| 2261. |
- Meckbach, Jane
(författare)
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Teacher’s talk about girls and boys in PE and Health in a Swedish context
- 2013
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Ingår i: Physical Education and Sport. ; , s. 25-
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Konferensbidrag (refereegranskat)abstract
- Statistics from the Swedish National Agency of Education (SNAE) reveal that PE and Health (PEH) is the only subject where boys receive higher grades than girls. Previous research indicates that the subject “in practice” is constituted in a sports discourse and that teaching is conducted on boys’ terms. According to the latest national evaluation of the subject, teaching in PEH is dominated by ball games and fitness training, activities that most boys favour. The purpose of this presentation is to look upon factors related to PEH teachers´ ways of reasoning about aims and teaching in the subject, and their view of equity issues.PEH teachers (17) from schools in the region of Stockholm were selected for interviews. The selection was based on statistics from SNAE and four criteria: that the school had i) a high share of students acquiring Passed with special distinction (PSD) in PEH, ii) a high share of students that did Not pass (NP), iii) an equal share of girls and boys acquiring PSD, and iv) an unequal share of boys and girls acquiring PSD.The results suggest that teachers from schools with a high share of students acquiring PSD seem to focus on learning processes and reflections about learning. These teachers seem well aware about gender issues in PEH. Teachers from schools with a high share of students that NP report that many students are frequently absent and cannot swim. Gender issues seem not to be of primary concern to these teachers, and they seem to focus on keeping the students active. Teachers from schools with an equal share of girls and boys acquiring PSD seem to reason about the subject and girls’ and boys’ conditions in the same way as the teachers in the first category. Teachers from schools with an unequal share of boys and girls depict their students as ‘sporty types’, they do not reflect upon equity issues.It must be emphasised that these findings also mirror the general social conditions of the schools in question. In effect, gender equity issues can, paradoxically, be described as something of the icing of the cake in PEH.
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| 2262. |
- Meckbach, Jane, et al.
(författare)
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The value of coach education programmes – and who is taking part?
- 2014
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Ingår i: ECER Conference: The past, present and future of educational research in Europe.
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Konferensbidrag (refereegranskat)abstract
- Many coaches and leaders within the Swedish sports movement have themselves been active sportsmen and sportswomen, acquiring knowledge and experience in the process. Besides learning within their own clubs, many coaches have also attended various coach education programmes. The Swedish Sports Confederation (RF) describes this education as an important arena for discussing core values, such as equality, ethics and morals, and for sharing knowledge. In recent years, there have been a number of initiatives to train coaches and leaders, with many of these programmes targeting young leaders and coaches (Redelius et al. 2004; Meckbach & Larsson 2012). However, no common policy for the content and format of these coach education programmes has been devised nor criteria for recruiting young people to them. A degree of consensus can be discerned insofar as the organisation RF has been accorded considerable responsibility for youth coach education programmes; yet such programmes are also being arranged by other organisers, such as various special associations and district associations.It is reasonable to assume that notions and underlying value structures are important to the format and content of coach education programmes, and by extension, the sports organisation that children and young people encounter. The content and format of coach education programmes can be seen as important aspects for understanding which critical discussions are conducted and what knowledge appears self-evident. This presentation discusses the path to coach education programmes, namely what notions and expectations there are of the content and the knowledge involved.The aim of the study is to explore at whom youth coach education programmes are aimed and what kinds of values are produced and reproduced in youth coach education programmes.Studies of coaches and coach education programmes within RF examine primarily adult coaches. Many of them are parents of physically active children and have, consequently, become coaches. Regardless of whether a criterion for being a coach is parenthood or there are other criteria, most parents