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Söderström, Tor
Publications (10 of 111) Show all publications
Söderström, T., Brusvik, P. & Lund, S. (2019). Factors underlying competitive successin youth football: A study of the Swedish national U15 football talent system. Scandinavian Sport Studies Forum, 10, 139-162
Open this publication in new window or tab >>Factors underlying competitive successin youth football: A study of the Swedish national U15 football talent system
2019 (English)In: Scandinavian Sport Studies Forum, ISSN 2000-088X, E-ISSN 2000-088X, Vol. 10, p. 139-162Article in journal (Refereed) Published
Abstract [en]

This study of Sweden’s 24 football districts analyses whether contextual factors (number of players, number of elite teams, and number of elite players on each district team) influence the district teams’ relative age effect (RAE) and the way in which contextual factors and RAE correlate with the U15 teams’ competitive success. The analysis is based on register data on district players (4,516 girls and 4,501 boys, all 15 years old) who attended an annual elite football camp: birthdate, the total number of players aged 15, club membership, senior elite clubs, proportion of elite players on the district teams, and match outcomes. Based on the birthdates of the players born between 2001 and 2012, a relative age index was constructed for each district. The results showed a relative age effect (RAE) for the selected district players (boys and girls) compared to the general 15-year-old football population; however, birthdate only affected the competitive success of the boys’ district teams. The analysis points out that contextual factors such as the number of football players and the presence of elite clubs are important to consider in order to understand how RAE is produced and its relationship to the success of winning matches for boys’ district teams.

Place, publisher, year, edition, pages
Malmö: www.sportstudies.org, 2019
Keywords
talent identification, football, relative age, RAE, performance, gender, youth, elite
National Category
Pedagogy Sport and Fitness Sciences
Identifiers
urn:nbn:se:umu:diva-163164 (URN)
Available from: 2019-09-09 Created: 2019-09-09 Last updated: 2019-09-10Bibliographically approved
Holmgren, R., Haake, U. & Söderström, T. (2019). Firefighting training at a distance: a longitudinal study. Journal of Vocational Education and Training, 71(1), 65-86
Open this publication in new window or tab >>Firefighting training at a distance: a longitudinal study
2019 (English)In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 71, no 1, p. 65-86Article in journal (Refereed) Published
Abstract [en]

This article presents an analysis of a five-year study on the implementation of a technology-supported distance programme in Swedish firefighter training. Based on activity theory and four interview studies, the attention is directed to firefighter instructors' perceptions and use of digital technologies with a focus on challenges, contradictions and changes. Two phases are identified, viz an implementation phase and a dissemination phase. During the implementation phase a clear contradiction emerges regarding how the object of the training should be interpreted, which results in the instructors responsible for the implementation reconsidering previous beliefs and, with the support of digital technologies, developing more theoretical and process-oriented approaches and improving the course design. However, during the dissemination phase, when all instructors are involved, a number of conflicts and dilemmas emerge, resulting in the changes achieved in the distance programme to some extent being normalised in the direction of the instructor-centred and exercise-oriented approaches of the campus programme. The article concludes with a discussion about contradictions as well as opportunities that may emerge during the implementation process of a vocational technology-supported distance programme.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Firefighter training, technology-supported distance training, instructors' perceptions, digital technologies, activity theory, contradictions
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-147622 (URN)10.1080/13636820.2018.1464054 (DOI)
Available from: 2018-05-09 Created: 2018-05-09 Last updated: 2019-02-12Bibliographically approved
Söderström, T., Lindgren, C. & Neely, G. (2019). On the relationship between computer simulation training and the development of practical knowing in police education: . The international journal of information and learning technology, 36(3), 231-242
Open this publication in new window or tab >>On the relationship between computer simulation training and the development of practical knowing in police education:
2019 (English)In: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899, Vol. 36, no 3, p. 231-242Article in journal (Refereed) Published
Abstract [en]

Purpose: The purpose of this paper is to focus on the practical knowing that is central in police education. Drawing on perspectives about tacit knowledge and embodied learning (e.g. Merleau-Ponty, 1945/1997; Polanyi, 1966; Argyris and Schön, 1974) as well as empirical examples, this paper discusses the design of and what can be expected from computer simulation training for the development of police students’ professional knowing.

Design/methodology/approach: The discussion is based on lessons learned from working with two different computer simulation training situations designed to prepare the students for an upcoming practical training by facilitating the understanding of complex situations as they should be handled in the physical training situation.

Findings: The experiences from the training sessions showed that the different characteristics of the simulations mediate how the training session was performed, e.g., unplanned trial and error vs focused and attentive, but also group discussions about how to act and appropriate actions in relation to the situation to be solved in the simulation.

