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  • 1.
    Andersson, Malin
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Svenska innebandyförbundet och paraidrotten: en kartläggning av förutsättningar för framgångsrik inkludering2021Report (Other academic)
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  • 2.
    Andersson, Malin
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Wickman, Kim
    Umeå University, Faculty of Social Sciences, Department of Education.
    The pre-stage of inclusion–conditions for the mainstreaming process of parasports within the Swedish Floorball Federation2023In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 26, no 11, p. 1913-1931Article in journal (Refereed)
    Abstract [en]

    This article analyses conditions for including parasports in the Swedish Floorball Federation (SFF) as a case in an ongoing large-scale organizational change aimed towards equal opportunities for persons with disabilities (PwD) within the Swedish Sports Confederation. Frame factor theory is used to analyse the SFF’s conditions for this inclusion in a pre-stage of change. Thus, this article aims to facilitate opportunities for equal conditions for sports participation. Twenty-two semi-structured interviews and 55 questionnaire responses from federation and district representatives informed the analysis. Findings revealed enabling conditions, such as a general benignity towards inclusion, but also highlighted limiting conditions such as mainstream representatives lack of knowledge about the process, which can lead to further marginalization of PwD. The conclusion was drawn that defining the meaning of inclusion in a pre-stage, regarding both policy and practice, is a pressing matter for the SFF to succeed in its continued process of including parasports.

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  • 3.
    Andersson, Malin
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Wickman, Kim
    Umeå University, Faculty of Social Sciences, Department of Education.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Inclusion of athletes with disabilities through organizational change: a case study of the Swedish Floorball Federation2021In: ISAPA2021. Quality partnerships in adapted physical activity: Stronger Together!: Book of abstracts / [ed] Kwok Ng, Pauli Rintala, Aada Kandzia, Anni Lindeman, Jyväskylä, Finland: University of Jyväskylä , 2021, p. 84-84, article id 81Conference paper (Refereed)
    Abstract [en]

    Aim: The Swedish Sports Confederation is performing a large organisational change. This involves closing the Parasport Federation, one of their 73 national sports organisations (NSO) which today sponsors 14 sports for athletes with disabilities. These athletes will be included in other NSOs offering the same or similar sports, mainly for athletes without disabilities. This ongoing project follows this change within one of the NSOs, the Swedish Floorball Federation (SFF). The project investigates on individual and organisational levels the knowledge of, preparedness for, and experienced opportunities and obstacles to a process of change toward equal conditions for the participation of athletes with disabilities.

    Methods: Both quantitative and qualitative data collection methods have been used. Questionnaires were sent to the board and administrative staff of the SFF as well as to administrative staff in the 21 district associations with a total of 55 responses. Semi-structured interviews were conducted among 35 chosen stakeholders within the board and staff of the federation, chairpersons of the districts and representatives from five clubs with floorball for people with and without disabilities. In these clubs, 15 additional interviews were carried out among athletes with and without disabilities and their relatives.

    Results: Preliminary results from questionnaires indicate that there is a lack of knowledge regarding the process among some key stakeholders within SFF. For example, only about one third of the respondents at federation and district level claim to know enough about the process to be able to tell another person about it. The results from the interviews also indicate a concern, mainly among stakeholders, that the needs of athletes with disabilities might not become a priority in the same way as it is today in the Parasport Federation, with specific knowledge and experience in disability sports. However, based on the interviews, the general opinion seems to be that athletes with disabilities will gain a deeper sense of belonging by joining the same federation and club as athletes without disabilities, who in return will gain an understanding of disability sports and their athletes.

    Discussion/Conclusions: Overall, there is a clear will to develop disability sports within the SFF. However, for reaching equal conditions an obstacle that must be dealt with in the further process is the risk that athletes with disabilities will become less of a priority. Furthermore, there seems to be a lack of knowledge and preparedness for the change on some key levels, and this calls for communicative strategies about what should be achieved through the organisational change. With a successful change, there is an opportunity for understanding about people with disabilities to spread outside the sports context and thus create awareness in a wider sense.

  • 4.
    Bergman, Bengt
    et al.
    The Swedish Police Authority in Solna, Sweden.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Conflicting thought styles?: Responsibility and accountability in the education of Swedish police officers2021In: Policing & society, ISSN 1043-9463, E-ISSN 1477-2728, Vol. 31, no 6, p. 656-671Article in journal (Refereed)
    Abstract [en]

    This paper discusses how Swedish police education actors navigate the act of introducing new police officers to tasks in an organisation permeated by a new public management ideology. This study’s empirical data derive from four studies on intra-professional police educators and police probationers. By interpreting and analysing these data using a theoretical framework based on styles of thought and reflexivity, a picture of how Swedish police organisations contain two somewhat contradictory thought styles emerges. The findings indicate that a reflexive awareness of this situation is crucial for educators to properly prepare new police officers for complex and important tasks. This paper contributes to current vocational training and education methods by offering new perspectives on how professional development can be enhanced in law enforcement and similar occupations.

