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Idrottsprofilerad utbildning - i spåren av en avreglerad skola
Göteborgs universitet .
2014 (Swedish)Doctoral thesis, comprehensive summary (Other academic)Alternative title
In the wake of a deregulated school system : School sports in Sweden (English)
Abstract [en]

This thesis aims to contribute to a deeper understanding of the Swedish school sports system, a system which has evolved since the beginning of the 1970s, the prevalence of which has increased significantly at all school levels since the mid-1990s and today attracts a large number of pupils and teachers. Starting with the neoliberal discourse which has had a major impact on the development of the Swedish school system, and inspired by Pierre Bourdieu’s theoretical framework, the reasons for the emergence of the school sports system and the reasons why schools chose to specialise in sport is described. Also examined are the pupils and teachers involved and the mechanics behind their participation. Empirically, this thesis is based on registry data, telephone interviews with principals at schools offering school sports and questionnaires responses from pupils and teachers involved in school sports. The results of the thesis suggest that the main reason school sports has become so common is closely connected to increased competition on the local school market; by offering school sports, schools have found a possible way to attract more pupils. Furthermore, the results show that the social characteristics of pupils who have been selected or have chosen to participate in school sports differs from the national population of pupils and participants in sports clubs. This suggests that the available supply of school sports is better adapted to some pupils’ social backgrounds and habitus. In relation to the teachers involved, the results show that other resources than what is normally required to become a teacher is valued in school sports. Instead of a teacher certificate, a coaching education and experiences in competitive sport is valued highly which suggests that this is recognised as symbolic capital for teachers in school sports.In conclusion this thesis demonstrates that school sports is influenced by both the fields of education and sport, and that the increased supply of school sports has implications for both fields.

Place, publisher, year, edition, pages
Göteborg: Acta Universitatis Gothoburgensis , 2014. , 120 p.
Series
Gothenburg studies in educational sciences, ISSN 0436-1121 ; 355
Keyword [en]
Bourdieu, field of education, field of sport, neoliberal discourse, pupils, school sports, teachers
National Category
Sport and Fitness Sciences Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-96296ISBN: 978-91-7346-795-7 (print)ISBN: 978-91-7346-796-4 (print)OAI: oai:DiVA.org:umu-96296DiVA: diva2:763942
Public defence
2014-09-19, Aulan, Gymnastik- och idrottshögskolan, GIH, Stockholm, 13:00
Funder
Swedish Research Council
Note

Akademisk avhandling i idrottsvetenskap, vid Institutionen för kost och

idrottsvetenskap. Härtill 4 uppsatser.

Avhandlingen finns även i fulltext på: http://hdl.handle.net/2077/35788

Available from: 2015-02-12 Created: 2014-11-17 Last updated: 2015-02-12Bibliographically approved
List of papers
1. School sport in Sweden: what is it, and how did it come to be?
Open this publication in new window or tab >>School sport in Sweden: what is it, and how did it come to be?
2013 (English)In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 16, no 6, 805-818 p.Article in journal (Refereed) Published
Abstract [en]

The Swedish sports model has traditionally meant that schools are responsible for all children's and young people's physical education, while the sports movement is responsible for the voluntary training and competition in sport. In recent years, this model seems to have changed since schools increasingly offers training in sports during the school day, school sport. This article describes the development of the Swedish school sport system in relation to major school reforms during the last three decades; reforms that have meant that the school system has been decentralized and market-adapted. This article also argues that sport under the period has gained a new meaning for schools. The main conclusions are that societal changes have enabled the sports movement an increased influence on school sport and that the Swedish sports model has changed. In particular, the ideological distinction between school physical education and voluntary competitive sport has been challenged.

Place, publisher, year, edition, pages
Taylor & Francis, 2013
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-64142 (URN)10.1080/17430437.2012.753530 (DOI)
Note

Version of record first published: 16 Jan 2013

Available from: 2013-02-04 Created: 2013-01-16 Last updated: 2017-12-06Bibliographically approved
2. School Sports Is the Solution: What Is the Problem?
Open this publication in new window or tab >>School Sports Is the Solution: What Is the Problem?
2014 (English)In: European Journal for Sport and Society, ISSN 1613-8171, Vol. 11, no 4, 353-369 p.Article in journal (Refereed) Published
Abstract [en]

Since the late 1980s, the Swedish education system has undergone major changes that resulted in the school system being decentralised, market adjusted, and privatised. This has created local, quasi-markets in which there is a constant struggle for pupils. During the same period, the presence of school sports has increased significantly. The aim of this paper is to elucidate the reasons why schools have chosen to specialise in sports and to determine what makes sports so viable for schools. As an empirical foundation for the study, telephone interviews with principals at 50 selected schools offering school sports were conducted. The results show that the principals experienced increased competition in the local school market, and following Bourdieu’s concept of capital, that school sports fill an important need for schools because they bring different forms of important and necessary capital. Furthermore, school sports are valuable due to the diversity and the various meanings and values that society associates with sports. This article shows that a side effect of the market adaptation of the Swedish school system is that school sports have evolved into a marketing product for recruiting pupils.

Place, publisher, year, edition, pages
European Association for Sociology of Sport, 2014
Keyword
principals, pupil recruitment, school market, secondary school, Sweden
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-96295 (URN)
Available from: 2014-11-17 Created: 2014-11-17 Last updated: 2017-12-05Bibliographically approved
3. Teachers in school sports: between the fields of education and sport?
Open this publication in new window or tab >>Teachers in school sports: between the fields of education and sport?
2016 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 21, no 6, 907-923 p.Article in journal (Refereed) Published
Abstract [en]

According to the cultural sociologist Pierre Bourdieu, gaining access to a social space or a positionwithin a social space requires a specific capital. For teachers, this is normally indicated by a validteaching certificate with relevant subject knowledge. However, when no qualified teachers areavailable, which is the case for the subject of school sports in Sweden, other assets gain recognition.Drawing on Bourdieu’s conceptual framework, this paper examined the conditions for schoolsports in Sweden, and based on questionnaires answered by 109 teachers, explored thecompetencies, education and backgrounds teachers in upper secondary school sports possess.The paper address the question: what valuable resources are required to become a teacher of schoolsports and gain recognition as symbolic capital? The results show that while school sports inSweden are carried out through a school subject and thus regulated by the government, it isinfluenced by both the fields of education and sport. Furthermore, the questionnaire results showthat a majority of the teachers are employed as coaches instead of teachers and that less than halfof them (45%) have a teacher education background, while 95% have a coaching educationbackground. However, the results also show that teachers assessed their competencies for teachingschool sports as high, especially with regard to competencies in specific sport skills. In conclusion,this paper shows how coaching education and experience in competitive sports are an importantresource required to become a teacher in school sports and is thus recognized as symbolic capital.Therefore, school sports cannot be viewed as a legitimate part of the field of education but can beviewed as a part of the field of sport.

Place, publisher, year, edition, pages
London: Taylor & Francis Group, 2016
Keyword
Bourdieu, coach competence, special sports, Sweden, symbolic capital, teacher competence
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-95246 (URN)10.1080/13573322.2014.969228 (DOI)000378341900007 ()
Available from: 2014-10-24 Created: 2014-10-24 Last updated: 2017-12-05Bibliographically approved

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