The aim of this thesis is to examine some of the educational and sociological conditions underlying the production of teaching in friluftsliv within the Physical Education (PE) subject in Swedish compulsory school. Despite the value awarded to the Scandinavian outdoor practice friluftsliv, in both the national PE curriculum document and in Physical Education Teacher Education (PETE) in Sweden, it does not seem to be thoroughly implemented in compulsory school teaching. Through analyses of interviews with PE teachers and PE teacher educators, as well as of curriculum documents, using the perspectives of Basil Bernstein and Pierre Bourdieu, I explore conditions underlying the expressions of friluftsliv teaching in Swedish PE. The pedagogic discourse for friluftsliv in Swedish PE is described as a teaching that should take place in a natural setting remote from civilisation, involve risks, and require time, technical equipment, financial resources, and cooperation. This discourse for friluftsliv is shown to be similar to the values emphasised in friluftsliv education in PETE. Although proven to be difficult to implement in school, this discourse appear to form the conception of friluftsliv teaching for PE teachers in Sweden. Under the influence of the performance code, friluftsliv is transformed into outdoor activities with which the PE teachers are familiar, or is totally left out of PE teaching. A turn towards options that are seen as unthinkable in relation to the current pedagogic discourse may benefit the achievement of the aims set out in the national PE curriculum. Values such as environmental awareness, sustainable development and cultural perspectives on the landscape could strengthen the classification of friluftsliv and PE in compulsory school. Further, an increase of socially critical and constructivist perspectives during PETE could make unthinkable options in friluftsliv thinkable and contribute to a break with the reproduction of teaching practices in PE. / At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 2: Submitted.

The aim of this thesis is to examine some of the educational and sociological conditions underlying the production of teaching in friluftsliv within the Physical Education (PE) subject in Swedish compulsory school. Despite the value awarded to the Scandinavian outdoor practice friluftsliv, in both the national PE curriculum document and in Physical Education Teacher Education (PETE) in Sweden, it does not seem to be thoroughly implemented in compulsory school teaching. Through analyses of interviews with PE teachers and PE teacher educators, as well as of curriculum documents, using the perspectives of Basil Bernstein and Pierre Bourdieu, I explore conditions underlying the expressions of friluftsliv teaching in Swedish PE. The pedagogic discourse for friluftsliv in Swedish PE is described as a teaching that should take place in a natural setting remote from civilisation, involve risks, and require time, technical equipment, financial resources, and cooperation. This discourse for friluftsliv is shown to be similar to the values emphasised in friluftsliv education in PETE. Although proven to be difficult to implement in school, this discourse appear to form the conception of friluftsliv teaching for PE teachers in Sweden. Under the influence of the performance code, friluftsliv is transformed into outdoor activities with which the PE teachers are familiar, or is totally left out of PE teaching. A turn towards options that are seen as unthinkable in relation to the current pedagogic discourse may benefit the achievement of the aims set out in the national PE curriculum. Values such as environmental awareness, sustainable development and cultural perspectives on the landscape could strengthen the classification of friluftsliv and PE in compulsory school. Further, an increase of socially critical and constructivist perspectives during PETE could make unthinkable options in friluftsliv thinkable and contribute to a break with the reproduction of teaching practices in PE. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: In press. Paper 2: Submitted.</p>

