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  • 1.
    Eliasson, Inger
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Att utveckla skolans idrottsprofilerade utbildning2015Ingår i: Idéer för idrottsutveckling / [ed] Josef Fahlén och Staffan Karp, Stockholm: Sisu idrottsböcker , 2015, 1, s. 159-176Kapitel i bok, del av antologi (Refereegranskat)
  • 2.
    Eliasson, Inger
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Dörrarna öppnade för mera: En studie om idrottsprofilerad utbildning i grundskolan2012Rapport (Övrigt vetenskapligt)
  • 3.
    Eliasson, Inger
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Manlig idrottsprofilering i grundskolan2012Ingår i: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, Vol. 21, nr 1, s. 33-37Artikel i tidskrift (Övrigt vetenskapligt)
  • 4.
    Fahlén, Josef
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ferry, B. Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Sports Participation in Sweden2018Ingår i: Sport in Scandinavia and the Nordic Countries / [ed] Ken Green, Thorsteinn Sigurjónsson, Eivind Åsrum Skille, London: Routledge, 2018, s. 136-172Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter provides an understanding of sports participation in Sweden by placing it in a socio-political context. It shows how substantial financial support, together with civic engagement and enthusiasm, has been turned into participation in sport and exercise in Sweden. Voluntary and membership-based club sport is characteristic of the Nordic region as well as an integral part of Swedish society. The defining characteristic of, and main organising principle for, contemporary club sport in Sweden is that of individuals forming and/or taking part as voluntary members of sports clubs. The representative democracy is described as the cornerstone of Swedish club sport as well as a significant contributory factor in the civic education of Swedish citizens. While focusing primarily on who does what and how, how much and where, the chapter also sketches the context surrounding these activities in terms of organisation, politics, culture and commerce, before concluding with an outline of issues in, and prognoses for, future sports participation in Sweden.

  • 5.
    Fahlén, Josef
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Governing by numbers: the homogenization and standardization of sport club activities through policy implementation systems2016Ingår i: Book of Abstract EASS 2016: Sport in the City – Mobility, Urbanity and Social Change / [ed] Adam B. Evans, Glen Nielsen, Lone Friis Thing and Laila Ottesen, Copenhagen: University of Copenhagen, Department of Nutrition, Exercise and Sport 2016 , 2016, s. 55-55Konferensbidrag (Refereegranskat)
    Abstract [en]

    This abstract reports on a study of the implementation of a digitalized reporting system for local authority financial support to voluntary and membership-based sport club activities. It focuses on consequences of the implementation for sport clubs’ organisation, leadership and activities by drawing on data from qualitative and semi-structured interviews with 43 sport club representatives representing 20 sport clubs in four Swedish municipalities. Respondents and clubs were strategically sampled based on characteristics recognized in the literature as influential in sport policy implementation (e.g. May, Harris & Collins, 2013). The background of this interest is the focus in existing literature on policy content in general and specifically on the implementation of policies with the content of aiming at widening the social role for sport (e.g. Coalter, 2007). While valuable in our understanding of the implementation of social policies in sport, such studies have limited power in furthering our understanding of sport policy implementation per se. So by building on the argument put forward by Stenling and Fahlén (2014) that sport clubs’ propensity to act as policy implementers are contingent on an alignment between what a sport club is actually doing and what any given policy asks of it, this particular study aimed at examining the implementation of a policy tool seemingly devoid of policy content in order to be able to zoom in more on the consequences of the actual implementation process. Results show how the implementation process itself contributes to homogenizing sport clubs’ activities (cf. Sjöblom & Fahlén, 2010) and to standardizing what sport ‘is’ and ‘is not’ (cf. Fahlén, 2015). By extension, it contributes to limiting access for participants and volunteers in direct contravention of local as well as national sport policy goals. These findings are discussed in the light of recent debates on measures for increased sport participation.

  • 6.
    Fahlén, Josef
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Resursfördelning och jämställdhet2018Ingår i: Resurser, representation och "riktig" idrott: om jämställdhet inom idrotten / [ed] Christine Dartsch, Johan R Norberg & Johan Faskunger, Stockholm: Centrum för idrottsforskning , 2018, s. 96-119Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 7.
    Fahlén, Josef
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindberg, Ola
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Aktivitetskort på nätet: en studie av förändrade rutiner för verksamhetsrapportering och dess konsekvenser för föreningslivet2016Rapport (Övrigt vetenskapligt)
  • 8.
    Ferry, B. Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Idrottslärarstudenters föreställningar om yrket och ämnet: utveckling under utbildningen2019Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Introduktion

    De föreställningar idrottslärare har om sitt ämne och yrke skapas och förkroppsligas under den socialisationsprocess som påbörjas under uppväxten och fortsätter under lärarutbildningen och yrkeslivet. Tidigare forskning om idrottslärares yrkessocialisation visar att de föreställningar studenter har förkroppsligat vid starten av lärarutbildningen även påverkar hur yrkesverksamma lärare genomför sin undervisning. Vidare visar forskningen ingen enighet om vilken påverkan lärarutbildningen har på idrottslärares föreställningar. Vissa studier indikerar att utbildningen endast har begränsad (om någon) påverkan (ex. Adamakis & Zounhia, 2016) medan andra studier visar att utbildningen framgångsrikt kan utmana studenters föreställningar (ex. Richards et al., 2014).

    Syfte och teoretisk ram

    Med utgångpunkter i yrkessocialisationsteorin, var syftet med denna studie att undersöka om idrottslärarstudenters fysiska aktivitetsvanor och uppfattningar om ämnet och yrket förändras under lärarutbildningen. Specifikt i fokus för studien var om förändringar skett i studenternas idrotts- och motionsvanor samt deras uppfattningar om en bra idrottslärare och en bra idrottslektion.

