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Non-accidental violence in women’s gymnastics has gained significant attention, and is a sport where gender is clearly differentiated. Despite the volume of gymnastics research on these themes it seemingly had little impact in preventing harm. We conducted a critical interpretative synthesis of 45 articles to reexamine the literature for understanding of, and connections between, gender and violence. We found that where gender viewed as a structure was explicit, violence was not. Conversely where violence was explicit, gender was implicit and viewed in individualist terms. Only one article explicitly connected gender and violence recognizing violence as a gendered outcome. We encourage researchers to incorporate gender as a structure in analytical inquiries and identify the wider contexts and associated mechanisms through which gender intersects with violence. Doing so can help to develop prevention measures that align with international definitions of gender-based violence.

Purpose: To compare external and internal training load markers during resistance training (RT) in normoxia (N), intermittent hypobaric hypoxia (HH), and intermittent normobaric hypoxia (NH). Methods: Thirty-three volunteers were assigned an 8-week RT program in either N (690 m, n = 10), HH (2320 m, n = 10), or NH (inspired fraction of oxygen = 15.9%; ~ 2320 m, n = 13). The RT program (3x/week) consisted of six exercises, with three sets of six to 12 repetitions at ~ 70% of one repetition maximum (1RM) with the first session of each week used for analysis. 1RM in back squat and bench press was used to evaluate muscle strength before and after the program. External load was assessed by the volume load relative to body mass (RVL, kg·kg-1). Internal load was assessed by the ratings of perceived exertion (RPE) and heart rate (HR). Results: Smaller relative improvements were found for the back squat in the N group (11.5 ± 8.8%) when compared to the NH group (22.2 ± 8.2%, P = 0.01) and the HH group (22 ± 8.1%, P = 0.02). All groups showed similar RVL, HR responses and RPE across the program (P˃0.05). However, reduced HR recovery values, calculated as the difference between the highest HR value (HRpeak) and the resting heart rate after a two min rest, were seen in the N and NH groups across the program (P < 0.05). Conclusion: It seems that 8 weeks of intermittent RT in hypoxic environments could maximize time-efficiency when aiming to improve strength levels in back squat without evoking higher levels of physiological stress. Performing RT at hypobaric hypoxia may improve the cardiorespiratory response, which in turn could speed recovery., Open access funding provided by Orebro University. This work was supported by the Spanish Ministry of Science, Innovation and Universities under grant [PGC2018-097388-B-I00-MCI/AEI/FEDER, UE], by the Andalusian FEDER Operational Program [B-CTS-374-UGR20] and FPU pre-doctoral grant [FPU18/00686] awarded to one of the authors.

The overall interest of this thesis is to contribute with knowledge about meaning making processes in educational encounters with nature in different educational practices. The exploration consists of four studies based on a pragmatic perspective on meaning making inspired by the works of John Dewey and Ludwig Wittgenstein. A discourse analytical approach is also used in the first study to analyse the curriculum documents. The result confirms that encounters with nature have a clear position in the curriculum documents, and friluftsliv is a prioritised content in PETE. It is further confirmed that the field of outdoor education is a field of conflicting meanings that pose significant educational challenges. Indeterminate situations occur and may influence students’ possibilities to transform the educational content in PETE to a school context. Another conclusion from the results is that instrumental meanings and a sportification of friluftsliv often get precedence over more emotional based meanings connected to nature. The results also show empirical examples where encounters with nature enable participants to create moral relations towards nature. This potential is highlighted in previous research as one of the most important in order to (re)connect our relation towards nature and in extension better conditions to deal with environmental questions.

The tradition of Swedish ice hockey as a masculine-dominated territory that encourages characteristics like roughness, aggressiveness, and to some extent violence has been hotly debated. Using historical articles from the Swedish Hockey magazine, and with a perspective combining hegemony with the social-ecological model of violence prevention, this study develops an interpretation of how masculinity traits and violence in Swedish ice hockey interconnect. The historical case provides findings for this interconnection, with meanings of masculinity and a competitive commitment as permeating threads. Triggered by individuals, but also connected to coaches' encouragements, organizations' endeavours, societal, and financial forces, the negotiations around playing styles and allowance levels have been permeated by ideals of masculinity; ideals that enforce the current hegemonic gender order. Ultimately, the article contributes to a more comprehensive understanding of sport violence as an issue that not only impacts or can be utilized by sport organizations and players/practitioners but also its broader societal implications.

The application of the settings-based approach to sports clubs requires a context-specific framework to develop and operationalize health promotion interventions. Incorporating top-down and bottom-up perspectives into interventions increases their efficiency, success and sustainability. In 2020, the health promoting sports club (HPSC) model and intervention framework were created, including strategies and intervention components. A subsequent concept mapping study generated 35 statements from sports club stakeholders highlighting their needs when developing health promotion initiatives. This commentary integrates the concept mapping results into the HPSC model and intervention framework. The process added new sports club levels, updated existing and developed new intervention components, then classified them into the framework. The revised HPSC model has seven levels while the revised intervention framework includes 13 strategies and 69 intervention components. This revised HPSC framework provides sports club stakeholders, public health experts and researchers a means to develop and implement targeted health promotion interventions.

PURPOSE: To describe physical functioning after severe COVID-19-infection. MATERIALS AND METHOD: An explanatory sequential mixed method design was used. Thirty-nine participants performed tests and answered questionnaires measuring physical functioning six months after hospitalisation due to COVID-19. Thirty of these participants participated in semi-structured interviews with questions regarding how they perceived their physical functioning and recovery from COVID-19 at 12 months post-hospitalisation. RESULTS: At six months, physical functioning measured via chair stand test and hip-worn accelerometers was lower than normal reference values. There was a reduction in breathing muscle strength. Participants estimated their functional status during different activities as lower compared to those before COVID-19-infection, measured with a patient-specific functional scale. At one year after infection, there were descriptions of a rough recovery process and remaining symptoms. CONCLUSION: Patients recovering from severe COVID-19 seem to have reduced physical functioning and activity levels, and they perceive their recovery to be slow and difficult. They experienced a lack of clinical support and contradictory advice regarding rehabilitation. Coaching in returning to physical functioning after the infection needs to be better co-ordinated and there is a need for guidelines for health professionals to avoid patients receiving contradictory advice.

Research questions How is the 'problem' of gender equity described, perceived and experienced by female and male board members in Swedish sport today? What key dilemmas can be identified in the realisation of a gender equitable sport management? Research methods The article builds on research conducted on three Swedish ball sport federations during 2020-2021 and is based on a total number of 27 (12 males, 15 females) structured interviews with top leaders. The methodology employs Fraser's concept of gender justice and the need to pay attention to cultural and economic dimensions in transformative interventions. Results and Findings Three dilemmas relating to the realisation of gender equity are analysed: between quotas and stigmatisation, overcoming gender equity as a side-project and how the democratic infrastructure of Swedish sport enables men's continued dominance. The findings indicate that one-dimensional (affirmative) interventions dominate, which in turn explain why achieving gender equity in Swedish sport is difficult, i.e. cultural interventions only limit the chances of achieving gender equity. Implications To implement transformative interventions, cultural and economic resources need to be equally recognised and redistributed so that the organisations' gender order is deconstructed and participation on equally recognised terms secured.