are former sportsmen or women; they are very familiar with the history and traditions of club sports and the prevalent norms and values. The majority have a relatively high level of education, are of Swedish extraction and are middle class (Larsson & Meckbach 2013). With regard to young coaches, analysis shows that just over half of young people who practise sports at the age of 19 to 20 have had coach roles, and that this proportion has increased in recent years. Boys are considerably more active as coaches than girls, and there are also more boys than girls who have taken part in coach education programmes. Meanwhile, more girls than boys reported that they were interested in becoming coaches and attending a coach education programme (RF 2005). Coach education programme has proved itself to be an important factor in encouraging young people to take on leadership roles (Vargas-Tonsing 2007).Research about leadership and coach education programmes show that they are important for promoting positive youth development through sport (Conroy & Coatsworth 2006; Eley & Kirk, 2010; MacDonald et al. 2010; Sullivan et al. 2012; Stewart et al. 2013). However, the content and design of coach education programme is a crucial factor for the outcome of the education (Cushion et al. 2003; Stewart et al. 2013). Stewart et al. (2013) and Dahlin (2004) show that psychological and pedagogical knowledge and knowledge of transformational leadership is important and promote topics such as communication skills, motivation and building character are positive for youth development than content in mainstream coach education programs.MethodologyThe data consists of a questionnaire with a total of 45 questions both open and closed, and includes three parts: background issues, experience in sport and leadership, and matters of youth coach education programmes. A total of 540 young coaches (219 men and 321 women) took part in the study. The responses were coded and entered into the statistics program SPSS 20.0, after which statistical processing was carried out to create tables and conduct analyses.To understand actions and strategies based on an individual or group relationship and the social context in which they find themselves, we take inspiration from the theories and concepts of Bourdieu (1990). Using Bourdieu’s theories makes it possible to ‘penetrate’ and illustrate the objective characteristics of social practitioners, of which individuals are only semi-conscious. Or in other words, a person’s actions occur as a result of their experiences and the opportunities arising within the specific social context. The sports movement can be seen as a specific context, which describes as a social field with its own logic and defining its own rules. These are rules that everyone in the field has to abide by and that are also often self-evident and taken for granted (Bourdieu 1977). Bourdieu uses the concepts of ‘habitus’ and ‘capital’ to explain how certain actions appear more possible than others. Habitus determines how people act, think, perceive and evaluate in different social contexts. Bourdieu also uses the term ‘symbolic capital’ to explain how something can serve as an asset if it is ‘recognised as valuable by social groups and is assigned a value’ (Broady 1991). It is the context that determines what can be understood and serves as symbolic capital. There has to be a market where this capital is in demand and what is deemed an asset within one context may be totally worthless in another.The starting point is that coaching can be seen as an encounter between individuals from different backgrounds and with various experiences and a coaching education programme’s value structures. Value structures, or what is sometimes referred to as a education programme’s practice, contain notions, values, norms and practices that constitute what is deemed valuable knowledge. Participants are individuals, but at the same time they find themselves in a context involving a number of socially constructed rules and notions about what is possible and right, as well as the opposite, i.e. what is inconceivable.Expected outcomes/resultsThe study shows that the majority of young people who participate in youth coach education programmes are of Swedish descent. The Swedish sports movement appears to be struggling to recruit young coaches who have grown up in another country. The young coaches have minor assets in the form of cultural capital. A slightly larger proportion has attended a preparatory programme at an upper secondary school. As for their parents, relatively high proportions have no college education. By contrast, they have other experience, i.e. forms of capital that are an asset as a coach within the sports movement. Sport has been and is, for many, an interest involving the entire family.Young coaches expect to learn a lot within a number of different areas. Certain knowledge and areas of content appear to be more important than others. What they value most is being a good leader, along with being