    Metod

    Studien använder webbaserade enkäter besvarade av studenter från ett universitet i norra Sverige. Enkäterna besvarades av 206 studenter i början (2005–2014) och 88 i slutet av utbildningen (2010–2019). Båda enkäterna besvarades av 60 studenter.

    Resultat

    Resultatet visar att idrottslärarstudenter är en homogen grupp av studenter, med stora erfarenheter av och engagemang i idrott och fysiska aktiviteter vid starten och slutet av utbildningen. Vidare visar resultatet att studenternas föreställningar om en bra idrottslärare inte förändras under utbildningen och att en bra idrottslärare ska vara hänsynsfull och ha god social kompetens, ha hög pedagogisk kompetens samt goda ämneskunskaper. Studenternas föreställningar om en bra idrottslektion förändras däremot under utbildningen då studenterna i starten av utbildningen antyder att en bra lektion bör bestå av fysiska aktiviteter, vara rolig, inspirerande och kreativ samt vara väl planerad. I slutet av utbildningen indikerar studenterna att en bra lektion ska vara väl planerad, bestå av fysiska aktiviteter och utveckla elevernas färdigheter.

    Diskussion och slutsatser

    Genom sitt engagemang i olika idrotter och fysiska aktiviteter under uppväxten har studenterna förkroppsligat ett habitus med konsekvenser för deras uppfattning om ämnet och det framtida yrket. Genom sitt fortsatta engagemang och genom mötet med likasinnade studiekamrater förstärks dessa initiala föreställningar ytterligare under utbildningen. Att studenternas föreställningar om en bra idrottslärare inte förändras under utbildningen kan förklaras av att dessa föreställningar är starkt rotat i deras habitus och inte utmanas under utbildningen. Förändringen i studenternas föreställningar om en bra idrottslektion kan förstås i förhållande till inslag under utbildningen som erbjudit studenterna möjligheter att tillämpa färdigheter i verkliga situationer samt att de under utbildningen lärt sig viktiga kunskaper och färdigheter som krävs för att undervisa i idrott och hälsa och därmed lärt sig mer om vad det innebär att vara lärare i idrott och hälsa.

  • 9.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    A change of the Swedish sports model?: School Sport in Swedish secondary schools2012Konferensbidrag (Refereegranskat)
  • 10.
    Ferry, Magnus
    Göteborgs universitet .
    Idrottsprofilerad utbildning - i spåren av en avreglerad skola2014Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    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.

  • 11.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    In the wake of a deregulated school system: school sports in Sweden2015Ingår i: Abstract book, Göteborg: University of Gothenburg , 2015, s. 161-161Konferensbidrag (Refereegranskat)
    Abstract [en]

    Since the mid-1990s, the supply of school sports has increased significantly at all schoollevels in Sweden and today attracts a large number of pupils and teachers. This developmentis in the paper described in relation to major school reforms during the last three decades;reforms that have meant that the Swedish school system has been decentralized, marketadjusted, and privatised. With staring point in the neo-liberal discourse and inspired by PierreBourdieu’s theoretical framework, this paper analyse the reasons for the emergence of theSwedish school sports system and the reasons why schools chose to specialise in sport.Based on registry data and telephone interviews with 50 principals at schools offering schoolsports, this paper argues that a production and consumer fields have emerged, in whichdifferent producers (school companies, local schools and principals) offer different products(programs, courses) to potential consumers (pupils and parents). In light of this development,the paper argues that the main reason for the schools to offer sports is linked to increasedcompetition on the local school markets. By specializing in sports, the schools have thusfound a way to cope with the increased competition in the school market. In addition thereasons why specifically sports have emerged as a popular specialisation area are partlyexplained by the large number of participants in sport in Sweden, which means that there aremany potential consumers. Another explanation is the many positive effects of participation insports attributed by the sports evangelists in society. By offering school sports, schools canthereby appeal to many different needs and tastes.In conclusion this paper show that school sports, through the described changes of the schoolsystem, have emerged as a potential commodity for sale at the local school markets, and thatthe primary function of school sports is to recruit pupils to the local schools. In the wake ofthe deregulated school system, sports in schools have thus evolved from activities that areexercised primarily as a compulsory subject to a competitive tool in the local quasi-markets.

  • 12.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lärare eller tränare? Vilken bakgrund och kompetens har de som undervisar i specialidrott?2013Konferensbidrag (Refereegranskat)
    Abstract [sv]

    Under 2000-talet ökade antalet individer som undervisade i ämnet specialidrott i gymnasieskolan, detta som en direkt följda av det markant ökade antalet elever som läste ämnet. Men vilken kompetens och utbildning har de som undervisar i ämnet? Med utgångspunkter i Bourdieus kultursociologiska teorier krävs det ett specifikt innehav av kapital för att få tillträde till ett område eller befattning. Inom skolans värld skulle man kunna förvänta sig att det kapital som krävs för att kunna verka som lärare framförallt utgörs av en lärarexamen med relevanta ämneskunskaper. I SFS (2011:326) och SFS (1993:100) specificeras de formella kraven för en lärarexamen som i sin tur krävs för att vara behörig att undervisa i gymnasieskolan. Det finns däremot ämnen som det inte finns någon lärarutbildning i, ex. specialidrott. Detta paper behandlar vilka former av kapital det är som blir värdefulla när inte de formella kraven går att uppnå.

    Syftet med detta paper är att belysa vilken bakgrund och vilka tillgångar de som undervisar i specialidrott innehar. Teoretiskt stödjer sig analysen främst på Bourdiues begrepp kapital.