Conceptualising the youth representative as an institutional role, we explore the institutional shaping of youth representatives as change agents in the governance of sport organisations. Focusing on how these shaping conditions who the youth representative can be and what determines the scope of their role fulfilment, including the impact of their work on established institutional orders, allows us to examine the shaping of agency related to governance institutions. Data is drawn from a questionnaire centred on the experiences of young people in sport governance (n = 32) and semi-structured interviews with 10 representatives of organisations affiliated with the Norwegian Olympic and Paralympic Committee and Confederations of Sports. The role of the youth representatives is scripted in terms of who the representatives ought to be and what they ought to do. The scripting associated with the operationalisation of this ambition into role pre- and proscriptions stands in stark contrast to the ideal of youth representatives as agents of institutional change. Our study of the scripting of institutional roles has theoretical implications because it shows how normative typifications that link notions of actors with actorhood circumscribe institutional work pertaining to change., The work was supported by the Norwegian Research Center for Children and Youth Sport and the Norwegian Olympic and Paralympic Committe and Confederation of Sports.

As part of a longitudinal research project on the transition from physical education teacher education (PETE) to school physical education (PE) in Sweden, and exploring whether and how PETE matters, this paper ‘represents’ a PE teacher’s professional journey from PETE to the induction phase of PE teaching. The study focuses on the PE teacher’s use of, and reflections on, assessment for learning (AfL) (Wiliam, 2011) at different stages of the journey. The purpose of the study is to contribute knowledge about how positive experiences of AfL during PETE can enable the use of AfL in school PE for a newly qualified teacher. Using narrative inquiry (Casey, et al., 2018), supported by occupational socialisation theory (Lawson, 1983), this study focuses on one male PE teacher’s professional journey from PETE to the induction phase of PE teaching. The PE teacher’s tale is represented in first person, as if it were told by ‘the traveller’ on the journey. The underlying data consists of recordings of a campus-based PETE seminar, a stimulated recall interview with the participant during his school placement and two interviews with him in his role as a newly qualified PE teacher at two different schools. Through the PE teacher’s tale, we show how the course on assessment for and of learning in PETE and the student teacher’s positive experience of using AfL during his practicum seem to have inspired him in his later positions. On his professional journey, the traveller encounters barriers such as his colleagues’ contrasting beliefs, dominating PE teaching traditions, and pupils’ resistance. Still, AfL is not washed out from his teaching practice. Rather, the key strategies of AfL, such as sharing learning intentions, providing feedback, and activating pupils as learning resources for one another, are used to create conditions for progression. In the discussion, we suggest that PETE can make a difference for student teachers who have gained positive experiences of AfL in authen

The purpose of this article is to examine the role played by organizational culture in young people’s continuing underrepresentation in decision-making bodies, despite structural changes, in the context of Norwegian sport organizations. Data is based on a questionnaire centred on the experiences of young people in sport governance (n = 32 youth representatives) and semi-structured interviews with young (under 26 years) and older representatives of organizations affiliated with the Norwegian Olympic and Paralympic Committee and Confederations of Sports (n = 10). Findings show that Norwegian sport organizations foster a cultural understanding of young people which takes its structural expression in the separation of elements that are ‘othering’ the youth. Youth have also limited access to resources of power as a result of a lack of trust in older leaders. Prevailing culture mirrors an adult society in which young people need to upgrade their level of professionalism through education before they are invited to decision-making processes., The research was co-funded by the Norwegian Olympic and Paralympic Committee and Confederation of Sports and the Norwegian Research Center for Children and Youth Sport.

Friluftsliv i skolan har stått inför ett antal utmaningar de senaste årtionden med bland annat nedskärningar av resurser och att friluftslivsdagar som tagits bort från de nya läroplanerna. Men området ska ändå hålla en liknande kvalité som det gjorde innan. Detta skapar dilemman för idrottslärare som nu har en svår utmaning framför sig. Uppsatsens syfte är att undersöka hur idrottslärare genomför sin friluftslivundervisning med kvalité och se vad dessa lärare gör för att göra sin undervisning meningsfull. Metoden för studien var att enskilt intervjua idrottslärare från urvalet för att se hur de arbetar. Urvalet för studien var selektivt och valdes utifrån ett antal kriterier som framtogs från skolornas hemsidor. En kvalitativ analys användes för att kunna se teman i transkriberingen. Resultatet för uppsatsen visade på att det fanns ett antal sätt som lärarna arbetade på för att skapa en meningsfull friluftslivsundervisning. Deltagarna menar på att det viktigt att idrottslärare använder kvalitativa upplevelsebaserade aktiviteter, planerar undervisningen genom ämnesöverskridande projekt, baserar undervisningen på progression och utmanar eleverna på en lagom nivå för att göra undervisningen meningsfull. Slutsatsen för uppsatsen menar att om andra idrottslärare använder liknande arbetssätt som de deltagande idrottslärarna kan de göra sin undervisning mer meningsfull och på så sätt skapa en meningsfull friluftslivundervisning.

ccording to the curriculum, dance should be included in the PE classroom. However, PE teachers seem to have little knowledge of how to teach dance. This is an interview study using inductive qualitative analysis. This degree project essay aims to analyze the possibilities and challenges with dance teaching in upper secondary school and PE teachers’ perceived knowledge with dance education. In order to investigate this aim, the research questions are: How do PE teachers perceive their knowledge to be regarding dance education? What opportunities and challenges do PE teachers see with dance education? Do PE teachers find any differences between girls and boys within a dance education? We hypothesize that physical education teachers are not confident about what or how to teach when it comes to dancing lessons due to their lack of experience within the field of dance. This study analyses six interviews with six PE teachers presenting their ways and views of teaching dance. The findings indicate that there are multiple ways of teaching dance, and the teachers’ response explains that there are two different aims that dance is related to in the classroom, either curriculum-based or the joy of movement. Another result is that the teachers find their leadership as a promising resource when dealing with dancing lessons; however, by analyzing the interviews, most interviewees indicated a limited experience within the field of dance. Moreover, when teaching dance in PE in upper secondary school, one common obstacle the teachers agree upon is the negative attitude towards the subject of dance from boys. In conclusion, teachers need to get more dance experience in order to be confident in their teaching of dance; furthermore, PE teachers need to be aware of the differences between boys and girls within dance education.

Detta examensarbete behandlar idrottslärares syn på, och tillämpning av bedömning inom ämnet idrott och hälsa på högstadiet. Syftet med arbetet är att undersöka hur idrottslärare på högstadiet förhåller sig till bedömningens olika funktioner i ämnet idrott och hälsa, men även att utifrån lärarnas syn på och sätt att arbeta med bedömning diskutera potentiella konsekvenser. Det empiriska materialet består av intervjuer med fyra aktiva idrottslärare med blandat lång erfarenhet. I det första steget av analysen kodades och kategoriserades transkriberingarna för att sedan skapa identifierade teman. I det andra steget diskuteras de identifierade teman utifrån både potentiella positiva och negativa konsekvenser. Resultatet visar på två olika sätt att se på bedömning, som (i) myndighetsutövning, (ii) pedagogiskt förhållningssätt, men även som sammanlänkade processer i den praktiska användningen. Vidare, diskuteras de olika perspektiven på bedömning utifrån den likvärdighetsproblematik och bedömningsdiskurs som identifierats utifrån arbetets resultat. I och med lgr-22 och den helhetsbedömning som Skolverket nu förespråkar, kan formativ bedömning med fördel få en större plats i bedömningsarbetet. Denna skiftning i arbetssätt kan fungera som en bidragande faktor till att frångå den betygsdiskurs lärarna ser på skolorna, och samtidigt motverka den likvärdighetsproblematik som kan existera.

