I denna studie undersöks vilka faktorer som påverkar idrottslärares val av undervisning i momentet friluftsliv och utevistelse. Med faktorer menas idrottslärares habitus, den egna definitionen av friluftsliv samt de förutsättningar och begränsningar som finns i skolan. Idén till undersökningen uppstod efter att ha läst Naturvårdsverkets rapport om naturkontaktens betydelse för barns hälsa och miljöengagemang. Ur ett pedagogiskt perspektiv betonas utomhusundervisningens påverkan på kunskaper, attityder och beteenden i naturen samt vilken betydelse naturkontakten har för framväxten av ett mer hållbart samhälle. Denna studie lyfter fram friluftsliv som potentiell undervisningsmetod för att introducera eleverna till naturen. Urvalsgruppen har varit idrottslärare eftersom friluftsliv endast berörs i kursplanen för ämnet idrott och hälsa. Alla idrottslärare i studien är bosatta på orter i närliggande landskap till Gästrikland. Samtliga har förutsättningar till att bedriva friluftsliv och friluftsaktiviteter med hänsyn till den natur som beskrivs i intervjuerna. Resultatet i studien pekar på att idrottslärarnas yrkesmässiga erfarenheter tycks har en mer ofördelaktig påverkan på undervisningen än de personliga erfarenheterna. De personliga erfarenheterna kan sammanfattas med att idrottslärarna, oberoende bakgrund, idag äger både intresse och engagemang för friluftsliv. Vilja att bedriva friluftsundervisning finns hos idrottslärarna, men som ensam ansvarig för momentet blir det svårt att genomföra den undervisning som önskas. Ekonomi, kollegor, organisation och tid är de faktorer som majoriteten av idrottslärarna begränsas av i sin undervisning i friluftsliv och utevistelse. Studien påvisar att miljön kan vara avgörande för vilka aktiviteter som bedrivs, men däremot inte att miljön är avgörande för att kunna bedriva friluftsliv. Alla skolor bevisar att de arbetar med friluftsliv utefter de förutsättningar som finns. Friluftsundervisningen i stort påverkas inte av skolans läge i förhållande till naturen, men däremot friluftsdagarna. Antalet friluftsdagar tycks vara beroende av de naturtillgångar som finns i närområdet.

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 129-136).

Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leavea 129-136). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references. Also available in print.

The aim of this report was to investigate how much people in general know about the bird black grouse and the possibilities for guiding on black grouse lek. I wanted to know how the possibilities where generally and specific at the tourist-facility Granö beckasin, which is situated in municipality of Vindeln in north of Sweden. I also wanted to get a better understanding about how the black grouse lek works and how the guiding would be best performed. Two different questionnaires were laid out, one with aim to reach a wide public and discover the knowledge and interest among people in general about black grouse lek. The aim with the second questionnaire was to reach people who is interested in bird- watching and get more quality answers about guiding on black grouse lek. While the questionnaires were collecting answers, market research about guiding and investigation of black grouse lekking spots possible for guiding around Granö was done. Most of the participants in the questionnaires showed a high level of awareness when it came to know what black grouse lek is, the majority also describe an active outdoorlife. The study showed a high level of black grouse lekking spots around Granö. Research and questionnaires showed that the target group for this type of guiding is small. The people in target for the type of guiding have big interest for birds and nature but doesn´t always have the time to research black grouse lekking spots themselves, therefore could a guide be helpful.

This thesis concerns the cultural and scientific practices involved with turn-of-the-century struggles to conserve the Maine Woods. Conservation was underwritten by the powerful and productive fiction that an essential nature exists as something completely apart from the elaborately organized exhibitions by which it has been staged for our benefit. The absolute distinction between nature and culture is profoundly problematic but tremendously productive as well. Drawing on a variety of historical and theoretical sources, this thesis describes the various ways in which the essential nature of the Maine Woods was set up and represented as something demanding protection and conservation. The thesis is divided into three parts. Part I sets the stage for the historical discussions that follow by assessing debates in geography and environmental history about the social construction of knowledge and nature. Recent scholarship has been caught on the horns of a theoretical dilemma: while understanding of the present environmental crisis and its historical roots seems to demand recognition of the independent agency of nature, social theory suggests the impossibility of stepping outside the bounds of culture to represent an independent nature as it really is. Different responses to this dilemma are discussed. It is argued that environmental critique demands a more humble approach to truth, one sensitive to the meanings of its metaphors and the politics of its practices. Part II assesses the forest conservation movement. The objects of scientific forestry depended fundamentally upon the ways in which the forest was framed as an object of knowledge. Very different programs of action flowed from competing metaphorical definitions of the Maine Woods as a crop, a mine, or a kind of capital. The ascendency of technical and quantitative knowledge of the forest and its displacement of local understandings are described as are public policy disputes in Maine about the regulation of private property, the institution of publicly owned forest reserves, and the role of the state in forestry. Part in deals with the conservation of wildlife for sport. Flocking to the forest to hunt, wealthy sportsmen articulated a variety of sexual, class, and racial anxieties about the debilitating embrace of modern life. The transfomation of the Maine Woods into a vacationland for their manly recreation demanded the institution of game laws and the criminalization of traditional lifeways to save the game for sport. In these struggles, conservationists had to contend not only with local residents, who resisted this construction of the Maine Woods, but also with a variety of non-human actors, such as deer, predators, and pathogens, whose presence, though difficult to deny outright, was culturally framed and mediated in materially significant ways. / Arts, Faculty of / Geography, Department of / Graduate