  • 5.
    Bergman, Bengt
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Widding, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Educating Police Officers in Sweden: All about Making Meaning2018Manuscript (preprint) (Other academic)
    Abstract [en]

    This article discusses the rarely investigated learning processes of Swedish intra-professional police educators: police teachers, police supervisors and police field training officers. Through the interpretation of three interview studies conducted from a theoretical perspective of experiential learning, reflection and meaning-making, a new understanding of professional development as viewed through the eyes of an educator emerges. The findings exemplify how the empowerment of positive, reflexive and creative intentions amongst intra-professional police educators can be seen as an important component of preparing new police officers as well as developing the Swedish police force. Moreover, it will be implied that this particular process is driven by both intrinsic (the internal drive of the educators) and extrinsic (the educational context of the Swedish police) forces.

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  • 6.
    Bäck, Thomas
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Den mentala träningens väg in i polisutbildningen2021In: Samverkan för framgång: 20 år med polisutbildningen i Umeå / [ed] Staffan Karp; Lars-Erik Lauritz, Umeå: Enheten för polisutbildning, Umeå universitet , 2021, p. 69-75Chapter in book (Other academic)
  • 7.
    Eliasson, Inger
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Wickman, Kim
    Umeå University, Faculty of Social Sciences, Department of Education.
    Developing sports with a children’s rights perspective?: Intentions, methods, and priorities of development projects in local Swedish sports clubs2017In: European Journal for Sport and Society, ISSN 1613-8171, Vol. 14, no 3, p. 244-264Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to analyze the planned development of sport practice regarding children’s rights through project applications from Swedish sports clubs within the Lift for Sport programme. The study on which this paper reports uses data from a large-scale research project that evaluated this sport-for-all programme and is based on an analysis of 2563 applications within five different national sports organizations. Theoretically, the evaluation study draws on programme theories and analyses financially funded development applications made by the sports clubs. The proportion of applications concerning aspects of children’s rights was 2.4% within the following categories: children’s safety in sports, young people’s views, ethics of children’s sports, and prevention of exclusion and dropout from sport. Those applications were further examined regarding which intentions, methods, and priorities sports clubs were aiming to develop children’s sport to be in line with a children’s rights perspective. The methods used to reach the goals were sometimes the same regardless of intention, and, despite the good intentions and some creative methods used for development, applicants seemed to be uncertain about and searching for which relevant methods to use. The findings can be used to inform the discussion on the design of development programmes, policies, and practices to change children’s sport in the framework of children’s rights.

  • 8.
    Fahlén, Josef
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Access denied: The new 'Sports for all' - programme in Sweden and the reinforcement of the 'Sports performance' - logic2010In: Sport & EU Review, ISSN 2040-5847, Vol. 2, no 1, p. 3-22Article in journal (Refereed)
  • 9.
    Fahlén, Josef
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Karp, StaffanUmeå University, Faculty of Social Sciences, Department of Education.
    Idéer för idrottsutveckling2015Collection (editor) (Other academic)
    Abstract [sv]

    I denna antologi, skriven av några av landets främsta idrottsforskare, ges olika exempel och perspektiv på att utveckla idrott. Övergripande handlar det om utveckling av fyra olika teman: utveckling av det idrottsliga ledarskapet, utveckling av idrott för underrepresenterade grupper, utveckling av idrottens samverkan med skolan, samt utveckling av idrottens anläggningar. Bokens fjorton kapitel bjuder på nyanserad och varierad läsning som får dig att se utvecklingsprocessen i ett nytt ljus. Förhoppningen är att du och din förening ska få inspiration och idéer till fortsatta framsteg som även kan konkretiseras i den dagliga verksamheten. Antologin är därutöver en viktig kunskapskälla för aktörer som stöttar och samverkar med föreningslivet, till exempel förbund, kommuner och skolor. Den kan också användas på utbildningar med idrottsvetenskaplig inriktning. 

  • 10.
    Fahlén, Josef
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Access denied: The new ‘Sports for all’ - programme in Sweden and the reinforcement of the ‘Sports for good’ – logic2008In: 24th EGOS Colloquium, July 10–12, Amsterdam: Upsetting Organizations, 2008Conference paper (Refereed)
  • 11.
    Gilenstam, Kajsa
    et al.
    Umeå University, Faculty of Medicine, Department of Surgical and Perioperative Sciences, Sports Medicine.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Henriksson-Larsén, Karin
    Umeå University, Faculty of Medicine, Department of Surgical and Perioperative Sciences, Sports Medicine.
    Gender in ice hockey: women in a male territory2008In: Scandinavian Journal of Medicine and Science in Sports, ISSN 0905-7188, E-ISSN 1600-0838, Vol. 18, no 2, p. 235-249Article in journal (Refereed)
    Abstract [en]

    This study investigates how female ice hockey players describe and explain their situation within as well as outside their sport. Information was obtained by semi-structured interviews with female ice hockey players. The results were analyzed in a gender perspective where the main starting point was the concepts of different levels of power relations in society developed by Harding and applied to sports by Kolnes (the symbolic, structural and individual level). The study shows that the players appeared to share the traditional views of men and women. They also described gender differences in terms of financial and structural conditions as well as differences in ice hockey history. Even though the players described structural inequalities, they were quite content with their situation and the differences in conditions were not considered when they explained the gender differences in ice hockey performance. On the individual level the players considered themselves different from other women and appeared to share the traditional views of femininity and masculinity.