Motivation är ett ord som är välbekant inom skolans värld, och ett ord som är viktigt inom idrott och hälsa. Elevers inställning till ämnet idrott och hälsa är avgörande, inte bara för elevernas skolgång, utan även i det fortsatta livet. Som stöd och hjälp till att stimulera eleverna till en god inställning till ämnet finns idrottsläraren. Syftet med arbetet var att se vilken roll läraren har när det gäller att motivera sina elever i ämnet idrott och hälsa. Vidare ville jag se vilka erfarenheter läraren har, och vilka metoder som finns för att motivera sina elever. Jag använde mig av en kvalitativ undersökning i form av intervjuer. Jag intervjuade sex idrottslärare där två stycken jobbar på låg- och mellanstadiet och fyra stycken på högstadiet och gymnasiet. Informanterna var fyra män och två kvinnor i olika åldrar och med varierad erfarenhet av läraryrket. Resultatet visade att läraren spelar en stor roll när det gäller att motivera sina elever. Genom kommunikation, engagemang och stöd hjälper läraren sina elever att utveckla intresse för fysisk aktivitet och en rörelseglädje, vilket kan vara grunden till ett liv där fysisk aktivitet och hälsa är i fokus. Omotiverade elever har ofta en dålig självkänsla. Läraren kan bidra till bättre självkänsla genom att ge positiv feedback till eleverna och samtidigt få dessa elever att lyckas med uppgiften. Viktigt är att undervisningen har olika alternativ och nivåer så att alla elever får möjlighet att uppleva framgång. Då får eleverna möjlighet att hitta en aktivitet som de tycker är intressant och roligt. Metoder för att motivera sina elever är genom beröm, uppmuntran, feedback och entusiasm. Motiverade och intresserade elever i ämnet idrott och hälsa är grunden till ett livslångt lärande. / Motivation is a word well known to the world of education, a word which is important in the areas of sports and health. Pupils 'attitudes to physical education are essential, not only for students' education, but also in latter life. The PE teacher is a support and a person who stimulates students to a good attitude towards the subject. The purpose of this survey was to see what role the teacher has when it comes to motivating their students in physical education. Furthermore, I wanted to see what experiences the teacher has, and what methods they use to motivate their students.I used a qualitative research method in the form of interviews. I interviewed six PE teachers where two of them worked in low and middle school and four in secondary school. The informants were four men and two women of different ages and with varied experience in the teaching profession. The results showed that the teacher plays a big role in motivating their students. Through communication, involvement and being supportive the teacher helps their students to develop an interest in physical activity and a joyful experience of movement in general, which can serve as a foundation for a life in which physical activity and health is in focus. Less motivated students often have a lower self-esteem. The teacher can support these students by helping them succeed in exercises and by giving them positive feedback. It is important that the lessons are varied, have different options and levels so that all pupils have the opportunity to experience success. This provides the students with an opportunity to discover activities that they find interesting and enjoyable. Methods to motivate their students are through credit, encouragement, feedback and enthusiasm. Motivated and interested students in physical education are the foundation for lifelong learning.

I detta arbete studeras varför idrottslärare i större utsträckning väljer att lämna sitt yrke för ett annat. Tidigare studier visar att 18 procent av nyutbildade idrottslärare slutar inom loppet av fyra år. Den genomsnittliga arbetsperioden som idrottslärare är ungefär nio år. Med en metod av öppna intervjuer kommer fem före detta idrottslärare att svara på varför just de slutade som idrottslärare för att fortsätta arbeta inom något annat. Dessa svar har sedan granskats ur en handlingsteori och jämförts med tidigare kända anledningar till varför arbetstagare slutat sin yrken. Detta för att få en djupare förståelse till varför respondenterna har valt att sluta och vad som fick dem att arbeta med det de gör idag. Resultaten av denna undersökning visar att flera av de före detta idrottslärarna redan har fått eller riskerade att få skador på kroppen på grund av sitt yrke så som i rygg, knän, öron och röst. Andra anledningar som gjorde att respondenterna slutade som idrottslärare var bland annat för lite frihet då de nu känner att de har mer frihet i sitt arbete gällande vad de ska göra och planera. De känner att de kan påverka mer med sina nuvarande yrken än mot vad de kunde som idrottslärare. I diskussionen diskuteras det om hur respondenterna mår idag och hur de tror att deras livstillvaro hade varit om de fortsatt som idrottslärare. Det diskuteras också om hur dessa anledningar är riktade för enbart idrottslärare eller mot personer som slutar sitt jobb för ett annat överlag. Slutsatsen är att den faktor som påverkar en idrottslärares val att sluta är att jobbet eller arbetsplatsen inte var som förväntat enligt den anställde på grund av skaderisken, missanpassning mellan arbetet och individ, få utvecklings-, påverkansmöjligheter inom sitt arbete eller stress på grund av överansträngning och känsla av obalans i sig själv. Samtliga respondenterna fick bättre livstillvaro av att byta yrke. / In this work, it is taken up reasons for why PE teachers increasingly choosing to leave their profession for another. Previous studies show that 18precent of newly qualified PE teacher quits within four years. The average period of employment as a PE teacher is about nine years. With a method of open interviews, five former PE teacher answer why just they ended leaving the profession as a PE teacher to continue to work in something else. These responses are then examined from an action theory and compared with previously known reasons why workers leave their jobs. This is to get a deeper understanding as to why respondents have chosen to stop and what made them work with what they do today. The results of this survey show that many of the former PE teachers have already received or are at the risk of damage to the body because of their profession in the back, knees, ears and voice. Other reasons that made respondents who ended PE teachers included too little freedom as they now feel they have more freedom in their work regarding what to do and plan. They feel that they can influence more with their current professions than towards what they could as a PE teacher. In the discussion that discussed how respondents feel today and how they think their lifestyle absence would have been if they continued as a PE teacher. It also discusses how these reasons are targeted solely PE teachers or persons who ends his job for another general. The conclusion is that the main factor influencing the PE teachers' choice to quit is to the job or workplace was not as expected, according to the employee cause of injury risk, the mismatch between job and person. to get development, advocacy opportunities in their work or stress due to overwork and sense of imbalance itself. All respondents received better life existence of changing profession.

