The Swedish School of Sport and Health Sciences
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Hög närvaroprocent på idrottslektioner i skolan, men deltar eleverna i undervisningen? : En kvantitativ undersökning som undersöker elevers delaktighet i praktisk undervisning på idrottslektioner
No full textSyfte och Frågeställningar Syftet med denna studie var att ta reda på hur stor andel av eleverna som går på idrottslektioner fast de inte är praktiskt involverade och deltar i undervisningen. Vi ville också undersöka varför dessa elever avstår från att delta i undervisningen och om vissa delmoment påvisar större avvikelser inom idrott och hälsa. Hur stor andel av eleverna deltar inte regelbundet i idrottsundervisningen? Vilken del av undervisningen deltar eleverna minst i? Varför väljer vissa elever att inte delta i undervisningen Känner eleverna en meningsfullhet med innehållet i idrottsundervisningen? Är eleverna motiverade att delta på lektionerna? Metod Studien baserades på årskurs 9 i en innerstadsskola i Stockholm genom en kvantitativ undersökning. Eleverna fick svara på en enkät som vi skribenter hade förberett. Enkäten innehöll frågor som skulle svara på frågorna och syftet med studien. Totalt deltog 97 av 108 elever i studien, vilket motsvarar en svarsfrekvens på 90 procent av alla åk 9 elever på skolan. För att tolka studiens resultat och få en djupare förståelse för hur eleverna resonerade använde vi två ram teorier; Self Determination Theory (SDT) och KASAM (Antonovsky), som båda har sin grund i hur motivation och en känsla av meningsfullhet, begriplighet och hanterbarhet. Resultat Resultaten visade att ett stort antal elever som går på lektionerna inte är med och deltar i den praktiska undervisningen i idrott och hälsa. Endast 38% av eleverna på denna skola antydde att de alltid deltar i idrottsundervisningen bortsett från någon enstaka lektion om sjukdom eller skada inträffar. Resterande 62% medger att de väljer att stå över från att delta i idrottsundervisning i någon grad av annat skäl än sjukdom eller skada. Danslektioner, 2 orientering, gymnastik och friluftslivslektionerna var olika delmoment som eleverna i olika utsträckning valde att stå över. Slutsatser Genom vår analys framgår att fler elever kan uppnå en positivare syn på idrottslektionerna genom att integrera olika faktorer som betyg samt föräldrar, alltså inre och yttre motivation. Detta kommer att stärka deras motivation. Denna observation kan potentiellt bidra till att förbättra attityder gentemot ämnet
Exploring Perceptions of Route Environments in Relation to Walking
No full textBackground: Every walk takes place in a route environment, which can play an important role in deterring or facilitating walking. The focus of this thesis is on the perceptions of environmental variables, and how they relate to appraisals of route environments as hindering – stimulating for walking and unsafe – safe for reasons of traffic, in two metropolitan environments. Another focus is to expand the state of knowledge concerning the criterion-related validity of the Active Commuting Route Environment Scale (ACRES). Methods: Commuting pedestrians in Greater Stockholm, Sweden, were recruited via advertisements. From the inner urban area there were 294 participants (77% women), aged 49.5 years, and from the suburban areas there were 233 participants (82% women), aged 50.0 years. 77 individuals walked in both areas. The participants evaluated their commuting route environments using the ACRES. Correlation, multiple regression, and mediation analyses were used to explore the relationships between the variables. Comparisons of environmental ratings between groups and settings were performed with t-tests. Studies 1 and 2 focused on the inner urban area and studies 3 and 4 on the suburban areas. Studies 1 and 3 focused exclusively on the relations between the four motorized traffic variables (vehicle speed, vehicle flow, noise, and exhaust fumes), and their relations to the outcome variables (hinders – stimulates walking and unsafe – safe traffic). Studies 2 and 4 utilised proxies from studies 1 and 3 and combined them with other environmental variables to further the understanding of route environmental variables in relation to walking. Results: In both areas, aesthetics and greenery were positively related to stimulating walking, whereas noise, a proxy for motorized traffic, was negatively related. Aesthetics was also positively related to unsafe – safe traffic in the inner urban area, whereas greenery had the corresponding role in suburbia. Another important finding was that greenery also influenced aesthetics positively in both areas. Thus, greenery had both a direct and an indirect positive effect. On the other hand, noise influenced aesthetics negatively in the inner urban area, whereas vehicle flow had the corresponding role in suburbia. A number of variables conjointly influenced the outcome unsafe – safe traffic negatively in both areas (speeds of motor vehicles, noise, conflicts, congestion: pedestrians, red lights, and course of the route). The route environment profiles differed distinctly between the two areas. Conclusions: Several route environmental variables appear to be particularly influential in relation to pedestrian commuting, e.g., aesthetics, greenery, and noise. An important finding is that both positive and negative interactions, between certain predictor variables, were disclosed. The contrasting route environment profiles in the different settings strengthen the criterion-related validity of the ACRES. The findings expands the state of knowledge concerning the relations between the environment and walking. If implemented, these findings can influence public health positively
A qualitative analysis of Swedish sport psychology practitioners' experience of a continued professional development program.