    It has been suggested that performance of a sport traditionally associated with the other sex might alter the traditional view of men and women, however our results give little support to that suggestion.

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  • 12.
    Henriksson, Widar
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Gisselberg, Kjell
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Education.
    Lyxell, Tommy
    Wedman, Ingemar
    Umeå University, Faculty of Social Sciences, Education.
    Orienteringsämnets naturorienterande del - vad skall utvärderas?: Rapport från en konferens med låg- och mellanstadielärare samt lärarutbildare1987Report (Other academic)
  • 13.
    Johansson, Annika
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ger utbildning på förbundsnivå resultat på föreningsnivå?: en studie av Svenska Innebandyförbundets satsning på föreningsutveckling2012Report (Other academic)
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    Ger utbildning på förbundsnivå resultat på föreningsnivå?
  • 14.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Barn, föräldrar och idrott: En intervjustudie om fostran inom fotboll och golf2000Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The purpose of this work is to describe and understand the significance of sports for children active in sports, their parents, and family. I am interested in how daily sports practice is understood by children active in sports and their parents and what sports mean for upbringing of children and young people. In the study eighteen children were interviewed, twelve boys and six girls in the ages of 10-12 years and their parents. Nine of the children play golf and nine play soccer. The perspective applied is pedagogic, which means that the connections between the social and individual are focused on. The results show that the patterns of childrearing for soccer and golf are distinguished from each other and thus what the children learn. In a comparison with research on concepts among parents from different social strata on the rearing of children, the pattern of childrearing with soccer agrees with patterns in the worker class, and those of golf with patterns in the upper middle class. In the results there are gender-related differences that do agree well with theories and research on the masculine hegemony in the sport. But the results also show that the sport can contribute to the rearing of males with both masculine and a part of traditionally feminine characteristics and of females with both feminine and a part of traditionally masculine characteristics. Another result is that sports at the same time correspond to needs of today's people and can be a counter against a development that is described by research as a split between body and soul, cultural isolation, dissolution of norms, and a fragmentation of existence. Soccer and golf become a kind of common project for families, not only for meetings between parents and children but also for meetings between adults and children of different ages. In a time when parents feel insecurity when facing the task of childrearing, sports stand for a distinct network of rules. In this way sports become a kind of complement to the childrearing that parents provide. Finally, the results show that there is both that which is common and that which is distinctive in both sports. Of the children who play golf, almost all of them devote themselves to some team sport, while the children who play soccer do not practice any other sport. In this way the children who play golf receive a double qualification that equips them for confrontation with the demands of modern society in a different way than with the case of the children who play soccer. And it is this that is the most distinctive factor.

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    Barn, föräldrar och idrott
  • 15.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Education.
    Barn och ungas idrottsfostran2001In: SVEBI:s forsknings- och utbildningskonferens i Umeå 14-15 november 2001, 2001Conference paper (Other academic)
  • 16.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Education.
    Children, Parents and Sports: An Interview Study of Upbringing as Affected by Soccer and Golf2001In: 9Th International Congress on Physical Education & Sport, Komotini, Greece, 2001Conference paper (Other academic)
  • 17.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Education.
    Den goda barnidrotten: Föräldrar om barns idrott2004Report (Other academic)
  • 18.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Education.
    Den goda barnidrotten: Föräldrar om barns idrott och idrottsrörelsens verksamhetsidé2004In: SVEBIS:s forsknings- och utbildningskonferens i Malmö, november 2004, 2004Conference paper (Other academic)
  • 19.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Education.
    Den goda barnidrotten: Värdegrund, viljor, verksamhet2005In: SVEBIS:s forsknings- och utbildningskonferens i Växjö 23-24 november 2005, 2005Conference paper (Other academic)
  • 20.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Education.
    Idrott och föräldraskap2001In: SVEBIS årsbok: Aktuell beteendevetenskaplig idrottsforskning, Reprocentralen, Lunds universitet, Lund , 2001, p. 139-145Chapter in book (Other academic)
  • 21.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education. Idrottshögskolan Umeå.
    Innebandyledarna och Idrotten vill: ledares uppfattningar om god barnidrott och om verksamheten i den egna föreningen2015Report (Other academic)
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  • 22.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Kvinnlig idrott eller jämställd idrott: Riksidrottsförbundets särskilda satsningar under 1980-talet : Delrapport 1: Specialförbundens utvecklingsprojekt1988Report (Other academic)
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  • 23.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Med huvudet före in i polisutbildningen2021In: Samverkan för framgång: 20 år med polisutbildningen i Umeå / [ed] Staffan Karp; Lars-Erik Lauritz, Umeå: Enheten för polisutbildning, Umeå universitet , 2021, p. 37-48Chapter in book (Other academic)
  • 24.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    More of the same instead of qualitative leaps: National sport federations and the new sports for all programme in Sweden2012In: Book of Abstracts: 9th Conference of the European Association for Sociology of Sport / [ed] Torsten Schlesinger, Sandra Günter, Yvonne Weigelt-Schlesinger and Siegfried Nagel, Waxmann Verlag, 2012, p. 47-47Conference paper (Refereed)
  • 25.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Parents’ perspective on good sports for Children2008In: Sport & Culture & Society: 5th Conference of the European Association for Sociology of Sport. Bled, Slovenia 22-25 May 2008, 2008Conference paper (Other academic)
  • 26.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Perspectives on the meaning of children’s sport for adulthood2010In: European Journal for Sport and Society, ISSN 1613-8171, Vol. 7, no 2, p. 117-129Article in journal (Refereed)
  • 27.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Värdegrund i idrottens utvecklingsarbete : en studie av aktiviteter på förenings- och aktörsnivå2014In: SVEBI:s forsknings- och utbildningskonferens i Kristianstad 26-27 november 2014, 2014Conference paper (Refereed)
    Abstract [sv]