Originality/value: Based on the lessons learned from working with the two different computer simulations, it is posited that the use of computer simulations for practical scenario training is a complex endeavor that needs, in various degrees, to be supported by pedagogical steering. The design of computer simulation training (both the simulation and how the training is designed and performed) need to consider the specific aspects that surround tacit knowledge and embodied learning in the “real sense” (anchored to the practical training) to be of relevance for police students development of professional knowing.

Place, publisher, year, edition, pages
Emerald Group Publishing Limited, 2019
Keywords
Reflection, Tacit knowledge, Adult learning, Vocational education, Professional knowledge
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-157684 (URN)10.1108/IJILT-11-2018-0130 (DOI)000479053000004 ()
Available from: 2019-03-29 Created: 2019-03-29 Last updated: 2019-10-10Bibliographically approved
Söderström, T., Fahlén, J., Ferry, M. & Yu, J. (2018). Athletic ability in childhood and adolescence as a predictor of participation in non-elite sports in young adulthood. Sport in Society: Cultures, Media, Politics, Commerce, 21(11), 1686-1703
Open this publication in new window or tab >>Athletic ability in childhood and adolescence as a predictor of participation in non-elite sports in young adulthood
2018 (English)In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 21, no 11, p. 1686-1703Article in journal (Refereed) Published
Abstract [en]

In this article, we contribute to the discussion on factors affecting adult participation in organized sport. To this end, we examine whether explanations regarding sport expertise can also add to the understanding of non-elite-level sport participation in young adulthood. Results from questionnaires (n = 572) revealed that date of birth and early sport debut positively correlated to strong sport performance during childhood, which, in turn, were correlated to strong sport performance and being selected for talent groups during adolescence. Finally, strong sport performance during adolescence was positively correlated to sports club membership as young adults. As relative age effects seem to remain throughout childhood and adolescence, we conclude that the underlying variable that affects the selection process and sport participation in young adulthood is date of birth. The results indicate that being active in sport as young adults is contingent on sport-specific variables previously not investigated in research on sport participation.

Place, publisher, year, edition, pages
Routledge, 2018
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-142708 (URN)10.1080/17430437.2017.1409726 (DOI)000449820100003 ()
Available from: 2017-12-08 Created: 2017-12-08 Last updated: 2019-01-08Bibliographically approved
Söderström, T., Lindgren, C. & Neely, G. (2018). Tacit knowing: Implications for the design of computer simulation training in police education. In: L. Morris & C. Tsolakidis (Ed.), ICICTE 2018 - The!International!Conference!on!Information! Communication!Technologies in!Education!2018: Proceedings. Paper presented at International Conference on Information Communication Technologies in Education, Chania, Crete, Greece, July 5-7, 2018 (pp. 235-244). ICTE
Open this publication in new window or tab >>Tacit knowing: Implications for the design of computer simulation training in police education
2018 (English)In: ICICTE 2018 - The!International!Conference!on!Information! Communication!Technologies in!Education!2018: Proceedings / [ed] L. Morris & C. Tsolakidis, ICTE , 2018, p. 235-244Conference paper, Published paper (Refereed)
Abstract [en]

This paper focuses on the practical knowing that is central in police education.Drawing on perspectives about tacit knowledge and embodied learning (e.g.,Argyris & Schön, 1974; Merleau-Ponty, 1945/1997; Polanyi, 1966) as well asempirical examples, this paper will discuss the design of and what can beexpected from computer simulation training for the development of policestudents' professional knowing. Based on the the lessons learned fromworking with computer simulations in police education we argue thatcomputer simulations can be a useful aid for practical training, but they cannotreplace exercises in scenario training or drill exercises.

Place, publisher, year, edition, pages
ICTE, 2018
Keywords
adult learning, tacit knowledge, reflection, professional knowledge, vocational education
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-150446 (URN)978-1-9996549-1-7 (ISBN)
Conference
International Conference on Information Communication Technologies in Education, Chania, Crete, Greece, July 5-7, 2018
Available from: 2018-08-09 Created: 2018-08-09 Last updated: 2019-06-28Bibliographically approved
Holmgren, R., Haake, U. & Söderström, T. (2017). Firefighter learning at a distance: a longitudinal study. Journal of Computer Assisted Learning, 33(5), 500-512
Open this publication in new window or tab >>Firefighter learning at a distance: a longitudinal study
2017 (English)In: Journal of Computer Assisted Learning, ISSN 0266-4909, E-ISSN 1365-2729, Vol. 33, no 5, p. 500-512Article in journal (Refereed) Published
Abstract [en]

This article presents a summary analysis of a 5-year study on the implementation of a technology-supported distance firefighter training programme in Sweden, focused on the firefighter students’ learning processes regarding challenges, contradictions and changes that occurred during the implementation period. With activity theory as the theoretical basis, three data collections were carried out. The analysis, based on interviews with firefighter students and instructors as well as observation logbooks and educational documents, identified two phases, an implementation phase and a dissemination phase. The implementation phase is characterized by the distance students developing a self-directed and goal-oriented learning, supported by the revised and technology-supported training design. During the dissemination phase, when many technology-inexperienced instructors become involved in the distance programme, a number of challenges and contradictions are identified, which, however, turn out to be a driving force for the students to develop alternative learning strategies. Finally, vocational distance training is discussed in terms of potential opportunities for developing vocational students’ learning processes.