No full textAlthough sport psychology practitioners and researchers acknowledge the importance of continued professional development (CPD) for professional effectiveness and excellence, few studies have explored the influence of CPD activities on the practitioners' practice and thinking. This study examined qualified Swedish sport psychology practitioners' experiences of engaging in a CPD program and how it impacted their professional development. The Swedish Sports Confederation offers a CPD program that targets performance enhancement services and psychotherapy for sport psychology practitioners. We explored the influence of this CPD program on the professional development of 13 graduates (five females; age in years: M = 41.2, SD = 8.3) via semi-structured interviews. Our stance involved a realist ontology and constructionist epistemology. We followed the six-step Reflexive Thematic Analysis procedures to analyze data. We identified four themes of CPD: (1) Critique (participants decided to do the CPD program because of perceived gaps in their knowledge and skills), (2) Change (participants discussed several changes as a result of the CPD program), (3) Context (participants discussed the aspects of the CPD program that promoted change), and (4) Challenge (participants mentioned issues related to having completed the program). The study provides insights into the value of CPD activities for sport psychology practitioners, advances current knowledge on practitioner maturation, and illustrates how CPD fits within a practitioner's lifelong learning. Future research could investigate the professional development of mid-career sport psychology practitioners engaging in other CPD programs to confirm or extend this work
Sambandet mellan träningsmängd och prestation inom konståkning : En korrelationsstudie på svenska konståkare
No full textSyfte Syftet med arbetet var att undersöka sambandet mellan träningsmängd och prestation för svenska konståkare i A- och Nationella serien inom klasserna junior och senior. Det arbetet syftat till att ta reda på var följande frågeställningar: Finns det något samband mellan det totala antalet träningstimmar per vecka och uppnådd poäng på tävling? Finns det något samband mellan isträningstimmar per vecka och uppnådd poäng på tävling? Finns det något samband mellan fysträningstimmar per vecka och uppnådd poäng på tävling? Hur väl kan den totala träningsmängden förklara den uppnådda poängen på tävling? Metod Data samlades in med hjälp av en webbenkät skapad i Sunet Survey. Frågorna i enkäten handlade om tävlingsklass, total träningsmängd per vecka, totalt antal istimmar per vecka, totalt antal fystimmar per vecka, annan idrott och eventuell skada. Enkäterna mejlades ut till de 120 klubbarna i Sverige med åkare i urvalsgruppen. De statistiska testerna genomfördes i programmet Jamovi där Pearsons sambandsanalys användes för att undersöka sambanden. Utifrån r-värdet kunde även determinationskoefficienten (r2) beräknas genom att ta kvadratroten av korrelationskoefficienten (r). Den valda signifikansnivån för analysen var 0,05. Resultat Totalt samlades 73 enkäter in varvid 66 inkluderades i studiens slutgiltiga analys. Resultatet från de statistiska testerna visade inget samband mellan total träningsmängd och uppnådd poäng på tävling (p=0,097), mängden isträning och uppnådd poäng på tävling (p=0,094) eller mängden fysträning och uppnådd poäng på tävling (p=0,088). 4,2 procent av den uppnådda poängen kunde förklaras av den totala träningsmängden (r2 = 0,042). Slutsats Resultaten från studien visar att det inte finns något samband mellan total träningsmängd och uppnådd poäng på tävling. Tränare som avser förbättra prestationen hos sina åkare bör överväga att reducera mängden träning med tanke på skaderisken och i stället se över träningens innehåll. Det tycks således vara andra faktorer än träningsmängden som är avgörande för prestation hos konståkare på A- och Nationell serienivå. Aim The aim of this study was to research the relationship between training load and performance for Swedish figure skaters in the A- and National series within the junior and senior category. The study aims to research the following questions: Is there any relationship between the total amount of training hours per week and achieved score at competition? Is there any relationship between the amount of training hours on ice per week and achieved score at competition? Is there any relationship between the amount of training hours off ice per week and achieved score at competition? How well can the total training load explain the achieved score at competition? Method Data was collected using a web survey created in Sunet Survey. The questions in the survey focused on competition level, total training hours per week, total training hours on ice per week, total training hours off-ice per week, other sports and possible injury. The surveys were emailed to 120 clubs in Sweden with skaters in the sample group. The statistical tests were completed in the program Jamovi and Person’s correlation analysis was used to study the relationships. Based on the r-value the coefficient of determination (r2) could be calculated by taking the square root of the correlation coefficient (r). The chosen significance level for the analysis was 0,05. Results In total 73 surveys were collected and 66 of them was included in the study’s final analysis. The results from the statistical tests showed no relationship between total training load and achieved score at competition (p=0,097), the amount of ice training and achieved score at competition (p=0,094) or the amount of off-ice training and achieved score at competition (p=0,088). 