    Det empiriska underlaget består av enkätsvar från 109 individer som undervisar i specialidrott vid tio strategiskt utvalda idrottsutbildningar, fem riksidrottsgymnasier och fem gymnasieskolor. Materialet samlades in genom den nationella utvärderingen av specialidrott 2008/09.

    En majoritet av de som undervisar i specialidrott utgörs av män och få har en utländsk bakgrund. Ungefär 70% av de som undervisar har någon form av universitets- eller högskoleutbildning, varav 45% har lärarutbildning (28% i idrott och hälsa). I jämförelse har 95% någon form av tränarutbildning, främst från idrottens egna utbildningssystem, men också från olika högskolor. Lärarnas självuppskattade kompetens är hög, främst inom de specifika idrotterna, men även inom olika teoretiska idrottskunskaper. Lägre kompetens upplever sig lärarna ha inom betygsättning och bedömning. Möjligen unikt för gruppen är att endast ungefär hälften av lärarna har den specifika skolan som arbetsgivare, resterande är anställda av en idrottsorganisation.

    Det har under en period inte funnits någon reguljär lärarutbildning inom ämnet specialidrott i Sverige, detta visar sig genom resultatet att endast en minoritet av ”lärarna” i studien innehar en lärarexamen. Istället verkar det värdefullaste kapitalet bestå av tränarutbildningar och ett tydligt habitus med smak för specifika idrotter. Att det inom ämnet specialidrott är andra former av kapital som är värdefulla jämfört med traditionella ämnen, kan få effekter för ämnets status i skolan och påverka undervisningens likvärdighet. Genom den senaste gymnasiereformen har kravet på lärarlegitimation införts för att man ska kunna vara verksam som lärare inom skolan. Specialidrott är däremot tillsvidare undantaget detta krav då ämnet är kategoriserat som ett yrkesämne, men detta kan komma att förändras beroende av utfallet av skolverkets konsekvensutredning.

  • 13.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Physical education preservice teachers’ perceptions of the subject and profession: development during 2005–20162018Ingår i: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 23, nr 4, s. 358-370Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: During the socialization process when becoming a physical education (PE) teacher, the knowledge, perceptions and expectations of what it means to work as a teacher are developed. In this socialization, the initial acculturation phase is shown to be of the most importance, since individual PE teachers’ experiences during this phase are shown to have a long-lasting influence on their approach to and perception of the subject and the profession. Furthermore, research shows that most physical education teacher education (PETE) programmes are ineffective in altering these initial perceptions and beliefs during the programme. This inertia to change may resemble Bourdieu’s concept of habitus.

    Purpose: The purpose of this study was to analyse the background of PE preservice teacher students (PSTs) and examine their embodied perceptions and beliefs related to the subject and profession when they enrol. Specifically, the study focuses on their background characteristics, perceptions of PE and PE teachers, and whether their background and perceptions changed between 2005 and 2016.

    Method: This study draws on a web-based questionnaire completed by 224 students (90 women and 134 men) enrolled in the PETE programme at a major university in Sweden between 2005 and 2016. The questionnaire used in this study addressed the PSTs’ experiences, views, beliefs and perceptions of PE and the PE profession, and it was completed during the first semester of respective students’ PE subject studies.

    Findings: PE PSTs are a homogeneous group of students with similar backgrounds, experiences and perceptions of PE and their future profession as PE teachers. Participants suggested that important characteristics for a good PE teacher include possessing subject knowledge, having pedagogical competence and being considerate. A good PE lesson should be fun and inspiring, consist of physical activity and be adapted to all. Important goals for PE are to develop pupils’ character and promote healthy behaviours. The PSTs’ background characteristics and perceptions do not seem to have changed during the studied period, in spite of the fact that the structure of the PETE programme did change.

    Conclusions: The homogeneous background among PSTs, with vast experience of sport and physical activity, implies that they will interact and engage with students with similar backgrounds and perceptions (i.e. habitus) during PETE. This may limit the potential influence of PETE and fail to prepare PSTs for the demands of their future profession. However, if the influences of acculturation were accounted for during PETE, the programmes could be better designed and better prepare PSTs for their future profession.

  • 14.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Pre-service physical education teachers' conceptions on the subject and profession: changes over time2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    Method: This exploratory study draw on survey data collected between 2005 and 2016 from pre-service teachers at one of Sweden’s PETE programmes. The data contains responses from about 300 pre-service teachers, who during their first PETE course, has answered a questionnaire addressing their background, previous and present exercise and sports habits, and their conception about PE and the future profession. Results: A preliminary analysis shows that pre-service teachers entering PETE are similar in many respects; they have a positive attitude towards sport and PE, have large experience of club sports and have often practiced sports at a high level. In relation to their conceptions, some variations were found, with for instance different opinions about what the goal and purpose of PE should be (eg. health promotion, develop sports skills…) and the knowledge a teacher should possess (eg. social skills, content knowledge…). Future analyses will illustrate this more accurate and investigate whether there are any differences over time. Conclusions: Pre-service teachers’ conception of PE and the future profession is embodied through the socialization process to becoming a PE teacher. These conceptions could also influence pre-service teachers’ lessons in PE in the future profession.

