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- Schubring, Astrid, et al.
(författare)
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Teaching on body ideals in physical education: a lesson study in Swedish upper secondary school
- 2021
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Ingår i: Curriculum Studies in Health and Physical Education. - : Informa UK Limited. - 2574-2981 .- 2574-299X. ; 12:3, s. 232-250
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Tidskriftsartikel (refereegranskat)abstract
- ‘Characteristics and consequences of different body ideals’ are a mandatory curriculum content in Swedish physical education (PE). Didactic strategies for teaching on body ideals are, however, scarce. In this paper, we introduce a classroom-based teaching unit on body ideals and present didactic possibilities and challenges of the unit. We used a lesson study approach, drawing on Nutbeam’s concept of health literacy. Our methodology involved focus group interviews with students and teachers, lesson observations and minutes of meetings which we analysed thematically. We found teaching on body ideals to be highly meaningful to students but their engagement differed based on personal backgrounds, school context and didactic design. The gendered nature of body ideals and a lack of embodied didactics constituted challenges, while the use of storied cases emerged as a potent didactic strategy. We conclude with practical recommendations for teaching on body ideals in PE.
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| 2. |
- Schubring, Astrid, et al.
(författare)
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Balancing risk-taking and self-care: The ecology of athlete health behaviour during the Olympic qualification phase
- 2023
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Ingår i: International Review for the Sociology of Sport. - : Sage Publications. - 1012-6902 .- 1461-7218.
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Tidskriftsartikel (refereegranskat)abstract
- Athletes who aim to qualify for the Olympic Games need to stay healthy. Research demonstrates, however, that many elite athletes take health risks to achieve sporting success. Drawing on social ecological thinking, the purpose of this study is to understand change in athlete health behaviour during the Olympic Games qualification phase. We draw on data from a six-month-long case study on four athletes who aimed to qualify for the 2016 Olympic Games in Rio. We used semi-structured interviews and weekly-online surveys to collect data. Olympic hopefuls engaged in both risky health behaviour, such as 'competing while injured', and in self-caring health behaviour, such as 'balanced dietary management'. Risk-taking was encouraged by a habit of taking pain medication, insufficient medical support, and time pressure to qualify. Awareness for self-care, a trusting coach-athlete relationship, and a well-rounded athlete support programme were factors that promoted self-care. Conceptually, we found that athlete health behaviour is dynamic and ecological, that is, it is relational to personal, contextual, and temporal factors. Based on the findings, we advise Olympic hopefuls to surround themselves with people who support caring health behaviour, and that sport organisations and stakeholders adopt long-term planning and implement policies of care.
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| 3. |
- Barker-Ruchti, Natalie, 1971-, et al.
(författare)
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Producing success : A critical analysis of athlete development governance in six countries
- 2018
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Ingår i: International Journal of Sport Policy and Politics. - : Routledge. - 1940-6940 .- 1940-6959. ; 10:2, s. 215-234
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to analyse and compare athlete development governance in Australia, Finland, Germany, New Zealand, Sweden and Switzerland. We adopt a Foucauldian framework to theorise athlete development governance as shaped by and based on distinct ‘government mentalities’ and ‘modes of governance’. Qualitative procedures were used to collect and analyse 58 documents related to the 6 countries’ athlete development governance and to conduct 14 informal interviews with national elite sport system experts. Our results confirm other scholars’ findings that sport governance is moving towards managerialist government mentalities. Specific modes of governance that are being implemented to systematise athlete development include targeted forms of funding and the modelling of athlete development. However, the results also highlight how athlete development governance is a site of negotiation, arising from (a) historical events, (b) sociopolitical contexts, (c) financial conditions, (d) government mentalities and (e) sport science knowledge. Our examination demonstrates how these factors not only problematise athlete development governance but also allow for distinctive local athlete development government discursivities and/or sport-specific adjustments such as less result-driven and more holistic interpretations of athlete development. We conclude by outlining implications intended to support stakeholders’ (e.g. coaches’, sport directors’) engagement in conceptualising, implementing and/or revising athlete development frameworks.
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| 4. |
- Thiel, Ansgar, et al.
(författare)
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Health in Elite Sports – a “Bio-Psycho-Social” Perspective
- 2015
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Ingår i: Deutsche Zeitschrift für Sportmedizin (German Journal of Sports Medicine). - : Deutsche Zeitschrift Fur Sportmedizin/German Journal of Sports Medicine. - 0344-5925. ; 66:9, s. 241-248
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Tidskriftsartikel (refereegranskat)abstract
- Background: In the medical practice of elite sports, health, injury, and illness are mostly handled from an exclusively biomedical perspective. However, research has shown that dealing with health in elite sports is strongly influenced by a so called “culture of risk”. Athletes are willing to take extreme health risks in order to be successful in important competitions, and they find themselves in a permanent action dilemma between the necessity of risking and securing their own health at the same time. Our paper emphasises the importance of integrating psychological and social factors into health management strategies in elite sport. Method: The article is based on data from the German Young Olympic Athletes’ Lifestyle and Health Management Study (GOAL Study). This nationwide mixed-method study combines quantitative and qualitative approaches in order to gather a broad range of representative information on squad athletes from all Olympic disciplines as well as in-depth information on selected Olympic disciplines. Results: Injuries and pain are everyday epiphenomena of elite sports, already at young age. In many cases, injuries are the result of a complex interplay of biological, psychological and social processes. Athletes are used to train and compete under constant suffering of pain. In order to fulfil sports specific expectations they develop behavioural patterns that outside the context of elite sports would be characterised as harmful. The process of internalising these patterns already starts in adolescence. Coaches play an important role in this process. Athletes implicitly learn to partly give up their individual pain sensorium.