4,2 percent of the achieved score at competition could be explained by the total training load (r2 = 0,042). Conclusion The results from this study shows that there is no relationship between total training load and achieved score at competition. Coaches aiming to enhance performance for their skaters should consider reducing the training load considering the risk of injury and instead focus on the training content. It seems to be other factors than training load that are crucial for performance for figure skaters at A- and National series level.
One leg testing in hip and knee osteoarthritis : A comparison with a two-leg oriented functional outcome measure and self-reported functional measures.
No full textOBJECTIVE: To compare the responsiveness of two unilateral lower-limb performance-based tests, the one-leg rise test and the maximal step-up test, with the bilateral 30-second chair-stand test and the self-reported measure of physical function (HOOS/KOOS). Specific aims were to evaluate responsiveness, floor/ceiling effect and association between the instruments. METHOD: Data was included from 111 participants, mean age 61.3 years (8.3), with clinically verified hip or knee osteoarthritis, who reported less than 150 minutes/week of moderate or vigorous intensity physical activity. Responsiveness, how well the instruments captured improvements, was measured as Cohen's standardised mean difference for effect size, and was assessed from baseline to 12 months following a physical activity intervention. Other assessments were floor and ceiling effects, and correlations between tests. RESULTS: The maximal step-up test had an effect size of 0.57 (95% CI 0.37, 0.77), the 30-second chair-stand 0.48 (95% CI 0.29, 0.68) and the one-leg rise test 0.12 (95% CI 0.60, 0.31). The one-leg rise test had a floor effect as 72% of the participants scored zero at baseline and 63% at 12 months. The correlation between performance-based tests and questionnaires was considered to be minor (r = 0.188 to 0.226) (p = 0.018 to 0.048). CONCLUSION: The unilateral maximal step-up test seems more responsive to change in physical function compared to the bilateral 30-second chair-stand test, although the tests did not differ statistically in effect size. The maximal step-up test provides specific information about each leg for the individual and allows for comparison between the legs
Hur lyckas en Svensson vara en ultralöpare? : En kvalitativ studie om ultralöpares vardag
No full textSyfte och frågeställning: Syftet med uppsatsen är att öka förståelsen för hur en icke-professionell ultralöpare kan få ihop sin träning i kombination med livspusslet. Frågeställningen i uppsatsen är hur icke-professionella ultralöpares förmåga att få ihop sin träning med sitt livspussel påverkas av motivationsfaktorer, sociala faktorer samt praktiska faktorer. Metod: För att besvara uppsatsens syfte och frågeställning har en kvalitativ intervjumetod använts. Intervjuerna var semistrukturerade med öppna frågor och genomfördes med hjälp av 8 ultralöpare som sprang minst 50 km i veckan samt hade sambo, barn och heltidsjobb. Intervjuerna spelades in, avlyssnades, transkriberades och analyserades. Citat och huvudteman togs fram med en blandning av induktiv och deduktiv tematisk analys. Resultat: Resultatet visade att motivation, sociala och praktiska faktorer påverkade ultralöpare avsevärt. Dessutom var undertemat inre motivation, att deltagarna upplevde hög självbestämmande motivation en viktig faktor. Även communityt, dvs gemenskapen inom ultralöpning, bedömdes som ett viktigt undertema där löparna kände en familjär känsla. Vidare var det viktigt med flexibilitet inom träningen samt ett jobb med visst anpassningsbart schema. Slutsats: Jämfört med tidigare forskning har det konstaterats både samband och skillnader med resultatet i denna studie. Gemenskapen, självbestämmande motivation och det lustfyllda med ultralöpning är starka förutsättningar för vidmakthållande av sporten och träningen
Arriving in the body - students' experiences of yoga based practices (YBP) in physical education teacher education (PETE)
