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Teacher or coach - What competence required to teach school sports in Sweden?
Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
2016 (Engelska)Ingår i: Abstracts Book AIESEP International Conference 2016 Laramie, USA: Blazing New Trails: Future Directions for Sport Pedagogy and Physical Activity / [ed] Tristan Wallhead, Laramie: University of Wyoming , 2016, s. 112-112Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

Internationally, the concept of school sports usually refers to competitive sports organized in a school setting (cf.Laker, 2001). In these contexts, the activities usually consist of extensive training and competitions in various sports, often with PE teachers acting as coaches (Truman Williamson, 2013). However, in the Swedish uppersecondary school, school sports are carried out through a specific school subject. This way of organizing schoolsports, indicates an approach in which pupils will receive education in a subject, rather than just training in their sport. What kind of competence do then Swedish teachers in school sport have? Data for this paper were collected through web-based questionnaires to all teachers in school sports at ten strategically selected schools across Sweden. In total, 109 teachers answered the questionnaire, which treated their background, perceived competencies and teaching in school sports. The results show that even though school sports being a school subject with a national syllabus and with grading criteria, few of the teachers had a teacher degree (45%), while almost everyone had attended some kind of coaching programme (95%). This despite the fact that it usually requires a teaching certificate to be allowed to teach in Sweden. Nevertheless, the teachers perceived their competencies in various subareas of school sports as high, highest in specific sport skills, while as lower in more theoretical subareas stipulated by the syllabus. Furthermore, the teachers perceived their competencies related to the actual teaching in school sports as high, while their competencies in grading and assessment were perceived as lower.Since school sports in Sweden is carried out as a nationally regulated subject, teachers require rather sportspecific and extensive theoretical competence. Teachers in school sports thus require both embodied andinstitutionalized forms of knowledge. A rare combination of competencies, who at the moment few individuals possess.

Ort, förlag, år, upplaga, sidor
Laramie: University of Wyoming , 2016. s. 112-112
Nyckelord [en]
embodied knowledge, national syllabus, theoretical knowledge
Nationell ämneskategori
Pedagogik
Identifikatorer
URN: urn:nbn:se:umu:diva-122455OAI: oai:DiVA.org:umu-122455DiVA, id: diva2:939011
Konferens
AIESEP International Conference 2016 Laramie, USA, June 8-11, 2016
Tillgänglig från: 2016-06-17 Skapad: 2016-06-17 Senast uppdaterad: 2018-06-07Bibliografiskt granskad

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Totalt: 205 träffar
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