I skollagen (SFS 2010: 800) står det att elever med behov av särskilt stöd ska ges detta. Detta behov kan bland annat bero på neuropsykiatriska funktionsnedsättningar (NPF) såsom autismspektrumtillstånd (AST) och attention deficit hyperactivity disorder (ADHD). Utmaningarna som NPF skapar kan bli problematiska i skolans värld. Syftet med den här studien är att undersöka hur lärare inkluderar elever med AST och ADHD i undervisningen av idrott och hälsa på grundskolan. För att undersöka detta utfördes en kvalitativ studie med semistrukturerade intervjuer tillsammans med fyra grundskollärare. Resultatet analyserades med hjälp av teorin om KASAM – känsla av sammanhang – som handlar om hur hanterbarhet, begriplighet och meningsfullhet kan leda till mindre stresspåslag hos en individ. Resultatet visar att de viktigaste komponenterna för att inkludera elever med AST och ADHD är trygghet, relationer, tydlighet, struktur och att resurser finns. Inkludering vinner alla på, bara tillräckligt med tid finns till förfogande.

Friluftsliv har ett flertal positiva effekter på den fysiska, psykiska såväl som sociala hälsan.Samtidigt kan vi se ett ökat stillasittande beteende bland barn och unga i Sverige där friluftslivfår en allt mindre plats, vilket påverkar hälsan negativt. Digitaliseringen spelar å ena sidan enviktig roll för vårt nutida såväl som framtida samhälle parallellt som skärmtid och motivationkan ses som faktorer som påverkar barn och ungas liv i en friluftslivskontext. Denna studieundersöker därför hur motivation och skärmtid står i relation till friluftsliv samt hur det kanvara faktorer som påverkar elevers attityder till friluftsliv ur en svensk kontext. Studien är en systematisk litteraturstudie som bygger på tidigare studier inom området.Litteraturen som har använts har kritiskt granskats, analyserats och sedan diskuterats. Dennametod användes för att få en överblick över kunskapsläget samt besvara det syftet somtidigare presenterats. Resultatet innehåller 20 artiklar som har tagits fram genom olikainklusionskriterier, exklusionskriterier och olika sökord. I denna studie har databasenSportDiscus och ERIC använts. Resultatet av studien visar att skärmtid har en negativinverkan på mängden fysisk aktivitet, barns motoriska förmågor, den psykisk hälsa samtmotivationen för friluftsliv och fysisk aktivitet. Vidare presenteras dock andra positivaeffekter av skärmtid och digitala verktyg såsom kommunikation, kreativitet såväl somutveckling. Resultatet av studien pekar även på vikten av positiva känslor och erfarenheter avfriluftsliv för att öka motivationen inom området där utomhuspedagogik har positiva effekter.Sammanfattningsvis visar resultaten av studien att skärmtid har en negativ inverkan påmotivationen till friluftsliv då skärmen kan komma att begränsa individen till fysisk aktivitetoch friluftsliv. En stillasittande livsstil bidrar därmed inte till positiva känslor och upplevelserute i naturen, vilket är en grundläggande för att öka motivationen.

Idrottslärarutbildningen har historiskt beskrivits som starkt traditionsbunden där praktiskafärdigheter har varit en del av det huvudsakliga målet med utbildningen. I takt med tiden harutbildningen genomgått en akademisering där teoretiska innehåll och forskningsfält har fåttallt större utrymme. På grund av utbildningens starka prägel av tradition lever uppfattningenom att praktisk kunskap är den mest värdefulla till viss del fortfarande kvar, trotsutbildningens numera teoretiska karaktär. Därav är syftet med denna studie att undersökavilka perspektiv som konkurrerar om att göra anspråk på undervisningstiden. Vidare ämnar viundersöka vilka didaktiska konsekvenser som riskerar inträffa till följd av den praktisk lagdaidrottslärarstudenten och en alltmer akademiserad utbildning. Som ett resultat avakademiseringen har flera kritiska perspektiv velat få mer utrymme på PETE. Dessaperspektiv ämnar vi undersöka och redogöra för i resultatdelen. Som metod för arbetet genomfördes en systematisk litteraturstudie. En systematisklitteraturstudie karaktäriseras av att kritiskt granska, systematiskt söka och sammanställalitteratur inom ett avgränsat område för att skapa en ny syntes av tidigare studiers data.Resultatet av studien identifierade följande kritiska perspektiv: Social justice, Genderequality, Interkulturell kompetens och Models based practice. Dessa perspektiv beskrivs idagsläget inte få tillräckligt mycket utrymme på utbildningen. I diskussionen analyserar viresultatet utifrån en didaktisk triangel och identifierar vilka didaktiska konsekvenser somriskerar inträffa till följd av en praktisk lagd idrottslärare och en alltmer akademiseradutbildning. Efter studien kunde vi komma till slutsatsen att idrottslärare riskerar fleradidaktiska utmaningar i sitt kommande yrkesliv. Om studenten inte värderar de kritiskaperspektiven under utbildningens gång riskerar både eleven och innehållet att drabbas.

En stor del av svenska barn och ungdomar uppnår inte rekommendationerna för fysisk aktivitet. Detta är bekymmersamt, då individens hälsa såväl som folkhälsan påverkas negativt. Fysisk aktivitet bidrar till flera positiva hälsofördelar för individen och det finns forskning som tyder på att motivation är en avgörande faktor för utövandet av fysisk aktivitet. Skolan ses som en viktig aktör för att främja individens hälsa genom bland annat fysisk aktivitet. Syftet med studien är att undersöka vilken typ av motivation inom självbestämmandeteorin (SDT), som främjar elevens motivation till fysisk aktivitet i skolämnet idrott och hälsa, samt vilka strategier idrottsläraren kan använda sig av. Denna systematiska litteraturstudie baseras på tidigare forskningsresultat, från 20 utvalda artiklar. Av studiens resultat framgår det att elevens grundpsykologiska behov är nödvändiga att tillfredsställa för att främja elevens motivation för fysisk aktivitet. Dessa behov kan idrottsläraren tillgodose genom att applicera olika strategier i sin undervisning. Tillfredställelsen kan öka elevens inre motivation, vilket i sin tur ökar motivationen för att vara fysisk aktiv under idrotten, såväl som på fritiden. Däremot är denna process tidskrävande och inte alltid problemfri.