Syftet med denna undersökning är att lyfta fram teorier kring vad som motiverar elever till fysisk aktivitet samt hur stor påverkan lärare i idrott och hälsa har i att eleven fortsätter vara fysisk aktiv utanför skolan. Vår huvudfråga är: Hur stor påverkan anser elever i gymnasiets att idrottslärare haft på elevernas motivation till fysisk aktivitet? Vi har även utifrån denna huvudfråga arbetat fram tre mindre frågeställningar som skall hjälpa oss att ge svar på huvudfrågan. Dessa tre frågor är:Vilka personer förutom idrottsläraren påverkar elevernas motivation till fysisk aktivitet utanför skolan.Anser elever i gymnasiet att lärarens agerande kan påverka eleverna till att börja/fortsätta idrotta även utanför skolidrotten?I hur stor utsträckning anser elever i gymnasiet att lärarnas kunskap påverkar deras motivation till idrott och hälsa ämnet i skolan?För att kunna besvara frågeställningarna har vi genomfört en enkätundersökning med 79 stycken elever som går första året på en gymnasieskola i Helsingborg.Undersökningen tar sin grund i Self Determination Theory och Prochaska och DiClementes transteoretiska modellen för beteendeförändring.Svaren från våra respondenter visar att en stor del av de tillfrågade ungdomarna i dagsläget ägnar sig åt någon form av fysisk aktivitet. Personerna som varit med och påverkat till detta är i största grad personer som har en nära relation till individen i fråga. Detta visar att en god relation mellan lärare och elev kan bidra till att läraren påverkar elevens motivation till fysisk aktivitet. En annan slutsats vi också kan dra utifrån undersökningen är att läraren kan påverka elevernas motivation genom att skapa ett positivt, demokratiskt och utmanande lektionsklimat. / The purpose of this study is to highlight theories about what motivates students to physical activity and how much influence PE- teachers have in the pupil continuing to be physically active outside the school. Our main question is: How much influence do students in Swedish gymnasium think that PE-teachers have had on the students' motivation for physical activity? We have, on the basis of this main issue, also worked out three minor issues that will help us answer the main question. These three questions are:Which persons besides the PE-teacher influence the students' motivation for physical activity outside the school.Do students in upper Swedish gymnasium think that the teacher's actions can affect the students to start / continue sports even outside the school sport?To what extent do students in Swedish gymnasium school think that the teachers' knowledge affects their motivation for sport and the health of the subject in school?In order to be able to answer the questions, we have conducted a questionnaire survey with 79 pupils who go to the first year at a gymnasium in Helsingborg.The study is based on Self Determination Theory and Prochaska and the DiClementes trans- theoretical model for behavioral change.The responses from our respondents show that a large proportion of the young people surveyed currently deal with some form of physical activity. The people who have been involved and influenced to this are mostly people who have a close relationship with the individual in question. This shows that a good relationship between teacher and student can contribute to the teacher influencing the student's motivation for physical activity. Another conclusion we can also draw from the survey is that the teacher can create a positive, democratic and challenging lesson climate