  • 15.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    School sport in Swedish primary schools - a change of the Swedish model2011Ingår i: People in motion - bridging the local and global: The 8th European Association for Sociology of Sport Conference / [ed] Tor Söderström, Josef Fahlén and Kim Wickman, Umeå: Department of Education, Umeå University , 2011, s. 180-180Konferensbidrag (Refereegranskat)
  • 16.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    School Sport is the Answer: What is the Problem?2013Ingår i: Sociology and Sport in Face of New Challenges: The 10th European Association for Sociology of Sport Conference / [ed] Álvaro Rodríguez Díaz, David Moscoso Sánchez, Jesús Fernández Gavira, José Vinas Rodríhuez and Francisco Pires Vega, Cordoba, 2013, s. 25-25Konferensbidrag (Refereegranskat)
    Abstract [en]

    Since the late 1980s, the Swedish education system has undergone major changes that resulted in the school system being decentralized, market adjusted, and privatized. This has resulted in the creation of local school markets where there is a constant struggle for pupils. During the same period, the presence of school sport has increased significantly, and sport’s function within the school system has been diversified. This article aims to elucidate the needs school sport fills in Swedish secondary schools, and what kind of problems school sport is supposed to solve. The article is empirical, and is based on official statistics and official website information from 854 schools and telephone interviews with principals at 50 selected schools offering school sport. The results show that principals value the school sport by itself, its pupils and teachers, since they bring different forms of important and necessary capital to the schools. Furthermore, the principals’ experience increased competition on the local school market, and school sport can be a possible survival strategy for schools. To conclude this article shows that a side effect of the market adaptation of the Swedish school system is that school sport has evolved into a marketing product for recruiting pupils.

  • 17.
    Ferry, Magnus
    GIH, Stockholm, Sweden.
    School Sports Is the Solution: What Is the Problem?2014Ingår i: European Journal for Sport and Society, ISSN 1613-8171, Vol. 11, nr 4, s. 353-369Artikel i tidskrift (Refereegranskat)
    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.

  • 18.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Teacher or coach - What competence required to teach school sports in Sweden?2016Ingår 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 (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.

  • 19.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. The Swedish School of Sport and Health Sciences (GIH), Stockholm, Sweden; Department of Food and Nutrition, and Sport Science, University of Gothenburg, Gothenburg, Sweden.
    Teachers in school sports: between the fields of education and sport?2016Ingår i: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 21, nr 6, s. 907-923Artikel i tidskrift (Refereegranskat)
    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.

  • 20.
    Ferry, Magnus
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Fahlén, Josef
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Declining sports participation?: The problematics of measuring, definitions and satisfactory levels2016Ingår i: Book of Abstracts EASS 2016: Sport in the City – Mobility, Urbanity and Social Change / [ed] Adam B. Evans, Glen Nielsen, Lone Friis Thing and Laila Ottesen, Copenhagen: University of Copenhagen, Department of Nutrition, Exercise and Sport 2016 , 2016, s. 49-49Konferensbidrag (Refereegranskat)
    Abstract [en]

    Declining sports participation rates among children and adolescent is a growing concern in Sweden (Centrum för idrottsforskning, 2014), a country which traditionally have had very high activity levels (Breuer et al., 2015). Following on this development a fear of increased incidence of sedentary lifestyles and social exclusion is put forward in several alarm reports. Drawing on sport participation data from four Swedish municipalities, this abstract discusses three problems connected to the measurement of participation which affect the interpretations made, the conclusions drawn and perhaps most importantly – the policy interventions launched to counter the observed trends. While data, at a first glance, show similar participation patterns as those reported in the international literature so far (cf. Breuer et al., 2015; Gratton et al., 2011; Riksidrottsförbundet, 2014) – team sports attracts most participants, participation is higher among boys, participation declines with age – a more fine-grained analysis reveals a slightly different picture. First, it shows that measuring participation by counting the number of participants, which is the measure traditionally used, renders different results than when counting the number of occasions these participants exercise sport. The former measurement is the one causing alarm reports, while the latter shows how participation is actually increasing. Second, it shows that participation in sport is defined as participation in voluntary and membership-based sport club activities. Including also non-traditional activities (gyms, health clubs, dance, etc.), renders different results. The former is causing alarm reports while the latter again shows how participation is actually increasing. Third, and perhaps most importantly when devising policy interventions, the high participation rates revealed by the more fine-grained analysis spurs the question of what rates are acceptable. What rates, other than just declining ones, are needed to avoid alarm reports and expensive interventions?

  • 21.
    Ferry, Magnus
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Fahlén, Josef
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Differences in physical activity among Swedish women and men: It depends on how and what is measured2019Ingår i: Book of Abstracts EASS 2019. Sport and the Environment – Policies, Values and Sustainability, Bø, 2019, s. 87-87Konferensbidrag (Refereegranskat)
    Abstract [en]

    During the past decades, participation in sport and physical activity in Sweden has increased gradually among both women and men. In this presentation, we will focus on the differences in physical activity patterns between women and men. Building on the most recent available data, the results show different participation patterns, depending on how participation is measured – through participation in a sport club setting or through physical activities in general. In terms of participation in sport clubs, a larger proportion of men compared to women participate, with the largest differences among adolescents. Men also participate in a wider selection of sports, more times each week and continue their participation to a higher age. When instead analysing participation in physical activities in general, different patterns emerge. A larger proportion of women than men exercise on a regular basis, with exception for those older than 75 years. In some activities women also participate more times each week compared to men. Participation patterns differ also in relation to the choice of settings and venues and participation in physical recreation activities. Finally, when combining the two ways of measuring participation, by analysing participation in an activity that usually takes place outside sport clubs - group training - the result shows that a higher proportion of women participate compared to men. In conclusion, the results show that the way physical activity is measured has an impact on the participation patterns found. This can ultimately impact the decisions governing bodies make and the investments following these decisions.