No full textThe interest in yoga, mindfulness or similar yoga-based practices (YBP) has grown exponentially in the western world, also within education, including physical education (PE). Although some studies have been conducted on YBP in PE, yoga has not yet been researched in the framework of physical education teacher education (PETE). Using a regional lifeworld approach, the purpose of this article is to investigate how PETE students experience their participation in a YBP didactics unit when it was included in the PETE programme. What thoughts, feelings and bodily sensations were evoked in the students as they explored YBP and their prospects for teaching it themselves? The project involved 13 students during their fifth year in one of Sweden's PETE programmes. Questionnaires and diaries were used as information sources. Ten of the 13 students were also interviewed. In the phenomenological analysis, the phenomenon of friction 'showed itself' to be an essential part of the perceived experiences. Friction was characterised by a tension between an absence of friction, which describes experiences of participating in YBP smoothly, and the presence of friction, which included experiences of resistance. The students also oscillated between experiences of I-here and now, and Me-my future teaching profession. At least to some extent, the YBP that was practised during the course changed the students' views of what education in 'human in motion' can be by discovering and breaking their habitual attitudes towards PE. Rather than being discussed in terms of 'benefits', the YBP practice charged the body, the room and the group with a heightened awareness of the present moment that could also be expressed verbally. It is anticipated that this kind of reflexive knowledge will help the student to make careful didactical considerations in their future teaching practices
Undervisningstaktik på hal is : En självstudie om kommunikation och undervisningsmetoder i gymnasieskolans hockeyklassrum.
No full textDenna licentiatuppsats har studerat kommunikationsmönster och beslutsfattande i relation till lärarens undervisningsmetoder med ambitionen om att undervisa från ett mer frågebaserat och elevcentreratperspektiv. Studien är genomförd enligt principerna för en självstudie. Resultatet av kommunikationen i min undervisning bestäms av vem som ska fatta de olika besluten. Om jag äger alla beslut kommer det också att leda till att jag äger nästan all kommunikation med och feedback till mina elever. Det leder också till mer lärarcentrerade undervisningsmetoder. Resultatet av möjligheterna att förändra en praktik är att det inte finns något motstånd bland eleverna att undervisa på ett mer elevcentrerat och frågebaserat sätt. Normer är föränderliga och genom att undervisa på ett mer varieratsätt finns även möjligheter att fortsätta ett yrkesspråk inom idrott.Knowledge is expressed in different forms – such as facts, understanding, skills, and familiarity – which require and interact with each other. Therefore, teachers cannot unilaterally emphasize one or the other form of knowledge, which means that teachers are challenged to master a variety of possible ways of teaching. The dominant language in physical education teaching comes from sports, and there is no language that puts into words the goals that teaching in school should have. Research in Sweden also emphasizes that when the institutions of school and sport meet, it is sport that sets the agenda. This means that physical education teaching has a way of being organized that is similar to club sport activities and its content with different sports. Today's curriculum is too multidimensional to use only one teaching method (Ferry & Olofsson, 2009; Schenker, 2011; Hedberg, 2014; Nyberg & Larsson, 2014, 2016; SueSee & Barker, 2019). The aim of the study is to use self-study as a method and student-centered and question-based teaching strategies in combination with the teacher-centered and instruction-based teaching methods that dominate today. Which communication patterns and which decision-making can be discerned in relation to the chosen teaching methods?How do the students describe the experience from the course with a focus on the teacher’s communication and the design of the teaching?The study took place in a course in physical education and health specialization in ice hockey in Sweden during eight months. The students in the study were all boys between 16 and 19 years old and were interviewed before and after the observed teaching. During the course, the teacher’s communication during the lessons was recorded with a microphone. All teaching in the study has been categorized according to Kirk’s (1996) five teaching methods in order to distinguish who makes decisions, how the teaching is organized and what kind of communication and feedback that dominates. The empirical material has been analyzed using the theory of practice architecture. This theory is about understanding the practice and its changes, and what enables or hinders the development of the practice (Kemmis et al., 