Introduktion: Många barn och ungdomar uppnår idag inte rekommendationerna för fysiskaktivitet. Flera skolbaserade interventioner har genomförts i syfte att öka fysisk aktivitet hosbarn och unga. Trots detta råder det fortfarande en viss oklarhet i vad som gör en interventioneffektiv. Syfte: Syftet med litteraturstudien var att undersöka vilka skolbaseradeinterventioner som har genomförts i Norden för att öka den fysiska aktiviteten hos barn ochungdomar, hur effektiva de har varit samt vilka möjliga framgångsfaktorer som går att utläsa.Metod: Artiklarna som ligger till grund för litteraturstudien har hittats i databaserna PubMed,ERIC (EBSCO) och SportDiscus. De huvudsakliga sökorden som har använts är:intervention, school-based, physical activity, adolescents, children, Scandinavia, program,promoting, prevention, effect och effective. 13 artiklar som behandlar 12 olika interventionerinkluderades i resultatet. Resultat: De skolbaserade interventioner som genomförts i Nordenhar sett olika ut och har haft en blandad effektivitet. Tre av interventionerna var inte effektivaoch en intervention hade ett oklart resultat. Fyra av interventionerna visade sig vara effektivaför att öka fysisk aktivitet enbart under skoltid men inte totalt under en hel dag. Dessa kan hafallit offer för den kompensatoriska faktorn som innebär att ökad fysisk aktivitet underskoltid kan leda till mindre fysisk aktivitet på fritiden. Fyra interventioner visade sig varaeffektiva för att antingen öka barn och ungdomars fysiska aktivitet eller förhindra enförutspådd minskning. Tre av dessa fyra effektiva interventioner var lärarledda vilket kan sessom en framgångsfaktor. Slutsatser: Att interventioner är lärarledda snarare änelevcentrerade kan vara en framgångsfaktor. Den kompensatoriska faktorn kan utgöra etthinder för skolbaserade interventioner som syftar till att öka barn och ungas fysiska aktivitet.

Undervisningen i idrott och hälsa präglas av allvarliga problem gällande elevers lärandemiljö och motivation till undervisningen. En kvalitetsgranskning av undervisningen i idrott och hälsa för årskurs 7–9, genomförd av Skolinspektionen (2018), pekar ut brister som låg delaktighet, hög andel tävlingsmoment samt en otrygg lärandemiljö. Med utgångspunkt i elevers bristfälliga motivation och problematiska lärandemiljö avser vi i den systematiska litteraturstudien att undersöka hur forskning om motivationsklimat i internationell idrottsundervisning kan appliceras i en svensk idrott och hälsa-kontext utifrån det teoretiska ramverket Achievement Goal Theory (AGT) med stöd av Självbestämmandeteorin (SDT). Utifrån syftet har följande två frågeställningar formulerats: 1) Vilket motivationsklimat verkar vara mest gynnsamt i internationell idrottsundervisning? och 2) Hur kan lärare förbättra elevers lärandemiljö genom att påverka motivationsklimatet i undervisningen i idrott och hälsa? I litteraturstudien har 20 vetenskapliga artiklar valts ut utifrån förutbestämda inklusions- och exklusionskriterier för att besvara studiens syfte och frågeställningar. Artiklarna analyserades genom att identifiera mönster, likheter och skillnader under kodningsprocessen för att sedan sortera resultaten i kategorier utifrån de två frågeställningarna. Resultatet visade att ett uppgiftsorienterat motivationsklimat verkar vara mest gynnsamt i internationell idrottsundervisning samt att lärare kan använda sig av TARGET, vilket är en metod för att initiera ett uppgiftsorienterat motivationsklimat, i syfte att förbättra elevers lärandemiljö. Den första slutsatsen är att ett uppgiftsorienterat motivationsklimat även kan vara gynnsamt i undervisningen i idrott och hälsa, eftersom det är fördelaktigt för elevers deltagande och motivation. Den andra slutsatsen är att TARGET kan användas av lärare i idrott och hälsa med avseende att förbättra elevers lärandemiljö, då koppling kan göras mellan TARGET och k

Introduktion: Inom ämnesområdet idrott och hälsa utgör social inkludering en betydandeutmaning. Styrdokumenten framhåller att pedagoger har ett ansvar att skräddarsy sinundervisning i enlighet med varje elevs unika behov och förutsättningar. Denna utmaninginnefattar att säkerställa att alla elever, oavsett funktionsnedsättningar eller kulturellabakgrund, känner sig som en integrerad del av gemenskapen. Syfte: Denna litteraturstudieinnehar ett tvådelat syfte, dels att belysa de utmaningar pedagoger bemöter i arbeter med attfrämja social inkludering för elever med funktionsnedsätttnigar och etnisk kulturellaminoritetsgrupper, dels utforska vilka pedagogiska metoder och strategier är användbara försocial inkludering. Metod: Detta är en litteraturstudie och sökningar av artiklar har skett idatabaserna ERIC (EBSCO) och Sportdiscus. Sökorden som applicerats inom sökningarna är:pedagogical challenges, disabilities, cultural diversity, social inclusion och Teaching methods.Hela 20 artiklar har behandlats för att framställa resultatet. Resultat: Studiens resultatframställs genom följande aspekter, pedagogiska strategier och metoder, kulturella ochattitydmässiga hinder, inkluderande evenemang och initiativ, interaktion medvårdnadshavare/språkliga och kulturella barriärer. Slutsats: Denna studie identifierarutbildningsbrist och interaktionssvårigheter som huvudsakliga hinder för social inkluderinginom idrott och hälsa, särskilt bland elever med funktionsnedsättningar och från etniskkulturella minoritetsgrupper. Den framhåller också effektiva pedagogiska strategier, somsamarbetsaktiviteter och skräddarsydda lektioner, för att motverka dessa utmaningar ochskapa en mer välkomnande och inkluderande undervisningsmiljö.

Peer assessment has been proven to improve learning for both the observer and the observed. One dimension of peer assessment that has been given little attention in the context of physical education teacher education (PETE) is the tension that exists when peers give feedback on each other’s work. In this paper, we report on Swedish preservice teachers’ (PST) views on peer assessment used in PETE school placements. Our findings reveal four mechanisms of peer assessment assigned value in PETE: (i) building social relations, (ii)making ‘what to learn’ visible, (iii) giving correct feedback, and(iv) handling sensitive and gendered comments. Inspired by Bourdieu, we discuss learning potentials and complex challenges with peer assessment, where the combination of social capital and physical capital decides what is possible to say and to whom when peer assessment is used in the PETE school placement and in school physical education (PE).

Background: Principles such as instructional alignment and step-by-step progression are often seen as crucial features of good assessment practices in school physical education (PE). These features are problematic from nonlinear educational perspectives, which are based on the idea that movement learning cannot be expected to take place in the same manner for all students. Without some resolution of the contradiction between nonlinear pedagogies and principles of good assessment, the likelihood of physical educators fully embracing any kind of nonlinear approach to movement education remains doubtful. Purpose and research question: Our purpose in this paper is to illustrate how assessment for and of learning (AfL and AoL) can look when implemented in nonlinear movement education practices. Methods: Illustrations of AfL and AoL are drawn from an investigation in which one educator implements a nonlinear movement education module. The module focuses on juggling for students at high school (grade nine students aged approximately 15 years). The module provided students with 10 x 50-minute lessons to explore juggling. Data were generated through observations (film clips and field notes) and ethnographic-type interviews that were conducted with the students during the lessons. Findings: In the context of the nonlinear movement education module, AfL became: Interacting with students in joint exploration; Introducing learning strategies; Encouraging students to clarify and verbalize the object of learning; Helping students identify critical aspects of the movement activity, and; Inviting students to consider alternative learning trajectories. The educator then evaluates the students’ learning experiences in the context of a group performance at the end of the module. This performance can be seen as an instance of holistic assessment within a nonlinear movement education practice. Conclusions: The suggested holistic perspective on PE assessment could help educators to: ci, Move

Volunteering is a global phenomenon and different type of volunteers can be found in different types of organizations. Societal changes in how people volunteer and in how organizations use volunteers have made researchers call for a re-examining of organizing of volunteers. Therefore, this study aims to explore how different types of volunteering are organized in different types of organizations. The study uses an interdisciplinary research (IDR) approach with two perspectives, which in this paper are called Volunteer management (VM) and Volunteer coordination (VC). Four different Swedish organizations with different type of volunteers, two different types of sports organizations, one social organization and an entrepreneurial network are used as cases. The data consists of 18 interviews with project managers and volunteers. The data is analyzed in three IDR-inspired steps using both qualitative and quantitative analyses. This study reveals that understanding how to organize volunteering benefits from viewing volunteer organization in a proposed two-dimensional model. This model includes management strategies in different phases as well as relational perspectives and strikes a balance between organizational structure and climate. Merging research traditions can contribute to new knowledge in a changing society. Voluntary organizations need to work with everyday structures that allow them the flexibility to develop a sustainable volunteer organization by both managing and coordinating their volunteers.