  • 22.
    Ferry, Magnus
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Fahlén, Josef
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lindgren, Joakim
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Aktivitetskort på nätet: barn och ungdomars deltagande i föreningsledda idrottsaktiviteter2016Rapport (Övrigt vetenskapligt)
  • 23.
    Ferry, Magnus
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lund, Stefan
    Linnéuniversitetet, Fakulteten för samhällsvetenskap, Institutionen för idrottsvetenskap.
    In the crossing of the fields of education and sport: Social selection among pupils in school sports2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    Introduction

    With reference to Bourideu’s theoretical framework, the fields of education and sport can be seen as social fields in which choice and social selection are influenced partly by the possession of capital and habitus and partly by the organisational and structural circumstances. This paper sets out to investigate those pupils who, in the crossing of the fields of education and sports, choose and have been selected to participate in school sports in Sweden. From a cultural sociological perspective, the main purpose of this paper is to identify and analyse how organisational conditions and pupils’ social characteristics interact with the different selection processes underlying upper secondary pupils’ participation in school sports.

    Methods

    For the analysis of the selection of pupils on a national level, we use registry data on upper secondary school pupils in Sweden. For the analysis of the selection process on an individual level, data were derived from two questionnaire surveys completed by pupils participating in school sports at 18 strategically selected upper secondary school during 2008 and 2009. In total, the survey data consist of answers from 677 pupils (386 boys and 291 girls). For this paper, the conforming parts of the questionnaires were merged, and include information about the pupils’ social background, choice of education, athletic level and parental involvement in sport. Characteristics that can be seen as indications of the possession of an educational capital and sporting capital.

    Results

    Swedish school sports are organised primarily in combination with academic study programmes and team sport, and this results in that in comparison the nationwide population pupils who participate in school sports are: to a higher degree boys, attending academic study programs, have Swedish background and whose parents have a higher education level (p<0.05). Furthermore, the result show that the choice between different school sports programmes is related to the pupils’ possession of educational capital and sporting capital. School sports programmes with higher demands on athletic ability require larger possessions of capital among the pupils (p<0.05).

    Discussion

    We argue that school sports, through the crossing of the two fields of education and sports, increase the social selection among the pupil. The organisational condition for school sports makes participation neither reasonable nor possible for all pupils. Instead, the supply of school sport appeals to a narrow or rather specific taste for sport and education. In this sense school sport is generally organized in a way to attract boys with highly educated parents and with an interest in sports.

  • 24.
    Ferry, Magnus
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Lund, Stefan
    Department of Sport Science, Linnaeus University, Växjö, Sweden.
    Pupils in upper secondary school sports: choices based on what?2018Ingår i: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 23, nr 3, s. 270-282Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the fields of both education and sport, the possession of capital and habitus influences an individual's lifestyles and choices, which in turn affects the social selection within these fields. In this article, we will study the Swedish system of school sports as an overlap between the fields of education and sport, and thus viewed as a double dominated field. From a cultural sociological perspective, the purpose of this article is to analyse and explain how the organisational conditions and pupils' social characteristics interact with upper secondary pupils' choices of different school sports programmes in Sweden. Based on registry data on secondary school sports pupils, the results show that the supply of school sports requires specific forms of social dispositions that have an impact on which categories of pupils choose to participate. Among the students participating in school sports, there is a higher proportion of pupils who: are of Swedish origin (p < 0.05), are boys (p < 0.05), attend academic study programmes (p < 0.05), and have parents with high educational capital (p  < 0.05). Furthermore, based on 677 pupils' questionnaire responses, collected through two studies on school sports in Sweden, the results show that the choice between different types of school sports programmes is related to the intersection between pupils' sex and possession of educational and sporting capital. One important conclusion is that the overlap between the fields of education and sports exacerbates gender and class biases, and that the supply of school sports in Sweden appeals to a narrow or rather specific taste for sport and education, particularly favouring boys with highly educated parents and an interest in team sports.

  • 25.
    Ferry, Magnus
    et al.
    GIH, Stockholm.
    Meckbach, Jane
    The Swedish School of Sport and Health Sciences, Stockholm.
    Larsson, Håkan
    The Swedish School of Sport and Health Sciences, Stockholm.
    School sport in Sweden: what is it, and how did it come to be?2013Ingår i: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 16, nr 6, s. 805-818Artikel i tidskrift (Refereegranskat)
    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.

  • 26.
    Ferry, Magnus
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Different but similar – physical education and special sports education in Swedish schools2009Ingår i: 6th EASS Conference, Rome 2009, Italy: Sport, Bodies, Identities, Rome: European Association for Sociology of Sport , 2009Konferensbidrag (Refereegranskat)
  • 27.
    Ferry, Magnus
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    En svengelsk modell: ämnet specialidrott under lupp2011Ingår i: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, Vol. 20, nr 1, s. 9-13Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [sv]

    I konkurrensen om elever har många skolor valt idrott som sin profil. I dag deltar var tionde gymnasieelev i idrottsprofilerad utbildning. Vår utvärdering av ämnet specialidrott visar att eleverna är nöjda, men det sker en social snedrekrytering av elever och variationerna i undervisningen är stora.

  • 28.
    Ferry, Magnus
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Olofsson, Eva
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ämnet specialidrott i skolan: en utvärdering av ämnet läsåret 2008/092009Rapport (Övrigt vetenskapligt)
  • 29.
    Ferry, Magnus
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Åström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Development of pre-service teachers’ practical knowledge (DMs) during PETE2019Ingår i: Book of Abstracts AIESEP International Conference. Building Bridges for Physical Activity and Sport., New York: Adelphi University, Garden City, , 2019, s. 333-333Konferensbidrag (Refereegranskat)
    Abstract [en]

