Gymnastik- och idrottshögskolan, GIH

Teaching outdoors is an obligatory part of physical education (PE) in most countries; therefore, PE holds great potential to contribute to learning about nature, the environment and environmental sustainability (ES). This paper reports the investigation of whether Swedish PE teachers perceive ES as part of their subject, and if so, how do they implement it? Drawing on 60 PE teachers' answers to five opened questions (53 written answers and 7 oral interviews), and using British sociologist Basil Bernstein's concepts of classification and codes, this study have asked the following research questions: 1. What influences the position and legitimisation of ES in PE? 2. How does the subject culture of Swedish PE influence the introduction of ES? The result from the study shows a complexity regarding the strength of the boundaries that surround ES in PE and what this complexity might offer in terms of enablers and constraints. The result also displays a strong connection between outdoor education and its potential for teaching ES. Various options are discussed with regard to where (in what content areas in PE) and how to implement ES.

Previous research has presented contrasting notions of the potential impact of physical education teacher education (PETE) on professional teaching practice. Despite growing scholarship on PETE, work is needed to better understand how PETE can matter to would-be physical education (PE) teachers and teaching in the subject. This article aims to provide insights into when and how PETE matters to further understand how programmes can prepare preservice teachers (PSTs) for their future profession. The article draws on data from two larger research projects and nine doctoral projects conducted in Sweden from 2018 to 2024. We revisit this collective dataset through a reanalysis of all the original data across the projects, complemented by a two-day collaborative analysis workshop involving all researchers to explore when and how PETE matters throughout teacher education during campus-based courses, in the transitions between campus and school-based experiences, and in the shift from teacher education into the initial years of teaching. This iterative analytical process enabled the identification of four categories of when PETE mattered: (i) when knowledge in movement and movement cultures was taught, (ii) when coherence was accommodated, (iii) when opportunities for student subjectification were provided, and (iv) when PETE constituted a driving force for educational change. In contrast to studies that question the impact of PETE, we have pointed to instances when PETE mattered and how. The article shows various ways PETE can prepare PSTs for their upcoming professional lives as teachers and be a proactive part of driving PE as a subject area forward.

This study explores how newly qualified physical education (PE) teachers experience the meaning offeedback through reflections on their assessment practices.We focus on the use, purpose, and contentof feedback in PE practice. Assessment practices in PE have generally been used for grading purposes,often with little connection to the preceding teaching and learning. The educational quality offeedback depends on teachers’ knowledge of what is supposed to be learned and how learners understandwhat they are supposed to know. Hence, it is important to investigate whether and how PEteacher education (PETE) prepares pre-service teachers for their professional work with feedbackin PE. Individual stimulated recall interviews, a focus group interview and individual interviews witheight newly qualified teacherswere conducted, and the datawas analysed through a phenomenographicapproach. The findings reveal that feedback is experienced in various ways, some comprising contentthat helps students learnwhat is supposed to be learned. Otherways of experiencing feedback generatecontent that does not relate to any intended learning goal other than being physically active in the hereand now. The findings are discussed in relation to Hattie and Timperley’s (2007) model of feedback aswell as in relation to PETE and the significance of providing possibilities for future teachers tolearn about the ways in which feedback can be educationally worthwhile.

While posthumanist studies have increased in Physical Education Teacher Education (PETE), traditional analytical approaches are still often employed for the analysis of policy documents, which limits the ways that we can understand policy work. The aim of this paper is to explore how bodies are conceptualised and assembled in PETE policies in one institution from Sweden and one from Australia using a posthumanist perspective. We understand these policies as material doings and enactments of the world that can allow us to think differently about PETE. By using the concepts of assemblage and plugging in, three result categories are presented: (1) Moving (human) bodies, (2) Teaching (human) bodies and (3) (The lack of) Non-human bodies. We then discuss these results in relation to our own historicities and previous research, and we advocate for new ways of analysing policy work in PETE.

I det här kapitlet är syftet att visa och diskutera hur begreppet sportifiering kan användas som övergripande förklaringsmodell för de specialiserings-, kommersialiserings- och professionaliseringsprocesser som präglat barn- och ungdomsidrotten under de senaste decennierna. Vi vill också belysa sportifieringens effekter för ungas idrottande samt dess koppling till förändringar av platser och anläggningar för barn- och ungdomsidrott. Det väcker frågan: Vad innebär dessa förändrade platser och anläggningar ur ett hållbarhetsperspektiv – och vilka vägval står vi inför? 

Det eksisterer ingen oversiktsartikler som systematisk presenterer forskningen på friluftsliv i høyere utdanning i Norge. Artikkelens formål er å gi en slik oversikt, samt diskutere hvordan friluftsliv presenteres i forskningen fra et pedagogisk og historisk perspektiv. Forskningsspørsmålene vi stiller er: Hva karakteriserer forskningen på friluftsliv innen høyere utdanning? Hvordan forholder dagens friluftslivsforskning seg til ulike danningsideal? Etter ferdigstilt inklusjonsprosess ble 37 publikasjoner inkludert i studien. Vi identifiserte ingen publikasjoner før 2008. Resultatene viser at et flertall av publikasjonene var kvalitativt innrettet. Gjennom en abduktiv tilnærming til kvalitativ innholdsanalyse konstruerte vi følgende forskningstemaer i vår studie: (1) studentenes læring, (2) ledelse og personlig vekst, (3) natursyn og bærekraft og (4) kritikk av den neoliberale påvirkningen. Vi fant at friluftslivsutdanningens opprinnelige ideer om økofilosofi og økodanning er lite belyst, og at det er lite forskning på mangfold og inkludering i friluftsliv i høyere utdanning. Resultatet av studien diskuteres i lys av utdanningens funksjon og i relasjon til danningsideal i friluftslivsutdanningen.

There is a lack of scoping reviews on friluftsliv in higher education in Norway. The aim of this paper is to contribute with such a review and to discuss research about friluftsliv from educational and historical perspectives. Our research questions are: What characterizes research on friluftsliv in higher education in Norway? How is contemporary research on friluftsliv related to educational ideals, and to theory about the function of education? 37 publications were included in the study, none of these were published before 2008. The results show that most publications applied a qualitative methodology. Through an abductive approach to qualitative content analysis, we constructed the following research themes in our study: (1) student learning, (2) leadership and personal growth, (3) conceptions of nature and sustainability, and (4) critique of neoliberalism. We found that original ideas about ecophilosophy and eco-education are poorly elucidated, and that little research has been done on topics related to diversity and inclusion in friluftsliv in higher education. The results of the study are discussed in relation to educational ideals in friluftsliv studies, as well as to theory about the functions of education

An ongoing discussion is a debate about the benefits of outdoor activities for health, where a narrowness regarding the benefits as a matter of curing or preventing disease has been questioned. Hence, there is an urgent need to theorize further the relationship between outdoor activities and health with robust theoretical frameworks that can guide research and practice, taking different aspects of human-nature relations into account. In the paper, a critique of pathogenic perspectives of health is forwarded, as well as a critique of an anthropocentric human centeredness of health. Instead, a salutogenic model and the metaphor of the swimmer in the river is used to discuss the relation without being restricted to health as the absence of disease or to human health and wellbeing. In the paper, seven different relations, or salutogenic questions, are provided, moving from the swimmer in the foreground, to swimmers in the river to finally foregrounding the river.