwards.

The changing room provides a site for transforming yourself from the everyday you to the sporting you and then back again. This transformation involves socio-cultural, material, sensorial and affective aspects. For instance, shedding the outer skin, metaphorically speaking, reveals what is beneath, i.e. the naked body with all its beauty and fleshly flaws. This is a place for negotiating and regulating looks, but also for negotiating and regulating observational practices. Moreover, having showers after physical include a component of hygiene.

As a teacher in PEH, handling changing room situations are part and parcel of everyday life. Students in this type of teacher training have considerable personal experience from changing rooms and will also be responsible for their future pupils’ transitions to and from physical activity. Yet, little attention is normally given to changing room practices during teacher training. In order to address this gap, the overall aim of this study was to describe and analyse the affective experiences related to the changing room practices expressed by students in PEH teacher training and further to analyse the students’ reflections on their future teaching practices concerning this space. To meet this aim, three research questions were developed: 1) How did the students describe their changing room practices, 2) which were the occurring affects stimulated in the changing room context, 3) how did the students reflect on their forthcoming pedagogical practices involving changing room procedures for their pupils?

Theoretically, this study draws from Tomkins’ (1962; 1963; 1991) ideas of affect and scripts, further elaborated by scholars such as Demos (Tomkins & Demos 1995) and Probyn (2005). Affect is described as a primary motivator in human beings and is, in contrast to feelings and emotion, a basic system for human functioning (Tomkins & Demos, 1995). Thus, feelings are the consciousness of affect. Script theory is based on behaviour and personal structure as responses to affect. Tomkins argued that behaviour and personal structures develop when affect is triggered in a certain intensity, place, event, or situation: so-called affective scenes.

Method

Methodologically, this study is inspired by Pink’s notion of sensory ethnography (Pink 2015). Pink proposed an “emplaced ethnography that attends to the question of experience by accounting for the relationships between bodies, minds, and the materiality and sensoriality of the environment” (2015, p. 28). In this way a focus is placed on the experiencing body and mind in a material environment. We have employed what could be termed short term ethnography (Pink & Morgan, 2013) or focused ethnography (Andreassen, K. Christensen & Møller, 2019). Six students in PEH teacher training volunteered as research participants. The students (3 women and 3 men) ranged between 23 and 28 years of age and were all enrolled at a sports university college in one of Sweden’s largest cities. All of the participants had teaching experience, either from teacher training or from previous employment. Five of the participants did their fourth semester and one did his second semester. In practice, we filmed semi-structured interviews walking and talking through the changing room practices in situ. The research participants selected changing rooms at the university college. For ethical reasons, the research participants were fully dressed and the changing rooms were empty of other people. Besides the interviews taking place in a potentially compromising space, video recording may be more intrusive than other methods (Öhman and Quennerstedt 2012). Therefore, ethical consideration was of utmost importance and strict measures were continuously taken into account (Pink 2015; Vetenskapsrådet, 2002). The video recordings provided rich and multi-layered data in line with Pink and Morgan (2013) who argue that the intensity and depth of content may be well captured through visual methods. In our study, in the actual changing room, the video recordings allowed participants to describe the multisensory experiences and different strategies for various types of movement, such as going in and out of the shower and the different stages of getting dressed or undressed. The recordings lasted on average 39 minutes. Transcription included spoken language, bodily comportment and spatial location. Extreme accuracy was applied in the transcription where a word-by-word approach was used. Each spoken word and meaningful pause, bodily action, facial expression and movement was transcribed (Knoblauch, Tuma & Schnettler, 2014; Kvale, 2007). The data was analysed for content by coding, categorizing and finally thematising. This process was guided by the research questions and the theoretical framework, but it was an open and inductive enterprise (Julien, 2008).

Expected Outcomes

The research participants in our study can be categorised as young adults having experiences from various changing rooms both as pupils, students, teachers-in-training and as a persons with interest for physical activity, making them rich in experience, especially in school settings. The study indicated affective scenes of shame in changing room practice for these teachers-to-be. The affect of shame was detected and structured by previous experiences and the material and social condition of the room. Some positive affect was also detected, such as joy. As a response to the affect of shame, the participants used shame-management scripts. These were adhering to their practices as in the choice of a spot, positioning, high pace, and always being covered by towel or clothes. Some macho scripts were also detected. Despite the affect of shame and the use of shame-management scripts, the overall perception of changing rooms was good and associated with positive experiences. These experiences arose most often from circumstances surrounding the changing room rather than from the changing room itself, such as physical activity and the lingering feeling of freshness. The results in our study are consistent with previous studies in observing dilemmas in the changing rooms, involving discomfort, experiences of unwanted visibility, and shame. It is also in line with previous research which shows how these experiences sometimes lead to alternative ways to cater for hygiene. These findings are troublesome as previous research has suggested that both younger children and adults seem to cope better in the changing rooms compared to adolescents. The research participants expressed great concern about their future professional challenges and reflected lengthily on strategies to make changing room practices smooth for their future pupils. For example, they would try to obtain a laid back attitude towards menstruation.