    Introduktion: Under senare år har stora statliga anslag satsats i program – Handslaget och Idrottslyftet – för att utveckla barn- och ungdomsidrotten. Båda programmen har haft som mål att rekrytera fler barn och unga särskilt från underrepresenterade grupper inom idrotten och att dessutom få fler att stanna kvar längre upp i åldrarna. För både Handslaget och Idrottslyftet har basen för aktiviteter inom programmen varit Idrotten vill. I direktiven för Idrottslyftet betonas särskilt att ”allt arbete skall genomsyras av riktlinjerna i Idrotten vill”. Detta kan förstås som förväntningar från RF (och regering) på att föreningar ska utveckla sin verksamhet för en bättre måluppfyllelse, eller annorlunda uttryckt för en minskning av glappet mellan idrottens praktik och den officiella värdegrunden. Det empiriska underlaget för denna studie hämtas från forskning och utvärderingar av Handslaget och Idrottslyftet som jag tidigare medverkat i. Genom re-analyser av data är ambitionen att belysa värdegrunden i idrottens utvecklingsarbete genom att länka samman förenings- och aktörsnivån. Syfte & teoretisk ram: Studien syftar till en fördjupad och nyanserad förståelse för förändringsprocesser inom organiserad idrott och då särskilt med avseende på centralt formulerade mål och lokala aktiviteter. Detta studeras genom hur riktlinjer i Idrotten vill framträder i projektansökningar inom ramen för Idrottslyftet och hur de projekt som genomförs i föreningarna uppfattas av projektledarna. Resultaten kommer att kunna diskuteras i relation till tidigare forskning om Handslaget och Idrottslyftet i Sverige och kan dessutom sättas in i ett internationellt sammanhang mot bakgrund av att liknande program under de senaste åren har genomförts i flera andra europeiska länder. Metod: Studien grundas i analyser av: 1. Föreningsprojekt inom Budo- och Kampsportförbundet, Gymnastikförbundet, Handikappidrottsförbundet, Innebandyförbundet och Skidförbundet inom ramen för Idrottslyftet. 2. Enkätdata från projektledare för idrottslyftsprojekt på föreningsnivå i de fem förbunden. Det empiriska underlaget utgörs av samtliga ansökningar som under ÅR 1 och ÅR 3 beviljades medel inom de fem förbunden. Sammantaget handlar det om 2563 projektansökningar. Dessa har analyserats med avseende på hur de planerade aktiviteterna stämmer överens med riktlinjerna för barn- och ungdomsidrott i Idrotten vill. Enkätdata omfattar 486 projektledare som bl.a. svarat på frågor om hur man värderar innehållet i de projekt som man varit ansvariga för i relation till riktlinjerna i Idrotten vill. Resultat: Analyserna av projektansökningarna visar att många av riktlinjerna i Idrotten vill är mycket sparsamt förekommande i projektansökningarna. Detta gäller särskilt projekt som svarar mot riktlinjer om hänsyn och fair play, trygg social miljö, idrottsmoral och etik, liksom projekt som syftar till att tillvarata ungdomars synpunkter och erfarenheter. Genom enkätdata framträder en delvis annan bild. När projektledare värderar innehållet i de egna projekten anger man att de i stor omfattning handlar om att erbjuda barnen en kamratlig och trygg social miljö och att lära barnen visa hänsyn och ta ansvar. Projekt som syftar till att ta tillvara ungdomars synpunkter och erfarenheter förekommer dock enligt projektledarna i relativt liten omfattning. Diskussion: Genom de data som finns tillgängliga på föreningsnivå (projektansökningarna) och aktörsnivå (projektledare i föreningarna) kan resultaten diskuteras och problematiseras relativt ett utvecklingsarbete som syftar till att minska glappet mellan idrottsrörelsens praktik och värdegrund.