This study aims to explore the potential of the High Coast in using its natural areas and outdoor life's resources in relation to public health issues - a region that is known for its beautiful natural views and makes many visitors return. The question I now ask is how these resources are utilized against the population and its health and whether there is any further potential. The study was conducted in a qualitative interview study, with people working with outdoor life and public health issues with connection to the High Coast. The interviews were semi-structured and analyzed using a thematic analysis method. The results are then discussed in relation to previous studies in the subject. The study shows that there is potential for the High Coast to work more clearly with outdoor life in relation to public health issues. However, there are some difficulties in the issue having such a breadth and so does the individuality of the exercise or the non-exercise, this means that people are difficult to reach and motivate for a richer outdoor life in everyday life. It is about organizations having to identify the barriers that people experience most strongly and begin their work there. The issue then lands in resources, as it is the basis of how much a change can be affected from the outside.

Syfte Syftet med studien är att undersöka vad som ligger till grund för hur lärare i idrott och hälsa (åk 7-9) väljer ut sitt innehåll, organiserar sin undervisning samt vad de värderar som kunskap i friluftsliv i skolan. Studien avser besvara följande frågeställningar: · Hur väljer lärare ut sitt innehåll i friluftsliv i skolan? · Hur organiserar lärare undervisningen i friluftsliv i skolan? · Vad värderar lärare som viktig kunskap i friluftsliv i skolan?   Metod Sex högstadielärare i idrott och hälsa (tre kvinnor och tre män) intervjuades mellan 25-35 minuter genom semistrukturerade intervjuer via ett digitalt mötesrum. Intervjuerna kodades via en innehållsanalys och därigenom samlades svaren i olika teman. Läroplansteorin utgör det teoretiska ramverket och användes i diskussionen för att tolka resultatet. Resultat Vad gäller lärarnas val av innehåll, präglade det centrala innehållet undervisningen i stor utsträckning, samt faktorer som egna erfarenheter av friluftsliv, bedömningsstöd etc. Idrottslärarna i denna studie organiserar sin undervisning med en stark koppling mot idrottslogiken där orientering genomförs ofta samt andra idrottsaktiviteter utomhus. Resultaten påvisade även en aktivitetsdiskurs vilket karaktäriseras av att sin undervisning ska förbereda eleverna för turfriluftsliv. Vad lärarna värderar som viktig kunskap stämmer överens med hur de väljer ut sitt innehåll samt organiserar sin undervisning. Slutsats Undervisningen verkar präglas av en tradition och kultur där strävan efter turfriluftsliv framträder starkt i lärarutbildningar, i bedömningsstödet samt lärares syn på friluftsliv. Att skilja på friluftsliv som skolämne och samhällsfenomen har aktualiserats nu då internationella influenser skapat intresse för hur lärandesituationer kan skapas genom exempelvis platsresponsiv pedagogik. Dessa lärandesituationer ställer lägre krav på material och tid vilket denna studies lärare nämnde som begränsande faktorer. / Aim The aim of the study is to investigate what is the basis for how teachers in sports and health (years 7-9) choose their content, organize their teaching and what they value as knowledge in outdoor education in school. The study intends to answer these questions: • How teachers choose their content in outdoor education in school? • How do teachers organize the teaching of outdoor education in the school? • What do teachers’ value as important knowledge in outdoor education in school? Methods 6 high school teachers in sports and health (3 woman and 3 men) were interviewed between 25-35 minutes through semi-structured interviews via a digital meeting room. The interviews were coded via a content analysis and thereby the answers were collected in different themes. Results Regarding the teachers' choice of content, the central content characterized the teaching to a large extent, as well as factors such as own experiences of outdoor life, assessment support, etc. The PE teachers in this study organize their teaching with a strong connection to the sports logic where orienteering is often implemented and other outdoor sports activities. The results also showed an activity discourse which characterizes by the teacher preparing students for tur-free-air-life. What teachers value as important knowledge is consistent with how they select their content and organize their teaching. Conclusion The teaching is characterized by a tradition and culture where the pursuit of outdoor adventure is strong in PE-teacher education, assessment support and also what the teachers consider to be free-air-life. Distinguishing between free-air-life as a school subject and societal phenomena has been updated now since international influences have created interest in how learning situations can be created through for example place-responsive pedagogy. This type of learning situation creates low demands on material and time, which the teachers of this study mentioned as limiting factors.

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