    During the professional socialization phase, i.e during PETE, pre-service teachers’ develop their knowledge and beliefs about teaching and learning in physical education. This development is person specific, and influenced by, among other things individuals experience and background, and the content treated during teacher education. One specific part of this knowledge, which is seen as central for teachers, is the practical knowledge. A form of knowledge which Elbaz (1983) described as the “the complex sets of understanding which teachers actively use to shape and direct their teaching”, and the term is used to describe how teachers integrate knowledge from different sources into conceptual frameworks that guide their actions in practice (Siedentop & Tannehill, 2000). The objective of this exploratory study was to analyze the development of pre-service teachers’ practical knowledge, in this study expressed as didactical milestones (DM), during the professional socialization phase. The study draws on 39 pre-service teachers’ written assignment during their first and third semester of physical education and health (PEH) method courses during PETE. The task of the assignment was to describe 10 individual DMs that will guide their future teaching in PEH. The analysis of the DMs was both qualitative with content analysis, and quantitative for comparisons of frequencies. The result shows that there is a significant difference in the distribution of DMs between the two occasions (p<.05). During the first semester, a large part of the students DMs was pedagogical and focused on instructional strategies (HOW). During the third semester, there was a more even distribution between the different categories of instructions (HOW), the teacher role (WHO) and the students (WHOM). Given the important role the development of teacher knowledge has in PETE, this result indicates that the method courses has an influence on pre-service teachers’ development of practical knowledge.

  • 30.
    Ferry, Sven A.
    et al.
    Umeå universitet, Medicinska fakulteten, Institutionen för klinisk mikrobiologi.
    Holm, Stig E.
    Department of Medical Microbiology and Immunology, University of Gothenburg, Gothenburg, Sweden .
    Ferry, B. Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Monsen, Tor J.
    Umeå universitet, Medicinska fakulteten, Institutionen för klinisk mikrobiologi.
    High Diagnostic Accuracy of Nitrite Test Paired with Urine Sediment can Reduce Unnecessary Antibiotic Therapy2015Ingår i: Open Microbiology Journal, ISSN 1874-2858, E-ISSN 1874-2858, Vol. 9, s. 150-159Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Abstract: Background: Urinary tract infections (UTIs) are common bacterial infections dominated by lower UTI in women (LUTIW). Symptoms only are insufficient for diagnosis and accordingly, near patient diagnostic tests confidently confirming significant bacteriuria are desirable. The nitrite test (NIT) has low sensitivity, while bacterial and leukocyte counts disjunctively paired in urine sediment microscopy (SED) have high sensitivity. Similar symptomatic cure rates are found post antibiotic vs. placebo therapy in patients with negative cultures. Consequently, prescription on symptoms only implies unnecessary antibiotic therapy. Aims: to evaluate the diagnostic outcomes of NIT, SED and NIT disjunctively paired with SED (NIT+SED) vs. urine culture, with special focus on bladder incubation time (BIT), and to assess if NIT+SED can reduce unnecessary antibiotic therapy. Methods: A diagnostic, primary care, multicentre study including 1070 women with symptoms suggestive of lower UTI. Results: Significant bacteriuria was found in 77%. The BIT highly influenced the diagnostic outcomes and the optimal duration was 4h with sensitivity of 66, 90 and 95% for NIT, SED and NIT+SED, respectively. SED performed only in NIT negative specimens could reduce unnecessary antibiotics by 10% vs. prescription on symptoms only. The number needed to test with SED to reduce one unnecessary antibiotic course was five patients at BIT 4h and six patients at 3h or overall. Conclusion: The BIT highly influences the diagnostic outcomes with the highest accuracy of NIT+SED. Diagnosis of LUTIW with NIT+SED can reduce unnecessary antibiotic therapy and subsequently decrease antimicrobial resistance. Trial registration: The Swedish Medical Product Agency 1995 03 01:151:01783/94.

  • 31.
    Lindgren, Joakim
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Fahlén, Josef
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Aktivitetskort på nätet: En studie av förändrade rutiner för verksamhetsrapportering och dess konsekvenser för kommunal styrning av föreningsverksamhet2016Rapport (Övrigt vetenskapligt)
  • 32.
    Monsen, Tor J.
    et al.
    Umeå universitet, Medicinska fakulteten, Institutionen för klinisk mikrobiologi, Klinisk bakteriologi.
    Holm, Stig E.
    Ferry, Björn Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ferry, Sven A.
    Umeå universitet, Medicinska fakulteten, Institutionen för klinisk mikrobiologi, Klinisk bakteriologi. Umeå universitet, Medicinska fakulteten, Institutionen för folkhälsa och klinisk medicin, Allmänmedicin.
    Mecillinam resistance and outcome of pivmecillinam treatment in uncomplicated lower urinary tract infection in women2014Ingår i: Acta Pathologica, Microbiologica et Immunologica Scandinavica (APMIS), ISSN 0903-4641, E-ISSN 1600-0463, Vol. 122, nr 4, s. 317-323Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Pivmecillinam (PIV) is a first-line antimicrobial for treatment of lower urinary tract infection in women (LUTIW). Mecillinam, the active substance of PIV, is bactericidal mainly against gram-negative uropathogens, whereas gram-positive species are considered intrinsically resistant. However, successful treatment of LUTIW caused by Staphylococcus saprophyticus has been reported, but more rarely for other gram-positive species. The aim of this study was to compare clinical and bacteriological outcome of PIV vs placebo treatment among uropathogens with special focus on mecillinam-resistant isolates. We analysed data from a prospective, multicentre, placebo-controlled, primary health care, therapy study performed in Sweden in 1995-1998 that included 1143 women with symptoms suggestive of LUTIW. Urine cultures were collected and symptoms registered at inclusion and at follow-up visits. Overall, the efficacy of PIV was superior to that of placebo. Clinical and bacteriological outcomes of PIV treatment were similar for S. saprophyticus, Escherichia coli as for most other uropathogens irrespective of their susceptibility to mecillinam. However, the occurrence of enterococci increased nearly fivefold shortly post PIV treatment, although with mild symptoms and a high spontaneous eradication. As susceptibility to mecillinam in vitro did not predict bacteriological and clinical outcome of PIV treatment, we suggest that the present breakpoints for mecillinam should be revised.