I årtionden har begreppen folkhälsa, hälsa och hälsofrämjande använts i relation till idrott på många sätt i såväl praktik, forskning som i policy. Att idrotten har någon slags betydelse för och koppling till folkhälsan torde vara helt klarlagt. Men hur kan vi förstå relationen eller kanske snarare relationerna mellan idrott och folkhälsa? Ett forskningsområde som tar tag i relationen idrott och folkhälsa och som också breddar vad relationen kan bestå av är forskningsfältet idrotten som hälsofrämjande arena (Health promoting sports clubs). I artikeln kommer vi därför att med utgångspunkt i forskning om idrotten som hälsofrämjande arena teoretisera relationen idrott - folkhälsa. Vi kommer därigenom diskutera och illustrera hur vi på fler än ett sätt kan öka förståelsen för idrotten som hälsofrämjande för så många som möjligt så länge som möjligt.

As part of a longitudinal research project on the transition from physical education teacher education (PETE) to school physical education (PE) in Sweden and exploring whether and how PETE matters, this article uses narrative inquiry to ‘represent’ a PE teacher’s professional journey from PETE to the induction phase of PE teaching. The study focuses on his use of, and reflections on, ‘assessment for learning’ (AfL) at different stages of his teaching experience. The purpose of the study is to contribute knowledge about how positive experiences of AfL during PETE can enable the use of AfL in school PE for a newly qualified teacher. This is done by analysing one male PETE student’s reflections on AfL in the context of a campus-based course on PE assessment, his use of and reflections on AfL during his practicum, and in school PE as a newly qualified teacher. The data generation consisted of recordings of a PETE seminar, a stimulated recall interview with the participant during his final school placement, and two interviews with him in his role as a newly qualified PE teacher at two different schools. Through the PE teacher’s tale, we show how the campus-based course on PE assessment in PETE and the student teacher’s positive experience of using AfL during his practicum seem to have inspired him in his later positions. The results are discussed in relation to the perspective of occupational socialisation theory. This narrative inquiry suggests that PETE can make a difference for student teachers who are prepared to face the challenges of the induction phase of PE teaching and are able to navigate between the barriers that get in their way. We conclude the paper with some considerations regarding the study’s potential strength (trustworthiness), sharing (transferability) and service (usefulness)., Transitions from Physical Education Teacher Education to School PE

The USA Gymnastics sex abuse scandal raised global awareness about child sexual abuse (CSA) in women's artistic gymnastics. The ensuing media coverage also centre-staged victims’ survivorship stories, a process that for many moved from dissociating, recognising and disclosing CSA to feeling comfort when connecting with survivors and accepting CSA as part of their life history. However, scholarship on what survivorship from CSA in sport entails, and importantly, what it means to athletes, is limited. In this article, we frame the survival of CSA using Arthur Frank’s socio-narratological conceptualisation of people being able to process the devastating consequences of a life-threatening and/or a life-altering event, and present the survivorship stories of two former gymnasts, Maria and Lucia (pseudonyms). For these two women, survivorship was facilitated by hearing others’ stories of sexual abuse, purposefully facing their CSA experiences and connecting with one another later in life to raise awareness about sexual abuse in sport. Thus, in addition to presenting Maria and Lucia's stories for the purpose of providing CSA victims with a survivorship narrative, we outline and reflect on the role hearing and telling stories have in CSA survivorship.

INTRODUCTION: Physical activity (PA) after metabolic and bariatric surgery (MBS) can influence weight loss, health status, and quality of life. Known mediators to participate in PA are enjoyment, self-efficacy, and social support. Little is known about PA behavior in MBS individuals. The aim of this study was to explore levels of PA and the PA mediators enjoyment, self-efficacy, and social support before and after MBS and to investigate changes over time. METHODS: Adults scheduled to undergo MBS were recruited from a Swedish university hospital. Accelerometer-measured and self-reported PA, body weight, and PA mediators were collected at baseline and at 12 to 18 months post-surgery. RESULTS: Among 90 individuals included, 50 completed the follow-up assessment and had valid accelerometer data. Sedentary time (minutes/day) was unchanged, but sedentary time as percentage of wear time decreased significantly from 67.2% to 64.5% (p<0.05). Time spent in light PA and total PA increased significantly from 259.3 to 288.7 min/day (p < 0.05) and from 270.5 to 303.5 min/day (p < 0.01), respectively. Step counts increased significantly from 6013 to 7460 steps/day (p < 0.01). There was a significant increase in self-reported PA, enjoyment, self-efficacy for exercise, and positive social support from family. The increase in PA mediators did not lead to a significant change in time spent in moderate to vigorous PA. CONCLUSION: The increase in PA-mediators was not associated with an increase in moderate to vigorous PA, but the strengthened PA mediators suggest potential for an increase in moderate to vigorous PA in patients undergoing MBS.

In the late 19th century, football entered Sweden's coastal cities, such as Malmö, Halmstad and Gothenburg. The sport grew quickly, and the Swedish Football Association (SvFF) was founded in 1904. In the following decades, the popularity of football increased and in the 1950s it was perceived as the national sport of Sweden. However, at that time the sport was non-professional and in practice only for men. In order to keep up with hardening international competition, SvFF overturned the amateur regulations in 1967. Professionalisation was slow due to the lack of revenue but accelerated for male players after the Bosman ruling in 1995. Women's football developed gradually from the 1960s and in 1972 a national league organised by SvFF was formed. Youth football also grew substantially. Despite the differences in resources football became well-established amongst both men and women. However, the tensions between idealism, voluntarism and inclusion on the one hand, and commercialism, professionalism and selection, on the other hand, remain. This is best exemplified by the 51% rule, which states that clubs must be majority-owned by the members. This is hailed by some as a guarantee for democratic football, while others argue that it restricts clubs’ financial development.