Teachers can expect that autonomy support positively influences students’ affective-emotional perception in physical education (PE), when considering assumptions of the Self-Determination theory. Highly autonomy-supportive PE teaching comprises students’ free choices regarding organizational, procedural, and cognitive aspects of a PE lesson, whereas low autonomy support addresses these aspects only partly and controlling teaching refers to students as recipients of the teacher’s decisions. This quasi-experiment investigates effects to determine the effects of high autonomy-supportive (PEhigh), low autonomy-supportive (PElow) and controlling (PEcontrol) PE class teaching styles on affective valence and enjoyment. As such, we compare the effects of these teaching styles on beneficial psychological outcomes (i.e., affective valence, enjoyment) in students. In a sample of German students (N = 57; age: M ± SD = 15.6 ± 0.6; gender: 53% female, 47% male) perceived autonomy support, affective valence, and enjoyment were assessed via self-report questionnaires before and after a 20-min PE class intervention focusing on high or low autonomy-supportive, or controlling teaching. Students who participated in PEhigh perceived significantly more positive valence and enjoyment over time compared to students in the PElow and PEcontrol groups (affective valence: p = 0.025, ηp 2 = 0.13; enjoyment: p = 0.007, ηp 2 = 0.17). Differences between groups show significant results for valence between PEhigh and PEcontrol, and between PElow and PEcontrol. Thus, PEhigh should be preferred over PElow to intensify these effects. Based on these results, PE teachers can employ a high autonomy-supportive teaching style (e.g., through a combination of free choices, social interaction, and informative feedback) to improve students’ positive affective-emotional perception and to foster an increase in students’ time engaged in physical activity.

The aim of the study is to investigate what happens when the experiences and conceptions of physical education (PE) student teachers encounter the value structures of a PE teacher education programme. The starting point for the study are the criticisms that the PE teacher education programme has inadequate links to science, that it finds it difficult to challenge traditional gender patterns, and that the students' experiences of their own sporting activities are more important than the education programme for what knowledge is considered valuable. The study has a cultural sociological and gender theoretical perspective. The analysis has been done with the help of Pierre Bourdieu's concepts as the tools of analysis. The empirical evidence has been collected with the help of several different methods. Quantitative data has been collected with the help of questionnaires which a total of 450 student teachers returned; qualitative data has been collected using: essays written by PE student teachers during their physical education specialisation and in-depth interviews with teacher educators. The results show that today's education is still characterised by many of the traditions, norms and values which historically have been its distinguishing features. The “rules of the game” are generally taken for granted and this is based on a shared conception in the value of the education. In the eyes of the students, the trademark of a good PE teacher is to be good at many different sports, have in-depth knowledge of human biology, and have the “right” personality. They are less interested in pedagogical issues and they would have preferred the whole course to have served them with ready-made solutions and answers. Even if gender and social issues have been part of the education, the gender habitus has changed very little during the programme. The way they see the subject is largely the same as it was before the course, but what appeared to them to be a ”pure” sports subject before the course started has afterwards become more a way of “attaining health through sport”. The study indicates that the dominating values within the PE teacher education seem to be in harmony with the students' habitus which make it difficult to challenge the ”order of things” and  that changes will take time.