2014). The outcome of the communication in my teaching is determined by who makes the different decisions. If I as a teacher own all decisions, it will also lead to me owning almost all communication with and feedback to my students. It also leads to more teacher-centered teaching methods. When I plan the teaching based on the fact that the students should also decide, I also invite them to communicate more. This communication can be between me and the students or between the students. The study indicated that there was no resistance among students to a more student-centered and inquiry-based teaching. Norms are changeable, and by teaching in a more varied way there are also opportunities to develop a professional language in physical education
Parenting children with disabilities in Sweden : a cluster-analysis of parenting stress and sufficiency of informal and formal support
No full textObjective: To investigate patterns of parenting stress and access to sufficient informal and formal support among parents of children with disabilities. To explore whether child cognitive level, conduct problems and the need of language interpretation in contacts between parents and professionals are associated with patterns of parenting stress and support. Method: Parents (N = 140) of children with disabilities in Sweden completed a questionnaire about parenting stress and support. Patterns of three variables—parenting stress and access to sufficient informal and formal support—were investigated using cluster analysis. The relationship of child cognitive level, level of conduct problems and of language interpretation needs between parents and professionals to cluster membership was explored using multinomial logistic regression. Results: Five different clusters of parenting stress and support emerged. Parents in cluster 1 had lower than sample mean ratings on all three variables. Cluster 2 had elevated parenting stress, cluster 3 had elevated insufficient informal support and cluster 4 had elevated insufficient formal support. Cluster 5 had elevated ratings on all three variables. Greater child cognitive difficulties increased the likelihood of parent membership in cluster 2 (elevated stress), cluster 3 (elevated insufficient informal support), or cluster 5 (elevated ratings on all variables). Child conduct problems increased the likelihood of membership in cluster 2 (elevated stress) or cluster 5 (elevated ratings on all variables). No relationship between language interpretation needs and cluster membership was found. Conclusions: Patterns of parenting stress and sufficiency of support, and their associations with child characteristics, vary substantially. However, families of children with conduct problems experiencing elevated parenting stress in combination with insufficient informal and formal support, may be particularly vulnerable. The results of the current study highlight the clinical importance of exploring and identifying individual parenting stressors and perceived levels of support, to be able to adapt services to better suit a variety of needs, and thus promote equitable care
Change in Cardiorespiratory Fitness and Risk of Depression, Anxiety, and Cerebrovascular Disease.
No full textINTRODUCTION: High cardiorespiratory fitness (CRF) has been associated with a lower risk of depression, anxiety, and cerebrovascular disease. The aim was to explore CRF changes over-time associated with these outcomes. METHODS: This large-scale prospective cohort study, using data from Swedish population-wide registries and databases (during 1972-2020), included men (n=131,431), with measures of estimated CRF (estCRF) in late adolescence (maximal cycle test) and adulthood (submaximal cycle test) (mean years between 24.6, SD 8.8). The study explored how change in estCRF was associated with incident depression, anxiety, and cerebrovascular disease using Cox proportional hazards models. Analyses were performed in 2023. RESULTS: Higher estCRF in late adolescence and adulthood were associated with a lower risk of incident depression, anxiety, and cerebrovascular disease later in life. For all three outcomes, an increase in estCRF (mL/min/kg and z-score) between the two-time points was associated with a lower risk. Further, decreasing from moderate or high estCRF in adolescence to low estCRF in adulthood, compared to staying at a moderate or high level, was associated with a higher risk of depression and anxiety (HR: 1.24 95% CI 1.07-1.45 and 1.25 95% CI 1.06-1.49, respectively). Conversely, increasing from moderate to high estCRF was associated with a lower risk of incident anxiety (HR: 0.84 95% CI 0.71-0.99). CONCLUSIONS: The findings indicate that there is a longitudinal association between negative change in estCRF and increased risk of depression, anxiety, and cerebrovascular disease later in life. Decreasing levels of estCRF could be a helpful indicator when identifying these disorders at a population level