Introduktion Linjära principer såsom ett instruktivt länkande mellan mål, undervisning och bedömning och ett främjande av en stegvis progression i olika rörelseaktiviteter betraktas ofta som avgörande aspekter av en legitim bedömningspraktik i skolämnet idrott och hälsa (idh). Dessa aspekter är problematiska från ett icke-linjärt perspektiv, som bygger på idén att lärande inte kan förväntas ske på samma sätt för alla elever, vilket även kan medföra konsekvenser beträffande bedömning. Utan en lösning på motsättningen mellan linjära principer för en legitim bedömningspraktik och ett icke-linjärt perspektiv på undervisning och lärande är det tveksamt om idrottslärare kommer att anamma ett icke-linjärt förhållningssätt i någon större utsträckning. Därför är motiverat att undersöka hur bedömning för och av lärande (formativ och summativ bedömning) skulle kunna hanteras i en icke-linjär undervisningspraktik. Syfte och teoretisk ram Syftet med denna studie är att illustrera hur bedömning för och av lärande kan se ut när dessa bedömningsformer appliceras i en icke-linjär undervisningspraktik i ämnet idh. Det teoretiska ramverket består av tidigare forskning om icke-linjära perspektiv på undervisning och lärande (såsom Nyberg, Barker och Larsson 2021) och om bedömning i idrottsämnet (till exempel AIESEP, 2020; Tolgfors, 2019). Metod Våra illustrationer av bedömning för och av lärande är hämtade från en empirisk studie av hur en idrottslärare implementerar icke-linjär pedagogik i ämnet idh på högstadiet. Eleverna (både pojkar och flickor) går i årskurs nio och är därmed i femtonårsåldern. Arbetsområdet fokuserar på jonglering under 10 lektioner (á 50 min). Data genererades genom lektionsobservationer (inklusive videofilmning och fältanteckningar) och samtalsliknande intervjuer med eleverna under lektionerna. Analysen genomfördes genom att (1) de forskare som deltagit vid lektionsobservationerna gick igenom filmer och fältanteckningar för att välja ut sekvenser i vilka de u, Björn Tolgfors och Håkan Larsson presenterade studien vid konferensen. Dean Barker och Gunn Nyberg var medförfattare.

BACKGROUND: To understand and prevent sport injuries, scholars have employed different scientific approaches and research methods. Traditionally, this research has been monodisciplinary, relying on one subdiscipline of sport science and applying qualitative or quantitative research methods. Recently, scholars have argued that traditional approaches fail to address contextual components of sport and the nonlinear interactions between different aspects in and around the athlete, and, as a way forward, called for alternative approaches to sport injury research. Discussion of alternative approaches are today taking place, however, practical examples that demonstrate what such approaches entails are rare. Therefore, the purpose of this paper is to draw on an interdisciplinary research approach to (1) outline an interdisciplinary case analysis procedure (ICAP); and (2) provide an example for future interdisciplinary sport injury research. METHODS: We adopt an established definition and application of interdisciplinary research to develop and pilot the ICAP for interdisciplinary sport injury teams aiming to integrate qualitative and quantitative sport injury data. The development and piloting of ICAP was possible by drawing on work conducted in the interdisciplinary research project "Injury-free children and adolescents: Towards better practice in Swedish football" (the FIT project). RESULTS: The ICAP guides interdisciplinary sport injury teams through three stages: 1. Create a more comprehensive understanding of sport injury aetiology by drawing on existing knowledge from multiple scientific perspectives; 2. Collate analysed qualitative and quantitative sport injury data into a multilevel data catalogue; and 3. Engage in an integrated discussion of the collated data in the interdisciplinary research team. CONCLUSION: The ICAP is a practical example of how an interdisciplinary team of sport injury scholars can approach the complex problem of sport injury aetiology and work

Athletes who aim to qualify for the Olympic Games need to stay healthy. Research demonstrates, however, that many elite athletes take health risks to achieve sporting success. Drawing on social ecological thinking, the purpose of this study is to understand change in athlete health behaviour during the Olympic Games qualification phase. We draw on data from a six-month-long case study on four athletes who aimed to qualify for the 2016 Olympic Games in Rio. We used semi-structured interviews and weekly-online surveys to collect data. Olympic hopefuls engaged in both risky health behaviour, such as ‘competing while injured’, and in self-caring health behaviour, such as ‘balanced dietary management’. Risk-taking was encouraged by a habit of taking pain medication, insufficient medical support, and time pressure to qualify. Awareness for self-care, a trusting coach-athlete relationship, and a well-rounded athlete support programme were factors that promoted self-care. Conceptually, we found that athlete health behaviour is dynamic and ecological, that is, it is relational to personal, contextual, and temporal factors. Based on the findings, we advise Olympic hopefuls to surround themselves with people who support caring health behaviour, and that sport organisations and stakeholders adopt long-term planning and implement policies of care., Funding agency:Swedish Research Council for Sport Science P2017-0026

The aim with this article is to contribute knowledge about the meanings of friluftsliv in educational practice. This is done by investigating what friluftsliv becomes in the ongoing practices of PETE in Sweden and how these meanings are established in the studied activities. The empirical material consists of different kinds of material from friluftsliv activities in PETE programmes: study guides, field trip plans, students' vlogs from overnight stays outdoors, video recordings from two longer field trips, audio recordings from evening seminars during the field trips and students' written reflections after them. In order to identify meanings of friluftsliv and how these are established we used a transactional analysis based on Dewey. Five different ways of what friluftsliv becomes in PETE practice were identified in this study. The different meanings reflect the complex picture of contradictions and lack of common ground for the content and motives identified in the outdoor education field. Our study also confirms how the meaning of friluftsliv as skills is established by putting up tents, lighting fires, building wind shelters and so on, and how this contributes to a focus on the instrumental values in PETE. On the other hand, our study shows that other meanings of friluftsliv are established in the ongoing practice, where more intrinsic values are at stake even if they are often overshadowed in PETE practice. In conclusion the results also point to the potential of fritluftsliv in terms of a suggested move away from an activity-based personal and social development discourse in favour of experiences of educating for environmentally sustainable human-nature relations. The challenge is how to make these experiences educational in PETE and how to guide students in transforming experiences in more exclusive friluftsliv into pedagogical competence as future teachers using friluftsliv for different purposes in school PE.

A recent literature review indicated that the settings-based approach, as it is applied to sports clubs, is poorly understood and not well implemented. The current study builds on the health promoting sports clubs (HPSC) theoretical model as a basis for a settings-based approach in the sports setting and proposes a logic model to develop and evaluate HPSC in practice. The logic model was established through qualitative, iterative methods in the form of six meetings with eight experts in the field. Qualitative thematic coding was conducted on notes taken and contributions during and between meetings. The results describe a best-practice logic model of HPSC, including inputs, activities, outcomes and impacts at each HPSC level, while case studies illustrate the interactions between levels. Results indicate that a HPSC can have an impact at each level, from individual health to social and community capital. For a sports club, the logic model helps to define how the club's board or management committee can set the conditions for club managers and coaches to support members' health. External stakeholders to clubs are also recognized for their key responsibility in providing different types of resources to support sports clubs to be health promoting. Future research should focus on monitoring and evaluating at each level, including empirical testing system interactions as a whole and interactions across levels.

There is a common understanding that sport and physical activity can be important to address healthy aging. There are individual-level recommendations about how much physical activity people of different ages should engage in to gain health benefits, but at the same time there are no recommendations for how organizations should organize physical activities to suit as many people as possible for as long as possible. The purpose of this study was to explore the characteristics of sport and physical activity initiatives that older adults participate in. Different ongoing sport and physical activity initiatives that involve older adults were investigated regarding their focus, organization, intensity and organizer, and in relation to their costs, booking opportunities and recruitment. The study was conducted with a cross-sectional design using the Salutogenic Physical Activity Health Resources Questionnaire (SPAHRQ). The study included 27 different initiatives with 372 participants (60% women) ranging from 60 to 96 years of age. A health-promoting, salutogenic settings-based approach, and specifically the concepts drop-in, drop-through and drop-over were used in discussing recommendations for the organization of sport and physical activity for older adults. The main findings were that who organizes the sport and physical activity initiative seems to affect the characteristics of how it is organized and what characterizes the participants in it. Despite the differing characters of sport and physical activity initiatives, the majority of older adults are recruited by internal contacts like friends and family. Which older adults participate in which initiatives is explained mostly by the age and gender of the participants. In conclusion, to attract as many older adults as possible, organizations should work with lowering the thresholds, as well as within and between, organizations, and raise the threshold for dropping out of sports and physical activity.