  • 33.
    Romar, Jan-Erik
    et al.
    Åbo Akademi University.
    Ferry, B. Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    The Influence of a Methods Course in Physical Education on Preservice Classroom Teachers’ Acquisition of Practical Knowledge2019Ingår i: Journal of teaching in physical education, ISSN 0273-5024, E-ISSN 1543-2769Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study was framed with an explorative approach in which preservice classroom teachers (PCTs) participated in physical education learning activities. The purpose was to investigate the construction of their practical knowledge.

    Methods: Data collection was integrated into a methods course and included a written text assignment in which 28 PCTs described significant didactical milestones (practical knowledge) that will guide their future teaching in physical education. The qualitative analysis of the didactical milestones involved identifying the content of and arguments for their milestones and categorizing them based on common themes and categories.

    Results: The results showed that the content of the PCTs’ practical knowledge was mainly pedagogical and focused most often on instructional strategies; the reasons were related to students and their learning processes.

    Conclusion: By exploring and understanding PCTs’ learning of practical knowledge, teacher educators can help to bridge the gap between theory at university and the practice of teaching.

  • 34.
    Romar, Jan-Erik
    et al.
    Faculty of Education and Welfare Studies, Åbo Akademi University, FINLAND.
    Åström, Peter
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Practical knowledge of preservice physical education teachers: Content and influence of acculturation2018Ingår i: Journal of Physical Education and Sport, ISSN 2247-8051, E-ISSN 2247-806X, Vol. 18, nr 1, s. 114-126Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The objective of this exploratory study was to identify the content of preservice teachers’ practicalknowledge and the influence of their acculturation experiences on their practical knowledge. Informed byteacher occupational socialisation theory, a mixed method design was used to examine 26 first-year preservicephysical education and health (PEH) teachers’ practical knowledge construction during their first PEH course.Data collection included a written assignment in which the preservice teachers, based on their learningexperiences during the PEH course, were asked to describe 10 significant didactical milestones (DMs) (practicalknowledge) that would guide their future teaching in PEH. The early stage of teacher socialisation, theiracculturation phase, was examined and analysed by using a questionnaire gathering information about theirbackground and previous experiences. Results showed that the content of these preservice PEH teachers’practical knowledge was mainly pedagogical and focused most often on instructional strategies. The preserviceteachers showed a relative lack of focus on knowledge concerning curriculum aims and contextual issues relatedto school and society. Furthermore, the results showed significant individual differences in the content of theirpractical knowledge. Consequently, we must acknowledge that acculturation and professional socialisation ofindividual preservice teachers will not be similar and that there is fundamentally multifaceted interactionbetween the structure of teacher education, different stages, and content. Teacher educators need to consider thecomplexity between individual learning experiences and the importance of how the content is organised in adifferentiated approach.

  • 35.
    Svensson, Michael
    et al.
    Umeå universitet, Medicinska fakulteten, Institutionen för samhällsmedicin och rehabilitering.
    Jonsson, Per
    Ortopedkliniken, Norrlands Universitetssjukhus, Umeå.
    Johansson, Amanda
    Lundqvist, Evelina
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Är lärare vid Riksidrottsgymnasierna kompetenta nog?2017Ingår i: Svensk Idrottsmedicin, ISSN 1103-7652, Vol. 36, nr 1, s. 12-17Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [sv]

    Med välutbildade och kompetenta lärare i ämnet specialidrott ökar troligtvis förutsättningarna till att utbildningen, såväl i den praktiska träningen som i de teoretiska delarna, leder till en hälsosam prestationsutveckling. Det kan även leda till att RIG-eleverna engagerar sig som ledare och utbildar sig vidare till professionell tränare efter idrottskarriären.

  • 36.
    Söderström, Tor
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Eliasson, Inger
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Karp, Staffan
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Long term athlete development in Swedish floorball: creating conditions for sport development for children and youth?2016Ingår i: 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, s. 83-83Konferensbidrag (Refereegranskat)
    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.

  • 37.
    Söderström, Tor
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Fahlén, Josef
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Sport debut, adolescent talents and expert performance in sport as adult2013Ingår i: Sociology and Sport in Face of New Challenges: The 10th European Association for Sociology of Sport Conference / [ed] Álvaro Rodríguez Díaz, David Moscoso Sánchez, Jesús Fernández Gavira, José Vinas Rodríhuez and Francisco Pires Vega, Cordoba: European Association for Sociology of Sport , 2013, s. 96-96Konferensbidrag (Refereegranskat)
    Abstract [en]

    Research has showed that expertise, expert performances and differences between more and less skillful individuals, depend on experience (Coté et al, 2007; Ericsson, 2006). In this study we have investigated relationships between sport debut, perceived ability in sport during childhood and adolescence, and sport participation in adulthood among those who have not reached expertise levels. Result from the questionnaires (n 573) show that 93 percent of the respondents have practiced organized sport in their youth. A majority (63 %) are still active members in a sports club. Moreover, 19 percent made their sports debut before the age of five, 59 percent between the ages six and eight and 22 percent after the age of eight. By their own estimate, one third of the students were among the best athletes in their region before the age of 13 and 50 percent were selected to regional talent groups as teenagers. Those of them who practice organized sport today ranked their ability during childhood and adolescence higher. Many of those who made their sport debut early stated that they were selected to talent groups during their adolescence. One conclusion is that selections in sport not only impact on those who reach expertise levels, but also shape recruitment to broad sports. A second conclusion is that the effects of early sport debut and being selected to talent groups as adolescents are small with regard to expertise and expert performances in adulthood. On the other hand it is evident that early sport debut is positively related to being selected to talent groups. These findings can be understood in the light of Ericsson’s (2006) arguments that experience develops ability faster in the beginning of a learning process but that a continued development is harder to predict, even if one has been deemed talented and promising.