able to cooperate with others and manage conflicts. Knowledge of other cultures and religions or knowledge of gender roles is, similarly, not highly valued. What is important, however, is gaining knowledge that is more sport-specific, i.e. in their sport or knowledge of the physical body, such as training theory.To sum up is that coach education programme is for the already initiated. Young people who know their sport and with a taste for sport are those recruited for coach education programmes. They are expected to already have incorporated the sport’s values and norms, and are familiar withthe ‘rules’ of the sports movement. They are happy with the knowledge they have gained and with the fact that they have made new friends. This indicates that the education programme has paid dividends in the form of both social and symbolic capital, which are recognised as valuable to sports leaders.ReferencesBourdieu, P. (1977). Outline of a Theory of Practice. Cambridge: Cambridge University Press.Bourdieu, P. (1990). The Logic of Practise. Cambridge: Polity Press.Broady, D. (1991). Sociologi och epistemologi: Om Pierre Bourdieus författarskap och den historiska epistemologin [Sociology and Epistemology: On Pierre Bourdieu’s Work and the Historical Epistemology], Ph.D. diss., 2nd ed. Stockholm: HLS Förlag.Conroy, D.E. & Coatsworth, J.D. (2006). Coach Training as a Strategy for Promoting Youth Social Development, The Sport Psychologist, 20:128-144.Cushion, C.J., Armour, K.M. & Jones, R.L. (2003). Coach Education and Continuing Professional Development: Experience and Learning to Coach, Quest, 55(3): 215-230.Dahlin, L. B. (2004). Kan idrott förbereda ungdomar för vuxenlivet eller slår den ut potentiella idrottsutövare? [Can Sport Prepare Young People for Adult Life or Does It Exclude Potential Sports Practitioners?] Eley, D. & Kirk, D. (2002). Developing Citizenship through Sport: The Impact of a Sport-Based Volunteer Programme on Young Sport Leaders, Sport Education and Society, 7 (2): 151-166.Larsson, L. & Meckbach, J. (2013). To be or not to be invited: Youth Sport-Young People´s Influence in voluntary sport, Sport Science Review, 22(3-4):187-204.MacDonald, D.J., Côté, J. & Deakin, J. (2010), The Impact of Informal Coach Training on the Personal Development of Youth Sport Athletes, International Journal of Sports Science and Coaching, 5(3): 363- 372.Meckbach, J. & Larsson, L. (2012). Education: one way to recruit and retain young coaches, YouthFirst The Journal of Youth Sports, 2012, 6 (2): 25-31.Redelius, K., Auberger, G., and Bürger Bäckström, C. (2004), Ung ledare sökes: En studie av Riksidrottsförbundets satsning på unga ledare [Young Leaders Required: A Study of the Swedish Sports Confederation’s Young
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| 2263. |
- Meckbach, Jane, et al.
(författare)
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The World Gymnaestrada - a Non-Competetive Event : The Concept 'Gymnastics for all' from the Perspective of Ling Gymnastics
- 2011
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Ingår i: Scandinavian Sport Studies Forum. - Malmö : Idrottsforum.org. - 2000-088X. ; 2, s. 99-118
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Tidskriftsartikel (refereegranskat)abstract
- During the twentieth century, large, non-competitive Gymnastics festivals were held in Europe. An early festival of this kind was the 1939 Lingiad, which was held in Stockholm and based on the principles of Ling gymnastics. A later variation that is still going today is the World Gymnaestrada, which is based on the principle of 'Gymnastics for All'. The aim of this study is to highlight the concept Gymnastics for All and, above all, to examine whether it contains any elements of Ling gymnastics. Three pairs of opposing concepts, general–elite, collectivism–individualism, and modesty–ambition, have been used for this task. The study is based on twenty group interviews and eighty-seven observations. The results show that one similarity between the two forms of gymnastics is their non-competitiveness, and another is the view of collectivism and general, namely that gymnastics should be performed together and the idea behind both gives everyone an opportunity to participate. The major difference between the two can be linked to the increased individualization of society during this period. This is shown, for instance, by the fact that many of the participants, young people under the age of twenty-five, despite their participation in the Gymnaestrada hold individual competitions in higher esteem than group display.
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| 2264. |
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| 2265. |
- Meckbach, Jane
(författare)
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Utmärkt idrottslärarlärobok : recension av Introduction to Teaching Physical Education: Principles and Strategies
- 2011
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Ingår i: idrottsforum.org. - Malmö högskola. - 1652-7224.