Since the dawn of modern sport, Swedish athletes and leaders have made a significant impact in the global sport community, and Swedish scientists and entrepreneurs have contributed to the development of coaching and training. But when it comes to football, Sweden has rather taken influence from others. Two names contradict this relative anonymity - Sven-Goran Eriksson and Pia Sundhage. They both have had long and successful careers which have brought Swedish coaching ideals to an international audience. The purpose of this study is to investigate how their respective coaching philosophies have developed over time and how they have been shaped by education, previous experiences, and influences in the coaches' own lives. The developments of Eriksson's and Sundhage's coaching philosophies are analysed through the lens of theories about scientisation, specialisation and professionalisation. We build on their own publications, as well as interviews and archival sources.

INTRODUCTION: The extent to which additional health benefits of accumulating twice the minimum amount of time in moderate-to-vigorous physical activity (MVPA) affects indicators of physical function in older adults is unclear. Therefore, the aim of the present study was to assess indicators of physical function in older adults who accumulate at least 150 but less than 300 min/week of MVPA compared to those accumulating at least 300 min/week. METHODS: Indicators of physical function, including handgrip strength, 5 times sit-to-stand test (5-STS), squat jump and 6-min walk test (6MWT) were assessed in a sample of 193 older men (n = 71, 67 ± 2 years), and women (n = 122, 67 ± 2 years), who all accumulated at least 150 weekly minutes of MVPA. Time in MVPA was assessed by accelerometry during 1 week and engagement in muscle strengthening activities (MSA) was assessed by self-report. Protein intake was assessed by a food-frequency-questionnaire. Participants were classified as physically active (≥150 but <300 min of MVPA per week) or as highly physically active (≥300 min of MVPA per week). RESULTS: Factorial analysis of variance revealed that older adults accumulating at least 300 min of MVPA per week had a significantly (p < 0.05) better 6MWT performance and overall physical function compared to the less active group. These findings remained significant after further adjustment for MSA, sex, waist circumference and protein intake. In contrast, no significant differences in indicators of muscle strength were observed between the two groups. DISCUSSION: Adherence to twice the recommended minimum amount of weekly MVPA time is related to a better physical function, evidenced by a better walking performance compared to adherence to the minimum weekly amount of MVPA. This finding emphasizes the benefits of accumulating daily MVPA beyond the minimum recommended amount to optimize the ability to perform activities of daily living, thus reducing the burden of physical disab, Funding agency:Kamprad Family Foundation for Entrepreneurship, Research and Charity 20210070

Physical contact between adults and children in educational setting has been a well debated subject in research over the past 20 years. Although physical contact is often regarded as an important pedagogical tool, it has given rise to an increased awareness amongst sports coaches, physical education and preschool teachers about the possible negative consequences of its use in these settings. The aim of this article is to map the current literature on physical contact inphysical education, sports coaching and the preschool and identify research gaps by means of a scoping review, i.e. after 20 years ofresearch in the field of intergenerational touch what can be said to be known in the field and what possible gaps are there in the research? The research questions are: (i) Which journals, countries, settings, theories and methods are represented in the research field? (ii) Which central themes and knowledge gaps can be identified? The results show that the research field has expanded significantly in the last 20 years, both in terms of the number of published articles, the number of countries represented in the research and the number of journals in which articles on the topic have been published. The central themes identified in the articles included in the review cover the following topics: fears related to physical contact, resistance, cultural differences, the functions and needs of physical contact and the professional identity of sports coaches, physical education and preschool teachers. It is concluded that studies that could lead the research field forward would ideally focus on intersectionality, or how practitioners’ fears of physical contact impact their pedagogical work with students.

Ageing limits growth capacity of skeletal muscle (e.g. in response to resistance exercise), but the role of satellite cell (SC) function in driving this phenomenon is poorly defined. Younger (Y) (~ 23 years) and older (O) men (~ 69 years) (normal-weight BMI) underwent 6 weeks of unilateral resistance exercise training (RET). Muscle biopsies were taken at baseline and after 3-/6-week training. We determined muscle size by fibre CSA (and type), SC number, myonuclei counts and DNA synthesis (via D2O ingestion). At baseline, there were no significant differences in fibre areas between Y and O. RET increased type I fibre area in Y from baseline at both 3 weeks and 6 weeks (baseline: 4509 ± 534 µm2, 3 weeks; 5497 ± 510 µm2 P < 0.05, 6 weeks; 5402 ± 352 µm2 P < 0.05), whilst O increased from baseline at 6 weeks only (baseline 5120 ± 403 µm2, 3 weeks; 5606 ± 620 µm2, 6 weeks; 6017 ± 482 µm2 P < 0.05). However, type II fibre area increased from baseline in Y at both 3 weeks and 6 weeks (baseline: 4949 ± 459 µm2, 3 weeks; 6145 ± 484 µm2 (P < 0.01), 6 weeks; 5992 ± 491 µm2 (P < 0.01), whilst O showed no change (baseline 5210 ± 410 µm2, 3 weeks; 5356 ± 535 µm2 (P = 0.9), 6 weeks; 5857 ± 478 µm2 (P = 0.1). At baseline, there were no differences in fibre myonuclei number between Y and O. RET increased type I fibre myonuclei number from baseline in both Y and O at 3 weeks and 6 weeks with RET (younger: baseline 2.47 ± 0.16, 3 weeks; 3.19 ± 0.16 (P < 0.001), 6 weeks; 3.70 ± 0.29 (P < 0.0001); older: baseline 2.29 ± 0.09, 3 weeks; 3.01 ± 0.09 (P < 0.001), 6 weeks; 3.65 ± 0.18 (P < 0.0001)). Similarly, type II fibre myonuclei number increased from baseline in both Y and O at 3 weeks and 6 weeks (younger: baseline 2.49 ± 0.14, 3 weeks; 3.31 ± 0.21 (P < 0.001), 6 weeks; 3.86 ± 0.29 (P < 0.0001); older: baseline 2.43 ± 0.12, 3 weeks; 3.37 ± 0.12 (P < 0.001), 6 weeks; 3.81 ± 0.15 (P < 0.0001)). DNA synthesis rates %.d-1 exhibited a main effect of tr, Funding agencies:The Physiological SocietyDunhill Medical Trust R264/1112UK Research & Innovation (UKRI) Medical Research Council UK (MRC) European Commission CIC12019 Medical Research Council as part of the MRC-ARUK Centre for Musculoskeletal Ageing Research MR/R502364/1 MR/P021220/1

Men’s elite ice hockey is one of the most commercialised, popular and patriarchal sports in the global north. With reference to the scarce corpus of ice hockey research from non-American countries, in this article we examine the online portrayals of men who play professional ice hockey in 2 clubs in Norway and Sweden. We pose two research questions and theoretically informed hypothetical assumptions associated with them that we evaluate with the overall aim of broadening the empirical scope of critical studies on men and masculinities in ice hockey. Using a quantitative content analysis, we compare and cross-analyse the online representations of men and masculinities by investigating the Instagram posts of 21 players from Frölunda HC and Vålerenga Hockey. The results demonstrate the importance of a situational and contextual understanding of hegemonic masculinity and broaden the scope of the ‘ice hockey playing man’ that is often perceived as a narrow stereotype., Ishockey i förändring; maskulinitetsideal och våldsnormer i svensk ishockey ca 1965 till idag