  • 38.
    Söderström, Tor
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Fahlén, Josef
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Yu, J
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för naturvetenskapernas och matematikens didaktik.
    Participation in non-elite sport in early adulthood: the impact of athletic ability in childhood and adolescence2015Ingår i: 20 th annual Congress of the European college of Sport Science, (ECSS), 24th - 27th June 2015, Malmö – Sweden: book of abstracts / [ed] Radmann, A., Hedenborg, S., Tsolakidis, E., 2015, s. 294-Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Introduction Understandings of, explanations to, and predictors of adult participation in organized sport, on the one hand, and expert performances in organized sport as adults on the other hand have received a lot of attention as separate entities by scholars in the areas of sport participation and sport expertise alike. Although scholars in both fields share an interest in tracing explanatory factors and predictors, it is evident that sport participation research has not investigated the impact of factors that are in focus in sport expertise research and vice versa. Thus, in this paper we aim to explore relationships between sport performance during childhood and adolescence and participation in sport in adulthood.

    Methods Data were derived from Web-based questionnaires completed by university students between 2005 and 2012. In total, 572 students (290 men and 282 women) completed the questionnaires. These students were at the beginning of their studies in sports science (n=357) and physical education teacher education (n=215). The questionnaire gathered information about the following topics: • Biographical data: date of birth; • Sport debut: age they started to participate in organized club sports; • Sport performance: self-estimated sporting skills and participation in regional talent groups during childhood and adolescence. • Sport involvement: previous and present involvement in organized club sports;

    Results Results from questionnaires reveal that early sport debut and date of birth positively correlate to strong sport performances during childhood and being selected for talent groups. These variables, in turn, are positively correlated to strong sport performances during adolescence and being selected for talent groups. Strong sport performances during adolescence do not correlate to expert performance as adults. However, strong sport performances during adolescence are positively correlated to sports club membership as adults.

    Discussion These results suggest a need to further explore how factors found to be important for elite sport practice and expert performance, also influence non-elite sport participation in adulthood. Our findings suggest that talent development system selecting children and youth to develop their abilities and to become elite athletes, not only develops potential elite athletes but also shapes the larger recruitment of adults to sport at non-elite levels and participation in general exercise activities.

  • 39.
    Söderström, Tor
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Fahlén, Josef
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Yu, Jun
    Umeå universitet, Teknisk-naturvetenskapliga fakulteten, Institutionen för matematik och matematisk statistik.
    Athletic ability in childhood and adolescence as a predictor of participation in non-elite sports in young adulthood2018Ingår i: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 21, nr 11, s. 1686-1703Artikel i tidskrift (Refereegranskat)
    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.

  • 40.
    Söderström, Tor
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Motives for training among sport students2009Ingår i: 6th EASS Conference, Rome 2009, Italy: Sport, Bodies, Identities, Rome: European Association for Sociology of Sport , 2009Konferensbidrag (Refereegranskat)
  • 41.
    Söderström, Tor
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ferry, Magnus
    GIH, Stoclholm.
    Some notes on the sport science education and the development of sport2010Ingår i: 7th EASS Conference Porto 2010, Portugal, 2010Konferensbidrag (Refereegranskat)
  • 42.
    Söderström, Tor
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Karp, Staffan
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Blir det någon förändring på planen?: utvärdering av implementeringen av Svenska Fotbollförbundets spelarutbildningsplan2016Rapport (Övrigt vetenskapligt)
  • 43.
    Åström, Peter
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Idrottshögskolan vid Umeå universitet.
    Ferry, Magnus
    Umeå universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen. Umeå universitet, Samhällsvetenskapliga fakulteten, Idrottshögskolan vid Umeå universitet.
    The influence of teacher education among pre-service teacher's in developing practical knowledge2019Ingår i: Book of Abstracts AIESEP International Conference. Building Bridges for Physical Activity and Sport, New York: Adelphi University, Garden City , 2019, s. 153-153Konferensbidrag (Refereegranskat)
    Abstract [en]

    In order to plan, interact and reflect on teaching, pre-service teachers (PSTs) use practical knowledge and personal beliefs as a framework (Levin & Hee, 2008). Practical knowledge refers to the complex sets of understanding that teachers use to shape and direct their teaching (Elbaz, 1981). In this study, we focus on the practical knowledge PSTs develop about their teaching and learning during their first PEH subject matter course of physical education teacher education (PETE) program. The practical knowledge they construct, the sources this derives from, and if there are differences between men and women, are areas that will be illuminated in this study. Data consists of interviews with 71 first-years PSTs from three cohorts building on earlier written assignments in which PSTs, were supposed to describe ten significant didactical milestones (DMs, practical knowledge) that would guide their future teaching. In the interviews, the PSTs were asked to specify the sources of their DM´s. The analysis of the interviews was both qualitative with content analysis, and quantitative for comparisons of frequencies regarding their sources. The results show that the sources of their DMs can be categorised into four different areas that influence their practical knowledge; general education studies, specific PE courses, earlier teaching-/coaching experiences, personal athlete-/student experiences. The main influence among the students in this study are related to content given through general education studies and the specific PE subject matter course. There is some significant differences between women and men’s sources. Women in a higher degree specify sources from the PE subject matter course and men in a higher degree specify sources from their earlier personal experiences. These results shows that practical knowledge is a highly socially constructed process and considerations regarding PSTs earlier experiences need to be discussed and challenged during PETE.

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