Place, publisher, year, edition, pages
John Wiley & Sons, 2017
Keywords
activity theory, contradictions, digital technologies, distance learning, firefighter training.
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-136396 (URN)10.1111/jcal.12196 (DOI)000409519000007 ()
Available from: 2017-06-16 Created: 2017-06-16 Last updated: 2018-06-09Bibliographically approved
Lund, S. & Söderström, T. (2017). To See or Not to See: Talent Identification in the Swedish Football Association. Sociology of Sport Journal, 34(3), 248-258
Open this publication in new window or tab >>To See or Not to See: Talent Identification in the Swedish Football Association
2017 (English)In: Sociology of Sport Journal, ISSN 0741-1235, E-ISSN 1543-2785, Vol. 34, no 3, p. 248-258Article in journal (Refereed) Published
Abstract [en]

The purpose of this article is to explore whether context and coaching cultures influence coaches’ practical experience and their unarticulated and embodied knowledge, and thus their different ways of seeing and defining talent. Using a cultural sociological perspective, we challenge the commonly held assumption that talent identification is, or can be made into, a rational and objective process. Our interpretations and analyses are based upon interviews with 15 soccer coaches in four districts within the Swedish Football Association’s talent organization program. The results imply that coaches’ talent identification is guided by what feels “right in the heart and stomach”; but what feels right is greatly influenced by their experience of previous identifications, interpretations of what elite soccer entails, and the coaching culture in which they find themselves.

Place, publisher, year, edition, pages
Human Kinetics, 2017
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-137578 (URN)10.1123/ssj.2016-0144 (DOI)000409289900004 ()
Available from: 2017-07-05 Created: 2017-07-05 Last updated: 2018-06-09Bibliographically approved
Söderström, T., Ferry, M. & Karp, S. (2016). Blir det någon förändring på planen?: utvärdering av implementeringen av Svenska Fotbollförbundets spelarutbildningsplan. Umeå universitet
Open this publication in new window or tab >>Blir det någon förändring på planen?: utvärdering av implementeringen av Svenska Fotbollförbundets spelarutbildningsplan
2016 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Umeå universitet, 2016. p. 39
Series
Pedagogiska rapporter från Pedagogiska institutionen, ISSN 1403-6169 ; 96
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-128597 (URN)978-91-7601-636-7 (ISBN)
Available from: 2016-12-07 Created: 2016-12-07 Last updated: 2018-06-09Bibliographically approved
Söderström, T., Karp, S. & Sjöberg, D. (2016). Developing police students’ professional knowing through scenario training: The impact of preparation, implementation and debriefing. In: L. Gómez Chova, A. López Martínez and I. Candel Torres (Ed.), EDULEARN16 Proceedings: . Paper presented at 8th annual International Conference on Education and New Learning Technologies, Barcelona, Spain, July 4-5, 2016 (pp. 5930-5935).
Open this publication in new window or tab >>Developing police students’ professional knowing through scenario training: The impact of preparation, implementation and debriefing
2016 (English)In: EDULEARN16 Proceedings / [ed] L. Gómez Chova, A. López Martínez and I. Candel Torres, 2016, p. 5930-5935Conference paper, Published paper (Refereed)
Abstract [en]