References 

Andreassen, K, Christensen, M. & Møller, J. (2019) Focused ethnography as an approach in medical education research. Medical education, 54:4, 296-302. Couturier, LE., Chepko, S., Coughlin, MA. (2005). Student Voices – What Middle and High School Students Have to Say about Physical Education. Physical Educator, 62:4. 170–178. Couturier, LE., Chepko, S., Coughlin, MA. (2007). Whose Gym Is It? Gendered Perspectives on Middle and Secondary School Physical Education. Physical Educator, 64:3, 152–159. Frydendal, S., & Friis Thing, L. (2020) A shameful affair? A figurational study of the change room and showering culture connected to physical education in Danish upper secondary schools. Sport, Education and Society, 25:2, 161–172. Julien, H. (2008). Content analysis. In Given, L. M. (Ed). The SAGE Encyclopedia of Qualitative Research Methods (1st ed., pp. 121–122). Sage. Knoblauch, H., Tuma, R., & Schnettler, B. (2014). Video analysis and videography. In U. Flick. (Ed). The SAGE Handbook of Qualitative Data Analysis (1st ed., pp. 435–449). Sage. Mordahl Moen, K., Westli, K., Skille, EÅ. (2017). Nakenhet som allmenndanning. Garderobesituasjon og kroppsovning slik norske grunnskoleelever opplever det. Norsk Pedagogiks Tidskrift, 101:1, 5–18. O’Donovan, T., Sandford, R., & Kirk, D. (2015). Bourdieu in the changing room. In L. Hunter, W. Smith, & E. Emerald (Eds.), Pierre Bourdieu and physical culture. Routledge. 57-64. Pink, S., & Morgan, J. (2013). Short term ethnography: Intense routes to knowing. Symbolic Interaction, 36(3), 351-361. Pink, S., 2015. Doing sensory ethnography. 2nd ed. Sage. Sandercock, GRH., Ogunleye, A., Voss, C. (2016). Associations between showering behaviours following physical education, physical activity and fitness in English schoolchildren. European Journal of Sport Science, 16:1, 128-134. Tomkins, S. (1962; 1963; 1991). Affect, imagery and consciousness. Vol. I, II and III. Springer. Tomkins, S. & Demos, E. V. (1995). Exploring Affect: The Selected Writings of Silvan S Tomkins. Cambridge University Press. Probyn, E. (2005). Blush. Faces of shame. University of Minnesota Press. Pink, S. & Morgan, J. (2013). Short‐term ethnography: Intense routes to knowing. Symbolic Interaction, 36(3), 351-361. Pink, S. (2015). Doing sensory ethnography. (2nd ed.). Sage. Öhman, M., & Quennerstedt, M. (2012). Observational studies. In Armour, K., & Macdonald, D. (Eds). Research Methods in Physical Education and Youth Sport (1st ed., pp. 189–2013). Routledge. Pink, S. (2015). Doing sensory ethnography. (2nd ed.) London: Sage. Öhman, M., & Quennerstedt, M. (2012). Observational studies. In Armour, K., & Macdonald, D. (Eds). Research Methods in Physical Education and Youth Sport (1st ed., pp. 189–2013). Routledge.

This article examines STIHL Timbersports® and its amalgamation of craftmanship, competition, eventification and branding, through the lens of decontextualization of sport. It thus revisits and revitalizes the concept of sportification, as well as discusses the characteristics of sport such as authenticity and “uncertainty of outcome”. The aim of the article is to grasp the different processes that challenge our common positions regarding sport, which may in turn progress sport beyond the prevalent conceptualization of modern sport.

Syfte och frågeställningar

Studiens övergripande syfte var att öka förståelsen mellan plantarflexion i fotleden och hastighet vid undervattenskickar (UVK) i simning. Vidare ämnade studien att undersöka det tekniska utförandet av UVK hos de båda könen. För att besvara studiens syfte hade följande frågeställningar formulerats: (1) Finns det tekniska skillnader i utförandet av UVK mellan de båda könen? (2) Finns det samband mellan plantarflexion i fotleden och hastighet vid UVK hos svenska juniorsimmare?

Metod

Studien är av kvantitativ metod och innehåller insamling av data och analys av rörlighet samt prestation vid UVK. För studiens syfte genomfördes två tester: (Test 1) på land för att mäta plantarflexion i fotleden. (Test 2) ett 15 m maximalt UVK-test i vatten. Totalt deltog 11 svenska juniorsimmare, sex kvinnor och fem män, i studien. Testerna på lsnd mätte plantarflexion med goniometer och testerna i vattnet genomfördes med sportkamera under vattnet. Testerna i vattnet genomfördes för att mäta hastighet och andra variabler kopplade till UVK. Analyserna genomfördes med dator och mjukvaruprogram.

Resultat

Resultaten från studien visar att män har högre hastighet, amplitud och distans per cykel (DPC). Kvinnor har en högre frekvens och uppvisar generellt en större rörlighet i plantarflexion. Hos kvinnor var samtliga variabler positivt korrelerande med hastighet vid UVK men starkast var amplitud och frekvens. Hos män visade plantarflexion en negativ korrelation med hastighet. Det starkaste sambandet hos män var mellan hastighet och DPC.

Slutsats

På en grundläggande nivå går det att konstatera att män simmar snabbare UVK än kvinnor, att det finns tekniska skillnader i utförandet mellan könen och att det framstår som att plantarflexion som ensam faktor inte påverkar hastigheten vid UVK. I kombination med tidigare studier verkar det istället handla om en kombination av faktorer som ger sitt uttryck i en ''snärt'' i tårna vid avslutet i kickrörelsen och utgör prestationen i form av hastighet vid UVK.