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| 7. |
- Nunomura, Myrian, et al.
(författare)
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Coming of Age in Women Artistic Gymnastics: The influence of rules on career development
- 2015
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Ingår i: 12th European Association for Sociology of Sport Conference, 10-13 Juni, 2015, Dublin, Ireland.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Age has long been debated in women’s artistic gymnastics (WAG). Since the 1970s, young gymnasts with pre-pubescent physiques and extreme levels of performance tend to dominate the sport. Growing critique of the problematic side-effects of this trend led the International Gymnastics Federation (FIG) to introduce the minimum age limit of 16 for international competitions in 1996. Since then, the FIG has implemented further changes through their rules book the Code of Points, which have implications for gymnasts’ career development. In drawing on results from an interview study with more than 20 internationally successful gymnasts who are/were over the age of 20 when competing, as well as coaches and judges, this presentation discusses the impact of the Code of Points on career development. The findings demonstrate that on the one hand, stakeholders spoke of how the Code of Points related to gymnasts extending their career into their twenties. In particular, the changes towards artistry are important criteria that interviewees related to career continuation. On the other hand, the increased difficulty requirements since the beginning of 2000 continue to place enormous pressures on gymnasts to train intensely from a young age. The physical demands and the risk for injuries detriment gymnasts’ career prolongation. We conclude that although the FIG has made some efforts to encourage the presence of older gymnasts, these have only been semi-successful, with a younger, pre-pubescent body still viewed as ideal for WAG.
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| 8. |
- Barker, Dean, 1977-, et al.
(författare)
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Body image in physical education : a narrative review
- 2023
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 28:7, s. 824-841
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Forskningsöversikt (refereegranskat)abstract
- Physical education (PE) has significant potential to shape how young people experience their own and others’ bodies. This potential has not always been realized in positive ways and some research suggests that experiences in PE have contributed to young people’s dissatisfaction with their appearances. The broad aim of this review is to provide a comprehensive understanding of body image as a pedagogical issue within PE. A narrative approach to the review is adopted that enables us to summarize, compare, explain and interpret various types of research relevant to our aim. From the databases ERIC, SCOPUS and PsycInfo, 25 articles were identified that deal with either body image in typical PE lessons or researcher-led attempts to influence students’ body image (what we have termed ‘pedagogic interventions’). Main findings are that: (1) PE has been presented as both part of the cause and a potential site of intervention to the problem of negative body image; (2) Researchers have based pedagogic interventions on four types of guiding principles; and (3) Researchers have made an array of recommendations for practitioners relating to gender, time, professional development and the characteristics of the pedagogical interventions. Findings are discussed in relation to broader research on body image in society and in PE with a focus on how the findings might inform further scientific practice.
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| 9. |
- Barker-Ruchti, Natalie, 1971, et al.
(författare)
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Moving into and out of high-performance sport: the cultural learning of an artistic gymnast
- 2016
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Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 21:1; Special Issue: SI, s. 69-80
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Tidskriftsartikel (refereegranskat)abstract
- Background: High-performance sport has been described as a formative environment through which athletes learn sporting skills but also develop athletic selves. Within this process, career movements related to selection for and de-selection from representative teams constitute critical moments. Further, retirement from sport can be problematic as the athletic self becomes ‘obsolete’. This dilemma is acute in sports that demand an early entry, extreme time investments and a high risk of retirement before adulthood. Women's artistic gymnastics (WAG) is such a sport. Purpose and scope: This article considers an artistic gymnast's (Marie) experiences of movement into and out of this sport. Marie's construction and reconstruction of her athletic self when she entered gymnastics at the age of six, relocated to a different city in order to train with the national team at the age of 15, and retired from the sport one year later receives particular attention. Method and theoretical perspective: An in-depth biographical interview was conducted with Marie. Further, the first author's personal knowledge of this gymnast's career experiences was used for contextualisation. The analysis of data involved the identification of learning outcomes during her time in high-performance WAG and post-retirement. Storied accounts surrounding the key learning experiences were compiled. In order to understand Marie's learning, cultural perspective of learning developed by education scholars and the respective metaphors of ‘learning as becoming’ and ‘horizons for action’ and ‘horizons of learning’ are employed. Findings: Marie's choice of relocating to train with the national team involved her assuming a temporary orientation towards the requirements of the high-performance WAG context she entered. To achieve this, Marie suppressed the dispositions she had brought to this setting and adjusted her training philosophy, relationship with her coach, diet and socialising. Further, despite Marie intending to only momentarily adjust to the practices of the high-performance context, her learning was deep. Upon retiring from gymnastics, she could not leave the high-performance gymnastics self behind. The subsequent process to adjust to life without gymnastics was difficult and testing, and could only be realised with professional treatment. Conclusion: Learning in sport is not limited to athletic skills. Athletes’ selves are formed in interaction with sporting contexts and actors. This embodiment can become durable and cause significant conflict when moving out of sport. To handle life without sport, adjustment may be challenging and lengthy. Recommendations: Sporting cultures should allow for more interactive learning and athlete diversity. Coaching practices that allow athletes to voice difficulties should be provided. Athletes should be encouraged to reflect upon their sporting experiences and upon leaving high-performance sport, should be (professionally) supported.
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