  • 28.
    Karp, Staffan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Eliasson, Inger
    Umeå University, Faculty of Social Sciences, Department of Education.
    Att utveckla idrottens fostrande dimensioner2015In: Idéer för idrottsutveckling / [ed] Josef Fahlén och Staffan Karp, Stockholm: SISU idrottsböcker , 2015, 1, p. 45-60Chapter in book (Refereed)
  • 29.
    Karp, Staffan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Eliasson, Inger
    Umeå University, Faculty of Social Sciences, Department of Education.
    Fahlén, Josef
    Umeå University, Faculty of Social Sciences, Department of Education.
    Löfgren, Kent
    Umeå University, Faculty of Social Sciences, Department of Education.
    Wickman, Kim
    Umeå University, Faculty of Social Sciences, Department of Education.
    Idrottslyftets externa utvärdering: Svenska Budo & Kampsportförbundet, Svenska Gymnastikförbundet, Svenska Handikappidrottsförbundet, Svenska Innebandyförbundet och Svenska Skidförbundet2012Report (Other academic)
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  • 30.
    Karp, Staffan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Eliasson, Inger
    Umeå University, Faculty of Social Sciences, Department of Education.
    Fahlén, Josef
    Umeå University, Faculty of Social Sciences, Department of Education.
    Wickman, Kim
    Umeå University, Faculty of Social Sciences, Department of Education.
    Löfgren, Kent
    Umeå University, Faculty of Social Sciences, Department of Education.
    Det stora lyftet uteblev2012In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, Vol. 21, no 1, p. 42-45Article in journal (Other academic)
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  • 31.
    Karp, Staffan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Fahlén, Josef
    Umeå University, Faculty of Social Sciences, Department of Education.
    Löfgren, Kent
    Umeå University, Faculty of Social Sciences, Department of Education.
    More of the same instead of qualitative leaps: a study of inertia in the Swedish sports system2014In: European Journal for Sport and Society, ISSN 1613-8171, Vol. 11, no 3, p. 301-320Article in journal (Refereed)
    Abstract [en]

    Between 2007 and 2011, the Swedish government added 50 million Euro per year to the budget of the Swedish Sports Confederation (RF) for a Sports for All programme (SfA), Idrottslyftet (The Lift for Sport), with the aim of engaging more children and youth, especially those from underrepresented groups. The programme manifesto stated that all activities should be based on gender and equality perspectives and be permeated by the regular RF policy program, Idrotten vill (What sports want). In this article, we discuss mechanisms of change and inertia in the Swedish sports system by applying path dependency theory on results achieved in Idrottslyftet. Findings are based on three data sources from five National Sports Organisations (NSOs) (Swedish Budo & Martial Arts Federation, Swedish Floorball Federation, Swedish Gymnastics Federation, Swe-dish Ski Association and Swedish Sports Organisation for the Disabled); the data include their development plans, interviews with key personnel and granted project applications from sports clubs during the programme’s first and third year (N = 2,563). Overall, the study shows that when considering decisions and activities undertaken by the government, RF and the NSOs little has been done to enable change and to avoid inertia. The NSOs have mainly provided funds to applications that focus on recruiting instead of on applications with a qualitative approach focusing on changing activities for children and youth. Furthermore applications focused on only a few of the guidelines in Idrotten vill and lacked in general gender and equality perspectives. Our main conclusion is that projects carried out in sports clubs strengthen ongoing activities rather than being an engine for qualitative leaps in developing activities for engaging more children and youth. Finally, we note that path dependency theory has been a fruitful tool for analysing the results from Idrottslyftet. The theory has significantly contributed to a deeper understanding of inertia within the Swedish sports system.

  • 32.
    Karp, Staffan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Kohlström, Kirsi
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University. Umeå University, Faculty of Social Sciences, Department of Education.
    Padyab, Mojgan
    Umeå University, Faculty of Social Sciences, Department of Social Work. Umeå University, Faculty of Social Sciences, Centre for Demographic and Ageing Research (CEDAR).
    Police students' values of enduring and emerging competence areas in police education2020In: The Making of a Police Officer: Comparative Perspectives on Police Education and Recruitment / [ed] Tore Bjorgo and Marie-Louise Damen, Routledge, 2020, 1, p. 143-169Chapter in book (Refereed)
  • 33.
    Karp, Staffan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Lauritz, Lars-ErikUmeå University, Faculty of Social Sciences, Police Education Unit at Umeå University. Umeå University, Umeå School of Education (USE).
    Samverkan för framgång: 20 år med polisutbildningen i Umeå2021Collection (editor) (Other academic)
    Abstract [sv]

    När polisutbildningen vid Umeå universitet startade år 2000 var den ny på flera sätt. Det var den första polisutbildningen  i Sverige utanför polisens egen regi, vilket även internationellt var ett ovanligt förhållande. Universitetspersonal och yrkesverk-samma poliser samarbetade nära och intensivt för att skapa en riktigt bra utbildning för den samhällsviktiga polisprofessionen. Polisuniformer och polisbilar fick en plats på campus. Även for-men och styrningen av utbildningen var ny. Det krävdes inten-siva diskussioner mellan de båda myndigheterna Rikspolis- styrelsen och Umeå universitet för att komma överens om vem som skulle ansvara för vad. Dessutom behövdes ett regerings-beslut om dispens från högskoleförordningen för att utbildning-en skulle bli av. 

