Physical education is a crucial subject in school and is taught to students of all ages. Except for the traditional sports curriculum, students are expected to learn skills such as swimming and engage in outdoor activities. However, these activities require education at locations that are not the regular sports facility and which all schools do not have the same access to. This study examines how the availability of different facilities affects education and which factors have the most impact. Through the use of a quantitative method, more specifically a survey, physical education teachers across Sweden have responded to questions regarding the accessibility of teaching facilities and their impact. The result of the study aligns with previous research in the same field, revealing that several factors influence education. The two factors that have the most limiting effects on education are teaching larger groups of students and small facilities, while access to swimming facilities and proximity to outdoor teaching locations also have negative effects.

<p>The purpose of this dissertation is to examine how teachers in the municipal Music schools Schools of arts (kulturskolor) estimate the quality of their teaching rooms, which factors that are significant for their opinion, and if they have experienced any tendencies of improvement in the quality of their teaching rooms. The examination is built on a questionnaire, which was sent to a number of music- and “culture schools” in Sweden. From the answers you can read that the majority (66%) of the teachers are satisfied with their teaching rooms, even if a relatively large part (33%) seems to be unsatisfied. The single factor that are of most importance for their opinion are how much of their teaching they spend in rooms that doesn’t belong to the music- or “culture school” and also are used for other kinds of education. You can also see that the teachers have experienced a slight improvement in the quality of the education room’s throughout the years. A large majority consider that the rooms are of great significance for their teaching and the student’s experience of the education, which also is confirmed by other research.</p>

The purpose of this dissertation is to examine how teachers in the municipal Music schools Schools of arts (kulturskolor) estimate the quality of their teaching rooms, which factors that are significant for their opinion, and if they have experienced any tendencies of improvement in the quality of their teaching rooms. The examination is built on a questionnaire, which was sent to a number of music- and “culture schools” in Sweden. From the answers you can read that the majority (66%) of the teachers are satisfied with their teaching rooms, even if a relatively large part (33%) seems to be unsatisfied. The single factor that are of most importance for their opinion are how much of their teaching they spend in rooms that doesn’t belong to the music- or “culture school” and also are used for other kinds of education. You can also see that the teachers have experienced a slight improvement in the quality of the education room’s throughout the years. A large majority consider that the rooms are of great significance for their teaching and the student’s experience of the education, which also is confirmed by other research.

Denna studie innefattar en så kallad aktivitetsbaserad energikartläggning som på en detaljerad nivå kartlägger relationen mellan aktiviteter i en skola med användningen av el. Metoden som används baseras på en traditionell metod för energikartläggning men elanvändning kartläggs minut för minut över en hel skolvecka vilket är ovanligt vid energikartläggningar. Data har samlats in för Berzeliusskolan i Linköping under vecka nio och analyserats i förhållande till andra veckor, skolor och nationella mål. Berzeliusskolan är en grund- och gymnasieskola med 1600 elever. Resultatet från studien kan användas för att bättre förutse energianvändning i nya skollokaler och för att prioritera bland möjliga energibesparande åtgärder. Resultatet från kartläggningen visar att de energiaktiviteter som orsakar störst energibehov är fastighetsdrift (33 %), skollunch (25 %) samt rekreation (15 %). Rekreation är definierat som aktiviteter utan direkt koppling till undervisning eller skollunch och innefattar bland annat uppehållsrum, korridorer och personalkök. Alltså är undervisning inte det som påverkar energianvändningen i en skola i första hand.   De viktigaste lärdomarna för genomförande av liknande energikartläggningar är att fokus inte bör ligga på elever och pedagoger utan på byggnaden och skolköket i stort. Eftersom energikartläggningen enbart täcker en skolvecka bör liknande studier genomföras för kunskapshus under skollov för att komplettera denna studie. / This master thesis includes an activity based energy audit in a combined elementary and upper secondary school in Linköping. The audit was conducted at a detailed level to show the connection between activities in schools and energy performance. The focus has largely been on electricity use and the overall method is based on traditional energy audit. The method however is distinct from traditional methods by the fact that electricity is shown minute by minute over a full school week. The results from the study can be used to better foresee energy use in new or remodeled schools. Also, the results is a valuable basis for prioritizing among energy conservation measures connected to similar schools and buildings. The main results from the energy audit shows that building services (33 %), school lunch (25 %) and recreational activities (15 %) are the most important energy activities. It is also found that education itself only contributes to a limited extent. The most important factors in conducting such an activity based energy audit is that focus shouldn’t been on students and faculty but instead on the indoor climate systems and school kitchen. To continue this research, similar audits should be conducted in more schools and during school breaks.