Syftet med vår undersökning var att undersöka om extrem-/äventyrssport hade en plats ikursen idrott och hälsa A. Vi valde att skicka ut förfrågningar till 20 skolor i Malmö ochgrannkommunerna, av dessa fick vi svar från tio och endast fyra ville delta i undersökningen.Detta gjorde att vår undersökning omfattar fyra intervjuer med utbildade idrottslärare på fyraolika gymnasieskolor i sydvästra Skåne.I vårt resultat kom vi fram till att tre av lärarna hade extrem-/äventyrssport vid ca femlektionstillfällen per termin, och en hade inga lektioner alls med denna typ av aktivitet. Detvar många faktorer som spelade in när lärarna beskrev varför de inte hade så mångalektionstillfällen med anknytning till extrem-/äventyrssport bland annat tid, resurser,skaderisk, engagemang och förutsättningar i närmiljön. Alla lärare vi intervjuade hade enpositiv inställning till extrem-/äventyrssport i skolundervisningen och skulle gärna vilja få infler lektioner med denna form av aktivitet, eftersom det hjälper att stärka elevers självkänsla,ger en allsidig träning och är ett bra verktyg för teambildning. Tre av dem såg det som väldigtviktigt att idrottsundervisningen i skolan följde med i utvecklingen, anammade de nyaaktiviteter som ungdomar sysslar med utanför skolan och att extrem-/äventyrssport hade blivitett stort fenomen i samhället. Vår slutsats är att Extrem-/äventyrssport absolut har en plats iidrott och hälsa A. Dock var det en väldigt liten plats om man jämför med traditionellaaktiviteter (bollsport, friidrott, gymnastik, racketsport).Nyckelord: Extremsport, äventyrssport, gymnasieelever, idrott och hälsa A, gymnasielärare,flow. / The aim of our study was to examine whether extreme/adventure sports had a place inphysical education. We chose to send out requests to 20 schools in Malmö and neighboringmunicipalities. Of these we received responses from ten, but only four decided to participatein the survey. This meant that our study includes four interviews with teachers in physicaleducation from four different high schools in southwestern Skåne.In our results, we concluded that three of the teachers had extreme/adventure sports atapproximately five class sessions per semester, and one had no lessons at all with this type ofactivity. There were many factors at play when the teacher described why they had so fewlessons occasions related to extreme/adventure sports. These were: time, resources, risk ofinjury, lack of involvement of other teachers and conditions of the local environment. All theteachers we interviewed had a positive attitude towards extreme/adventure sports in school,and would like to get more lessons with this form of activity as it helps to enhance students'self-esteem, provides a comprehensive training and is a good tool for team building. Three ofthem saw it as very important that physical education followed the development in society,embraced the new activities that young people engage in outside school and thatextreme/adventure sports had become a major phenomenon in society. Our conclusion is thatExtreme/adventure sports definitely have a place in physical education. However, it was avery small place when compared with traditional activities (ball games, athletics, gymnastics,racket sports). We also believe that extreme/adventure sports will get more and more space inthe school curriculum in the future.Keywords: Extreme sports, adventure sports, high school students, physical education, highschool teachers, flow.

<p>The aim of this study has been to examine what students within the sport of skydiving think about their education and the social spirit of the community. The purpose of the study is thereby to answer the study's aim through the following questions; how does group dynamics and social solidarity work within the skydiving community, how do the students feel about group dynamics and social solidarity within the skydiving community, and what factors makes the students feel included or respectively excluded from the spirit of the togetherness?</p><p>The theoretical part of the study focuses on group dynamics and groups overall. Further on earlier research within adventure sports and skydiving regarding group dynamics and community spirit is presented. My survey is based on 35 interviews with skydiving students.</p><p>The result shows that the community spirit within skydiving sports is described by the students as very special, unique, and strong among the members. Overall the students have a very positive picture of the social solidarity within the skydiving sports but according to some students it also appears difficult to be included as a beginner. Excluding factors can be divided into two parts, educational factors and contacts with instructors, and time when the skydiving is called off for the day when some students do not know where to go, or who to talk to. Including factors are when people offer to help, give the students support or when they are invited to social activities during the evenings. My main conclusion is that the instructors and experienced skydivers attitude towards the students are very important to create a safe environment giving the students the confidence they need to get through their education. This is the most critical factor to make them feel welcome into the sport, and that they are also included within the spirit of togetherness. This key factor decides if they will want to stay in the skydiving community.</p>

The aim of this study has been to examine what students within the sport of skydiving think about their education and the social spirit of the community. The purpose of the study is thereby to answer the study's aim through the following questions; how does group dynamics and social solidarity work within the skydiving community, how do the students feel about group dynamics and social solidarity within the skydiving community, and what factors makes the students feel included or respectively excluded from the spirit of the togetherness? The theoretical part of the study focuses on group dynamics and groups overall. Further on earlier research within adventure sports and skydiving regarding group dynamics and community spirit is presented. My survey is based on 35 interviews with skydiving students. The result shows that the community spirit within skydiving sports is described by the students as very special, unique, and strong among the members. Overall the students have a very positive picture of the social solidarity within the skydiving sports but according to some students it also appears difficult to be included as a beginner. Excluding factors can be divided into two parts, educational factors and contacts with instructors, and time when the skydiving is called off for the day when some students do not know where to go, or who to talk to. Including factors are when people offer to help, give the students support or when they are invited to social activities during the evenings. My main conclusion is that the instructors and experienced skydivers attitude towards the students are very important to create a safe environment giving the students the confidence they need to get through their education. This is the most critical factor to make them feel welcome into the sport, and that they are also included within the spirit of togetherness. This key factor decides if they will want to stay in the skydiving community.