    I Samverkan för framgång – 20 år med polisutbildningen i Umeå finns personliga berättelser om hur det hela gick till och om utbildningen av idag. De som delar med sig av sina minnes- bilder är myndighetscheferna för både Rikspolisstyrelsen och Umeå universitet, ledare vid universitetet, universitetslärare, polislärare och de första studenterna. Deras berättelser ger till-sammans en god bild av ett spännande, roligt och händelserikt utvecklingsarbete. Det ger också en inblick i det intrikata och långdragna politiska spelet kring en akademisering av svensk polisutbildning.

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  • 34.
    Karp, Staffan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olofsson, Eva
    Umeå University, Faculty of Social Sciences, Department of Education.
    Söderström, Tor
    Umeå University, Faculty of Social Sciences, Department of Education.
    I skuggan av fotbollen. Handslagsprojektens betydelse för de mindre idrotterna2007Report (Other academic)
  • 35.
    Karp, Staffan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University. Umeå University, Faculty of Social Sciences, Department of Education.
    Berättelser från polispraktiken: hur studenters upplevelser och erfarenheter kan bidra till utvecklingen av professionellt kunnande2020In: Reflektion som professionsverktyg inom polisen / [ed] Staffan Karp och Oscar Rantatalo, Umeå: Enheten för polisutbildning, Umeå universitet , 2020, p. 100-110Chapter in book (Other academic)
  • 36.
    Karp, Staffan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Rantatalo, OscarUmeå University, Faculty of Social Sciences, Police Education Unit at Umeå University. Umeå University, Faculty of Social Sciences, Department of Education.
    Reflektion som professionsverktyg inom polisen2020Collection (editor) (Other academic)
    Abstract [sv]

    Syftet med denna antologi är att bidra med kunskap om hur reflektion kan användas som ett verktyg för professionell utveckling och lärande inom polisens verksamhet. Antologin är från början sprungen ur ett forskningsprojekt finansierat av forskningsrådet FORTE om reflektion inom polisen. I antologin beskrivs forskning om reflektion inom polisen och hur reflektion kan införlivas i lärande och yrkespraktik. Således är den användbar i polisens grundutbildning, för utbildningsanordnare, för lärare vid polisutbildningar och för dem inom polisen som arbetar med vidareutbildning i olika former. Även om boken i första hand riktar sig till ovanstående grupper kan den också vara intressant för polisforskare, inte minst då många av kapitelförfattarna är engagerade i polisforskning och då ett antal av kapitlen beskriver forskningsprojekt av olika slag. Genom att antologin är rik på exempel kan den också användas i utbildningssammanhang utanför polisens område.

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  • 37.
    Karp, Staffan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University. Umeå University, Faculty of Social Sciences, Department of Education.
    Reflektion som professionsverktyg inom polisen: var står vi och vart är vi på väg2020In: Reflektion som professionsverktyg inom polisen / [ed] Staffan Karp och Oscar Rantatalo, Umeå: Enheten för polisutbildning, Umeå universitet , 2020, p. 174-183Chapter in book (Other academic)
  • 38.
    Karp, Staffan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University. Umeå University, Faculty of Social Sciences, Department of Education.
    Varför en antologi om reflektion?2020In: Reflektion som professionsverktyg inom polisen / [ed] Staffan Karp och Oscar Rantatalo, Umeå: Enheten för polisutbildning, Umeå universitet , 2020, p. 12-14Chapter in book (Other academic)
  • 39.
    Karp, Staffan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Stenling, Cecilia
    Umeå University, Faculty of Social Sciences, Department of Education.
    Barnidrotten reproducerar sociala skillnader2011In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, Vol. 20, no 1, p. 14-18Article in journal (Other academic)
  • 40.
    Karp, Staffan
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Stenmark, Henric
    Umeå University, Faculty of Social Sciences, Education.
    Att lära till polis: Traditioner och förnyelse i utbildning och arbetsliv2008In: Policing in Scandinavia: Proceedings from the Conference on Police Research in Växjö, August 2007, Polisutbildningen, Växjö universitet, Växjö , 2008, p. 279-291Chapter in book (Refereed)
  • 41.
    Karp, Staffan
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Stenmark, Henric
    Umeå University, Faculty of Social Sciences, Education.
    Att lära till polis: Traditioner och förnyelse inom utbildning och yrkesliv2006In: Konferensen för Pedagogikhistorisk forskning den 28-29 september 2006 i Stockholm, 2006Conference paper (Other academic)
  • 42.
    Karp, Staffan
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Stenmark, Henric
    Umeå University, Faculty of Social Sciences, Education.
    Learning to be a police officer: Tradition and change in the training and professional lives of police officers2007In: Nordiska Polisforskningskonferensen. Växjö, Sverige 16-18 aug 2007, 2007Conference paper (Other academic)
  • 43.
    Karp, Staffan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Stenmark, Henric
    Umeå University, Faculty of Social Sciences, Department of Education.
    Learning to be a police officer: tradition and change in the training and professional lives of police officers2011In: Police Practice & Research, ISSN 1561-4263, E-ISSN 1477-271X, Vol. 12, no 1, p. 4-15Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to demonstrate the usefulness of a model for empirical studies of conservative and innovative forces in police training and the professional lives of police officers. The model is based on frame factor theory and is demonstrated against Swedish police research and the authors' own observations and experiences of the Swedish police organization and police training. The authors conclude that the model can be used to describe and understand the everyday practice that police students and new police officers encounter and adopt. In particular, the model can help to identify and describe the tension fields that individual police students and police officers must learn to navigate. Thus, empirical studies using the model may contribute to a deeper understanding of police officers' individual and collective attitudes to the conservation and the development of day-to-day practice in police training and the police profession.