When educating new police officers, using scenario training is an integral part of the educational program including a variety of practical exercises where students´ should act as police officers. The aim of this paper is to provide a holistic analysis of empirical data on preparation, implementation and debriefing of a critical incident in the Swedish police education program and conditions provided for developing professional knowing through scenario training. The approach was explorative and the methods used to collect data were observations, video-observations, interviews and surveys. The unit of analysis focused how students acted in and how they made sense of the activities. The analyses were influenced by a sociocultural and dialogical framework, in which learning is seen as a social activity. The results showed that using scenario training in professional education is a complex endeavor in which the social aspects of simulating have to be acknowledged. The analyses showed that the situated activities i.e. preparation, implementation and debriefing have to be linked to each other in way that enables the participants to; first, produce a situation with authenticity and second, to use previous experiences and coordinate them with new ones from the training in order to create good conditions for learning. With the support of and communication with others can students through scenario training, borrow, reshape and gradually develop professional knowing. It is about applying predetermined knowledge and skills but also about "... learning to perform and cope when encountering something for which one does not feel fully prepared" (Hopwood et al., 2014, p. 9). One conclusion is that students need to be challenged, but also get support for coordinating experiences from the situated activities with previous experiences to develop professional knowing. This means acknowledging that the stance of scenario training needs to be longer than just the actual scenario. How situated activities are embedded in the education program and how gaps in students knowing are to be bridged after the scenario training, need to be considered. The main implication of the results is that the use of scenario training in professional education require a specific pedagogy. Aspects that need to be taken into consideration is for example the fact that a simulated situation as scenario training is a hybrid and never a mirror of a professional situation and that creating simulation competence among both teachers and students is important in order to make the scenario work (i.e. how to act in different roles, how to produce authenticity, what is to be included and what is to be ignored). The pedagogy also has to acknowledge that focus needs to be on how to support the participants’ learning and not assume that there is a direct connection between participation and learning. To conclude, the detailed study of scenarios, preparation and debriefing draw attention to how they are linked together and build on each other which is central for understanding the conditions for learning through scenario training in police education.

Keywords
simulation, police, police education, vocational education, learning, scenario training, simulation pedagogy, professional knowing
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-124738 (URN)10.21125/edulearn.2016.0258 (DOI)978-84-608-8860-4 (ISBN)
Conference
8th annual International Conference on Education and New Learning Technologies, Barcelona, Spain, July 4-5, 2016
Available from: 2016-08-23 Created: 2016-08-23 Last updated: 2018-06-07Bibliographically approved
Söderström, T., Eliasson, I., Ferry, M. & Karp, S. (2016). Long term athlete development in Swedish floorball: creating conditions for sport development for children and youth?. In: Adam B. Evans, Glen Nielsen, Lone Friis Thing and Laila Ottesen (Ed.), Sport in the City – Mobility, Urbanity and Social Change: 13th European Association for Sociology of Sport Conference : Book of Abstracts. Paper presented at 13th European Association for Sociology of Sport Conference, Copenhagen, May 4-7, 2016 (pp. 83-83). Copenhagen: University of Copenhagen, Department of Nutrition, Exercise and Sport 2016
Open this publication in new window or tab >>Long term athlete development in Swedish floorball: creating conditions for sport development for children and youth?
2016 (English)In: Sport in the City – Mobility, Urbanity and Social Change: 13th European Association for Sociology of Sport Conference : Book of Abstracts / [ed] Adam B. Evans, Glen Nielsen, Lone Friis Thing and Laila Ottesen, Copenhagen: University of Copenhagen, Department of Nutrition, Exercise and Sport 2016 , 2016, p. 83-83Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Floorball is the second largest team sport in Sweden. Although it's popularity the number of children who play floorball decreases from age 10 and drops dramatically after age 15 (Swedish Floorball Federation, 2012). To overcome this situation and to counteract exclusion and early specialization the Swedish Floorball Federation adopted a new player development model, the Swedish Floorball Development model (SFD), inspired by the LTAD model (Ford et al., 2011). The main aim with SFD is to allow for better opportunities for all children and youth to develop their skills, regardless of age, sex, ambition and date of birth (Persson & Blååth, 2011). SFD is based on six development levels in which the player should be able to progress between the levels based on growth and maturity. The implementation work started 2012 through information of the concept to all 22 districts and leadership courses. The purpose of this study is to analyze the consequences of the implementation. Data consists of interviews with representatives of 14 out of 22 floorball districts. The results showed that the classification of teams that would be part of a league changed to be based on the development level instead of age, which means that the younger teams can play in a league of elder teams and vice versa. The interviewees point out that the SFD model contributes to more focus on development rather than results, everyone's right to participate but also that individual players can be moved up and down between ages based on their knowledge and skills. Some of the representatives notes that there are risks with the SFD. It could legitimize elite teams at young ages resulting in, for example, exclusion. The study shows overall that SFD contributes to both desired and undesired effects.

Place, publisher, year, edition, pages
Copenhagen: University of Copenhagen, Department of Nutrition, Exercise and Sport 2016, 2016
Keywords
Sport management, Long term athlete development (LTAD), Individualization, Floorball, Sport development
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-120499 (URN)978-87-9177-164-4 (ISBN)
External cooperation:
Conference
13th European Association for Sociology of Sport Conference, Copenhagen, May 4-7, 2016
Available from: 2016-05-17 Created: 2016-05-17 Last updated: 2018-06-07Bibliographically approved
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