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Recension (övrigt vetenskapligt/konstnärligt)abstract
- I takt med att idrotten fått en vidgad roll i samhället, och all slags fysisk aktivitet uppmuntras för att förbättra folkhälsan, har uppmärksamhet i ökad utsträckning riktats mot skolidrotten, det som i redaktörens ungdom hette gymnastik (och som det blev en sport att undvika) och som numera har fått beteckningen ”skolämnet idrott och hälsa”. På likartat sätt som övriga skolan ska stimulera till livslångt lärande förväntas undervisningen i idrott och hälsa stimulera, ja locka till livslång fysisk aktivitet. Det är ett tungt ansvar som läggs på landets idrottslärare och vidare tillbaka till idrottslärarutbildningen och idrottslärarutbildarna. Och mycket riktigt går diskussionernas vågor höga i branschen, didaktik är modeordet för säsongen när det gäller idrottslärarvärvet. Bra då med bra undervisningslitteratur i ämnet, och ett exempel på det verkar Jane Shimons bok Introduction to Teaching Physical Education: Principles and Strategies (Human Kinetics) vara. Det är Jane Meckbach som läst och recenserat Shimons bok, som hon gärna skulle se som kurslitteratur i den svenska idrottslärarutbildningen.
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| 2266. |
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| 2267. |
- Meckbach, Jane, et al.
(författare)
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Wii Teach Movement Qualities in Physical Education
- 2014
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Ingår i: Sport Science Review. - : Walter de Gruyter GmbH. - 2066-8732 .- 2069-7244. ; 23:5-6, s. 241-266
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, the PE curriculum states that students are expected to develop a number of abilities, a variety of movement activities and qualities. Interesting to explore is then if exergames (video games that includes physical activity) can be seen as a teaching resource to learn different movement’s qualities. With a new teaching tool that has been introduced in education and new policy documents emphasising development of different movement qualities, the purpose of this article is accordingly to investigate students’ use of different movement qualities when playing various exergames during PE. For this we use a version of Laban Movement Analysis (LMA) adapted for exploring exergames in PE practice. The empirical data include video-recordings from PE lessons. The games offered were of three different characters; sports games, exercise games and dance games. We are inspired by the LMA framework and explore students’ movement qualities on the basis of four aspects; body, effort, space and relations. Further, with socio-cultural learning theory, recognition of artefacts, other people and the offered content of the exergames are also involved in the analysis. Our findings show that exergames are creating opportunities for PE teachers and students to pay attention to different movement qualities. In PE the player is accordingly involved in a complex context of movement qualities, interacting with the game and with other students.
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| 2268. |
- Meckbach, Jane, et al.
(författare)
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Young Coaches and Supportive Environments
- 2011
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Ingår i: Sport Science Review. - Bucharest : Walter de Gruyter GmbH. - 2066-8732 .- 2069-7244. ; XX:5-6, s. 145-159
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Tidskriftsartikel (refereegranskat)abstract
- Sport is a very popular recreational activity for young people in Sweden and more than 80 percent is member of a sports club with many leaders. To support sporting activities for children and young people, the Swedish Parliament has invest EURO 200 000 over a four-year period. This initiative was given the name Idrottslyftet and one of its goals was to recruit and retain young coaches.The aim of the study is to examine the investment made in young coaches with focus on supportive environments, the questions are: i) How have the various projects been structured and what were the desired objectives? ii) What is meant by the term ‘a supportive environment’? The data consists of development plans and project descriptions with using qualitative text analysis. The study has a cultural-sociological perspective based on Bourdieu’s theories and concepts.The analysis shows that investments have consisted mainly of training programmes to recruit new leaders. The supportive environments are a priority. The master–pupil relationship appears to be a given model. The findings indicate that there is a belief that a re-examination of the traditionally prominent values is required if young people are to be recruited as coaches.
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| 2269. |
- Meckbach, Jane, et al.
(författare)
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Young Coaches: Indispensable to the Swedish Sports Movement but Are They on Equal Terms?