  • 44.
    Karp, Staffan
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Söderström, Tor
    Umeå University, Faculty of Social Sciences, Department of Education.
    Att utveckla verksamhet i mindre idrotter2015In: Idéer för idrottsutveckling / [ed] Josef Fahlén och Staffan Karp, Stockholm: SISU idrottsböcker , 2015, 1, p. 127-140Chapter in book (Refereed)
  • 45.
    Kohlström, Kirsi
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Polisers professionella utveckling: från polisutbildning till sex år i polisyrket2023Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of this compilation thesis is to contribute knowledge on police officers´ professional development from the beginning of police education to six years in the police career. The thesis is based on empirical material collected in a European research project called RECPOL (Recruitment, Education, and Career in the Police) and interviews by the author. For this thesis police students that began their police education in 2011 in Sweden is the focus. The thesis consists of four papers. The first paper, an article, presents a quantitative study that examine how subgroups in the Swedish police student cohort value the importance of different kinds of competencies in the end of their theoretical part of the police education. The second paper, a chapter, presents a quantitative study that examines how police students in the six counties value the importance of different kinds of competencies in the beginning and the end of their police education. Then the third paper investigates how the Swedish police officers value different competencies from the beginning of police education to three years in police careers. Lastly, the fourth paper, an article, explores how 13 Swedish police officers that are part of all the above described studies, experience their professional development from police education to six years in police careers. The analysis in this thesis combines police socialisation and learning pathways with a frame factor perspective. The longitudinal study shows that in police education becoming police officers value both traditional (decisiveness and practical skills) and emerging (flexibility and diversity) competencies as highly important for the upcoming police career. When looking into the Swedish cohort as they transform from police education to police practice the valuation of professional competencies are stable for some and diverging for others. Two competencies, diversity and practical skills, are valued less important. Furthermore, the study shows that police officers during their professional development have been supported in differing ways which has as consequence that they develop varying learning pathways, either self-directed or information-oriented, to develop their competencies. Female police officers´ professional development is affected when pregnant and working as patrolling officers. They need to take more responsibility for their competence development as they need to shift to other tasks for security reasons. In the concluding analysis and discussion sections, connections are drawn between police socialisation and learning organisations, as well as the influence of frame factors and organisational factors on police officers´ professional development.

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  • 46.
    Kohlström, Kirsi
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Padyab, Mojgan
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Policy ideals for a reformed education: How police students value new and enduring content in a time of change2017In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 29, no 7/8, p. 524-536Article in journal (Refereed)
    Abstract [en]

    Purpose This study aims to examine how subgroups within a cohort of Swedish police students value different types of curricula content (i.e. new competencies versus enduring ones) in the context of the currently transforming landscape of basic police training.

    Design/methodology/approach Drawing on a Swedish national survey (N = 369), the study examined variations in how students value new versus enduring police curricula content based on sociodemographic factors. Specifically, factors such as student age and gender and the institutional arrangements of education were tested using an independent t test.

    Findings The study identified differences in values based on gender. Female students valued competencies such as communication, flexibility, diversity and decisiveness as more important in an educational setting than did males. Fewer differences were found in relation to institutional arrangement, and in-house students valued flexibility and communication skill as more important for educational curricula compared to university-based students. No differences were found in relation to age.

    Originality/value This study adds knowledge to the question of how changes in occupational education policy develop in practice. More specifically, the study explored how students in educational programmes value new versus enduring competencies and whether differences can be identified based on sociodemographic factors. These questions are important because they expose sociodemographic conditions that influence how students value policy-driven skills versus enduring ones.

  • 47.
    Kohlström, Kirsi
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rantatalo, Oscar
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Padyab, Mojgan
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Policy Ideals for a Reformed Education: Police Students' Occupational Attitudes in a Time of Change2015In: 9th International Conference on Researching Work and Learning: 9-11 December 2015, School of the Arts Singapore, 2015, p. 1-15Conference paper (Refereed)
    Abstract [en]

    This paper examines discrepancies between educational objectives expressed in police vocational education policy and police recruits' views on knowledge and anticipatory occupational expectations. From a global perspective, police institutions in many countries are currently undergoing substantial professional reorientations in light of societal developments such as transforming demographics, increased societal diversity, changing public demands on police service delivery and crime patterns that are increasingly transnational and globalised. In sum, these developments have been suggested to be leading to increased complexity in the police's fulfilment of their professional obligations and new demands on police professional knowledge. In the context of police education, these shifts are visible on a policy level wherein experiential approaches to policing are increasingly substituted for problem-oriented and evidence-based policing which builds on theory, evaluation and utilisation of research. On the level of police educational curricula, traditional subjects, such as law enforcement, investigation and crime control, are increasingly complemented with subjects such as cultural awareness, communication and gender and diversity training. Given these broad developments, the present study investigates how the uptake of new educational ideas and practices is perceived by students undergoing police education. Previous research has put forth that educational content at variance with the occupational practices and culture of the police runs a considerable risk of being disapproved by police recruits and by extension has little or no impact on student learning. Drawing on a Swedish national survey (n=369) targeting Swedish police students in their fourth term of police education, the present paper investigates discrepancies between policy objectives and students attitudes towards 'new' subjects. The survey measures students values and attitudes towards different areas of police educational content. The results indicate that skill areas such as communication, flexibility and diversity are considered more important to emphasise in education by female students than male students. Based on the results, the authors discuss how ideas regarding policing which are promoted on a policy level may influence the development of new kinds of skills in police practice. Discrepancies between official rhetoric and police educational practice are discussed in terms of how such gaps may counteract the development of new kinds of expertise and knowledge within the occupational community of the police.