Background: In this paper, we will address the question of how physical education teacher education (PETE) matters and suggest one way to explore the potential impact of PETE. A distinguishing feature of the studies of PETE's impact on physical education is that they either include perspectives from preservice teachers involved in PETE courses or perspectives from physical education teachers in schools looking back at their education. Longitudinal attempts to follow preservice teachers’ journey from education to workplace, in order to grasp how they perceive the relation between teacher education and teaching practice in schools, and the transition between these contexts, are few and far between. This gap of knowledge is a missing piece of the puzzle to further develop PETE, and to inform life-long professional development for teachers. Purpose: The purpose of this paper is twofold. First, we develop and present a methodological approach for investigating the transition of content areas from courses in PETE into teaching practice in school physical education. Second, we will illustrate the potential utility of this methodological approach in longitudinal studies by showing how one particular content area, Assessment for Learning (AfL), was investigated through the use of methods and theories described in the first part of this paper. Methodology: The suggested longitudinal approach involves Stimulated Recall (SR) interviews with pre- and postservice teachers, observations and communication with groups of students and teachers through social media. The construction, recontextualisation and realisation of pedagogic discourses regarding content areas are suggested to be analysed through a combination of Bernstein's concept of the pedagogic device and Ball's concept of fabrication. Results and Conclusions: The longitudinal design and the suggested methodology can provide answers to how content areas are transformed in and between PETE and school physical education. A co

Physical education (PE) has significant potential to shape how young people experience their own and others’ bodies. This potential has not always been realized in positive ways and some research suggests that experiences in PE have contributed to young people’s dissatisfaction with their appearances. The broad aim of this review is to provide a comprehensive understanding of body image as a pedagogical issue within PE. A narrative approach to the review is adopted that enables us to summarize, compare, explain and interpret various types of research relevant to our aim. From the databases ERIC, SCOPUS and PsycInfo, 25 articles were identified that deal with either body image in typical PE lessons or researcher-led attempts to influence students’ body image (what we have termed ‘pedagogic interventions’). Main findings are that: (1) PE has been presented as both part of the cause and a potential site of intervention to the problem of negative body image; (2) Researchers have based pedagogic interventions on four types of guiding principles; and (3) Researchers have made an array of recommendations for practitioners relating to gender, time, professional development and the characteristics of the pedagogical interventions. Findings are discussed in relation to broader research on body image in society and in PE with a focus on how the findings might inform further scientific practice.

The health promoting sports club describes the development of the settings-based approach in sports clubs. Based on this model, a questionnaire was developed to measure health promotion perceptions in sports clubs (e-PROSCeSS). The objective of this study was to assess the psychometric properties of a French version of the e-PROSCeSS measurement tool. The questionnaire includes three scales measuring stakeholder's perceptions of club (macro), managers (meso) and coaches (micro) activities toward promoting health. Five steps were undertaken to assess perceptions. First, scales were translated into French. Second, each item's content clarity was tested in three populations: managers, coaches, sports participants. Third, descriptive statistics were analyzed for each scale. Fourth, confirmatory factorial analysis was used to select items for each level. Predictive validity found positive relationships between health promotion perceptions and managing/coaching positions, and negative relationships with drop-out intentions. Positive relationships were found between sports participants' perceptions of health promotion and their self-rated performance and quality of life, while negative relationships were detected with drop-out intentions. The French e-PROSCeSS subscales showed good psychometric properties in measuring health determinants at multiple levels. However, the tool did not measure health promotion as an overarching concept that questions its applicability in the sports club setting., Funding agencies:PROSCeSS project from Sante publique FranceUniversite Cote d'AzurUniversity of Lorraine

Background: People often expect physical education teachers to look fit and athletic, to do lots of physical activity, and to eat well. While ample research exists on physical education teachers' bodies, relatively few scholars have investigated how physical educators relate corporeal expectations to broader ideas about subject content, pedagogy, and the purposes of the school subject. Aim: The specific aim of the paper is to identify the assumptions about content, pedagogy, and educational purposes that teachers make when they talk about a perceived need for physical educators to look fit and athletic. Method: To frame our work theoretically, we draw from a Swedish didaktik of physical education tradition and employ Bakhtin's concept of speech genres, and Wertsch's concept of privileging. Our empirical material consists of transcripts generated from 6 focus group and 6 individual interviews (24 teachers in total, average age of 40 years, average teaching experience 11 years). Findings: Data suggest that when teachers use an 'athletic-looking teacher as healthy role model' speech genre, they tend to privilege: (1) a particular version of health as subject content that involves not being too overweight and maintaining physical functionality in sports. This content is based on biomedical conceptions of health which foreground exercise, eating and weight, and a pathogenic reduction of risk; (2) particular pedagogies in PE that put the teacher at the centre of the pedagogical situation, and; (3) a certain educational purpose in PE, which is to educate citizens for healthy lives through participation in sport. With respect to this purpose, increasing body weight enters the genre as a potential obstacle for educational success. Discussion: The findings raise questions concerning appropriate curricular content and its relation to teacher identities. They suggest that learning possibilities may be missed when certain content, pedagogies, and outcomes are privileged. The fin

Physical contact between teachers and students in physical education (PE) has been a troubling, complex and unsolved issue. Research has shown that PE teachers struggle with high levels of fear, insecurity and anxiety when it comes to physical contact with students. However, most of the research conducted so far has focused on a few countries and in regard to the dominant no-touch societal discourse related to sexual connotations. Research from other countries on PE-related touch and other non-sexual physical contact topics is still missing from the literature. This paper aims to explore touch within the PE arena in Argentina and France. Data were generated with a group of eight PE teachers, four from France and four from Argentina. Results suggest that even though teachers were well aware of the widely spread discourse regarding sexual harassment, they discussed the concerns of touch in PE in different ways. Touch was considered necessary for both emotional support and the avoidance and treatment of injuries. In some cases, teachers were concerned about the admissibility of touch involving students with religious beliefs, and some acts of violence. The conclusions of this study reveal a shift in the ‘risks’ surrounding teacher-student physical contact, and the less-discussed presence of risks other than those related to sexual implications when considering other countries. The conclusions also revolved around the changes of PE teachers’ professional subjectivities over the last few decades.

Despite increased recognition that a higher education sports coaching qualification plays an important role in shaping coaches' ethical decision-making, few scholars have considered what ethics to teach and how best to deliver such curriculum. Examples of actual ethics courses are particularly amiss. This article furthers scholarship on ethics education by introducing Education for Sustainable Development (ESD), a pedagogical perspective and approach that is employed to teach quality of mind competences considered necessary to make ethical decisions. To demonstrate how ESD can be translated into ethics curriculum, we present the university course "IIG206 Sustainable Sports Coaching", which the authors delivered to coaching students, and outline how the course offered students' opportunities to develop quality of mind competences, including "thinking on their feet", complexity thinking, working interdisciplinarily, creativity, and "thinking outside the box". Practical recommendations for scholars keen to create and deliver ethics education in coaching education conclude the article.