- 2011
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Ingår i: 19 th I.C.P.E.S.S.
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Konferensbidrag (refereegranskat)abstract
- Sport is a very popular activity for young people in Sweden, and without recourse to a large number of coaches (> 600,000), it would be more or less untenable. Despite many people being involved in coaching roles, the sports movement continually wrestles with the issues of a shortage of coaches and how to encourage more people to become involved. In 2007, the Swedish Parliament decided to support sporting activities for young people by investing SEK 2 billion over a four-year period. This initiative was given the name Idrottslyftet and one of its goals was to recruit and retain young coaches. The aim of the study was to investigate young coaches’ influence, participation, and conditions in the Swedish sports movement. The research questions were: (i) which young coaches have been recruited? (ii) how do they view sport and the coaching role? and (iii) what means do the young coaches have to influence and participate? The data consisted of ten focus-group interviews with a total of thirty-seven young coaches (twenty women and seventeen men). The study had a cultural-sociological perspective based on Bourdieu’s theories and concepts. The analysis shows that the young coaches have a sport habitus, which means that they have incorporated the values and norms of the sport, are familiar with the sports movement’s ‘rules’, and have sufficient sporting competence. The majority of those who have been asked to become coaches are, for some reason, no longer active sportspeople. The recruitment of young coaches is often a short-term investment. On the one hand, the coaching role appears to be an investment for the individual him- or herself and a way to give back to sport. On the other hand, the coaching role entails huge sacrifices. It is obvious that maintaining the prevailing power structure prevents the young coaches from being able to exert an influence. Without the ‘right’ symbolic capital, it is impossible for them to participate. As a young coach, you are not invited; you have to fight your way in. In conclusion, the findings indicate that within the Swedish sports movement there is a belief that a re-examination of the traditionally prominent values is required if young people are to be recruited as coaches and offered influence and participation.
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| 2270. |
- Meckbach, Susanne, et al.
(författare)
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Att bygga och utveckla effektiva ledarteam
- 2020
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Bok (populärvet., debatt m.m.)abstract
- Att bygga och utveckla effektiva ledarteam handlar om hur ledare, tränare, administratörer, läkare, fysioterapeuter, idrottspsykologer, kanslipersonal, ja hur alla individer som fyller någon form av stödfunktion inom idrotten kan arbeta tillsammans i ledarteam, för att utföra arbetsuppgifter och hantera olika former av utmaningar.Boken är upplagd med en blandning av forskning, teori, exempel och citat från den idrottsliga praktiken samt olika råd och tips. En del information kommer från forskning om Janne Anderssons ledarteam. Genom den ges en insikt i hur ledare samarbetar och hanterar olika situationer, dels i det dagliga arbetet, dels under pressade situationer som exempelvis avgörande VM-matcher, men också hur de får ledarteamet att fungera optimalt. Det är kunskaper som kan ge inspiration, vilket alla ledare och tränare kan ha nytta av.Innehållet ska emellertid inte betraktas som en ”kokbok med givna recept” för samarbete i ledarteam. Det finns nästan aldrig en perfekt plan eller väg att gå, utan flera olika vägar kan leda till samma mål. Det är därför viktigt att ledare har ett kritiskt sinnelag, vågar tänka utanför boxen, ständigt reflekterar över sitt eget beteende, sina handlingar och val samt kontinuerligt utvärderar arbetsprocessen, samarbeten med mera för att behålla det som fungerar och byta ut strategier som inte längre är lika framgångsrika.Ambitionen är också att beskriva hur man kan bygga ett effektivt ledarteam som alla individer kan ha nytta av, oberoende var man är verksam. Boken kan därför vara intressant och användbar även för individer inom organisationer och företag som arbetar i olika typer av ledarteam. Det kan vara lärare som arbetar i arbetslag, läkare som samarbetar i olika medicinska konstellationer, anställda inom näringslivet som är indelade i team, men också personer som är allmänt intresserade av idrott, ledarskap och ledarteam.
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