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  • 48.
    Lauritz, Lars Erik
    et al.
    Umeå University, Faculty of Social Sciences, Police Education Unit at Umeå University.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Impact of selection and distrust in construction of professional police identity2013In: The Evolution of Policing: Worldwide Innovations and Insights / [ed] Melchor C. de Guzman; Aideo Mintie Das; Dilip K. Das, Taylor & Francis, 2013, 1Chapter in book (Other academic)
    Abstract [en]

    Police culture is often described as strongly unifying, leading to a feeling of a strong professional identity. The main reasons for these descriptions, as suggested in police research are due to the profession’s shared risks and the role of authoritarianism. In this chapter, two complementary reasons are presented, both manifested in the image that police students and officers believe others have of them. The students’ images are formed from the feelings of being selected and that others distrust them. In conclusion, our results provide strong empirical support for the images as significant constructors in the formation of a professional police identity.

  • 49. Nishida, Tamotsu
    et al.
    Isogai, Hirohisa
    Åström, Peter
    Umeå University, Faculty of Social Sciences, Department of Education.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Martin
    Umeå University, Faculty of Social Sciences, Department of Education.
    Cross-cultural Comparison of Motivation to Learn in Physical Education: Japanese vs Swedish Schoolchildren2007In: Psychological Reports, ISSN 0033-2941, Vol. 101, p. 597-613Article in journal (Refereed)
    Abstract [en]

    The present study compared differences between Japanese and Swedish schoolchildren in learning motivation-related variables in physical education. The subjects were 1,562 Japanese fifth and sixth graders (776 boys and 786 girls) ranging in age from 10 to 12 years and 573 Swedish fifth graders (306 boys and 267 girls) from 10 to 13 years (M= 11.4, SD=0.5). They completed three questionnaires to evaluate the children's learning motivation, factors supporting motivation to learn, and preferences of learning behavior. The questionnaires were taken from Nishida's Diagnosis of Learning Motivation in Physical Education Test, a multidimensional and comprehensive test that measures learning motivation. A 2 x 2 (country by sex) multivariate analysis of variance indicated both Swedish boys and girls scored significantly higher than the Japanese children on most subscales. Results were discussed in relation to differences in the sports environment and culture of the two countries.

  • 50.
    Nordlund, Madelene
    et al.
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    Wickman, Kim
    Umeå University, Faculty of Social Sciences, Department of Education.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Vikström, Lotta
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Equal Abilities - the Swedish Parasport Federation and the Inclusion Process2021In: ISAPA 2021. Quality partnerships in Adapted Physical Activity: Stronger Together!: Book of abstracts / [ed] Kwok Ng, Pauli Rintala, Aada Kandzia, Anni Lindeman, Jyväskylä, Finland: University of Jyväskylä , 2021, p. 88-88, article id 64Conference paper (Refereed)
    Abstract [en]

    Aim: A major organizational change is currently taking place in Swedish sports, where people with disabilities (PWD) are leaving the Parasport Federation for mainstream sport within the Swedish Sport Confederation. The aim of this study is to map the expectations of the ongoing process among stakeholders within the Swedish Parasport Federation. Central is also to identify any distinction in expectations between the Parasport Athletes (PA) versus stakeholders.

    Method: This study is empirically descriptive, based on a questionnaire with 130 respondents connected to the Swedish Parasport Federation. It was analyzed through independent samples t-tests. This contribution is a part of an extensive investigation of the organizational change in the Swedish Sport Confederation regarding sports for disabled.

    Results: The results indicate some factors that can enable, or prevent, successful inclusion in sport organizations. For instance, the respondents expect that inclusion can facilitate for people with and without disabilities to perform sport together and act as role models to each other, and the respondents also think that recruitment into sport activities will increase after the organizational change. Although, there are some concerns because a significant number of the respondents fear a worsened economic situation for the PA and some fear lack of accessible facilities and equipment due to the organizational change. The results indicate no large divergence in how the PA and stakeholders view the opportunities and obstacles with inclusion.

    Conclusion: To consider, respondents give answers to something that is not yet a reality for them and their expectations need to be seen in the light of the information they have regarding the ongoing organizational change. Consequently, expectations reported in this study do not capture a complete picture of opportunities and obstacles but some concerns are put forward that can impact the success of inclusion in a future sport organization and these should be recognized early in the process.

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