The diploma thesis deals with issues of teaching volleyball in high schools. It shows one of many possible methods how to include volleyball into the curriculum and into lessons of PE to the graduate teachers. This work strive for more systematic and concrete work of PE teachers in teaching volleyball, which should high school graduates encourage to an increase the requierements on the volleyball skills. In the theoretical part the reader is informed about volleyball as one of the sports games, with all gaming activities of the individual that brings volleyball and that students should be controlled using basic techniques at least. Main for the implementation of the volleyball match are basic options of hits, which are also described here. Some chapters also refer to the expected motion level of basic school and high school graduates. There is also mention of motion abilities. The end of theoretical part is about physical education classified to the educational programs. There is no specific request to involve volleyball in these educational programs. The empirical part is about the proposal of high schools education of volleyball. Volleyball teaching is divided into two grades, 10 lessons each. Activities were chosen based on the literature and my own experience. Keywords: Educational programs,...

Dance is represented in the main contents of the physical education curriculum in the upper secondary school but teaching dance can be a challenging task for PE-teachers because of large groups, student motivation, limited competence, lack of time or uncertainties of the benefits of dance. To gain more knowledge and possible solutions semi-structured interviews were performed with three PE-teachers, regarding their experiences of teaching dance. Data was analysed thematically leading to seven themes: teacher background, contents, dance identity, teacher/student experiences, challenges and solutions, motivation, and assessment. Experiences of teachers related to classroom management, students performance, student experiences, and previous experiences of dancing themselves. Further teacher training was requested for confidence and variation. Benefits of dancing was described as sense of rhythm, coordination, motorics, balance, flexibility, joy of movement, group connection, confidence or usefulness. Students sometimes experience discomfort when facing dance performances, body contact or dance norms, potentially leading to avoidance. The discomfort seems to be related to fear of shame and status depreciation. Suggestions that appeared for improving motivation are to downplay dancing, choose recognizable music, begin without announcing exercises as dance, explain the benefits, choose surmountable contents, demand performances, do group assignments where everyone contributes, and use inquiry-oriented tasks.

Syftet med uppsatsen är att bidra med kunskap om elevers perspektiv på delaktighet i ämnet idrott och hälsa i årskurs 9. Eftersom det är känt att lärare saknar ett gemensamt synsätt på vad delaktighet är, är det viktigt att också undersöka vad elever i högstadiet uttrycker om delaktighet. Som teoretisk utgångspunkt utgår jag ifrån delaktighetsmodellen, som gjorts om för att anpassas till skolmiljön av specialpedagogiska skolmyndigheten. Datainsamlingen bestod av sju semistrukturerade intervjuer med elever som går i högstadiet. Resultatet visar att även eleverna resonerar olika om delaktighet. Det framkom att många av elevernas känsla av delaktighet påverkas av vilken aktivitet som utförs, några upplever att de påverkas olika beroende av deras relation till pedagogen samt hur tydlig idrottsläraren är i sitt ledarskap. Många av informanterna pekar på en uppdelning mellan de som är tävlingsinriktade och de elever som har ett annat fokus än tävling. Enligt eleverna skapar detta klyftor och vissa av eleverna väljer att inte vara delaktiga, pga. att de inte känner sig inkluderade. Denna uppsats visar att flera av eleverna inte kände sig delaktiga inom olika moment i ämnet idrott och hälsa. / The purpose of this independent project is to contribute with some student's perspective on participation concerning the physical education and health subject in lower secondary school. Since it is known that teachers lack a unified way to describe what participation in school-activities means, makes it important to also investigate what the students in lower secondary school think about participation. As a theoretical starting point, I've chosen a participation model that has been remade to fit into the school environment by Specialpedagogiska skolmyndigheten (special pedagogy school authority). The data collected consists of seven semi-structured interviews with students in lower secondary school. The results shows that students also can't agree on how to view participation. It appears that many of the students sense of participation was affected by what kind of activity that was performed, some saidthat the relationship to their physical education teacher could affect them and some thought that a clear leadership could affect their participation. Many of the informants spoke of a divide between the competitive students and the ones with focus on wellbeing. According to the students this divide makes some students don’t want to participate due to a lack of inclusion.