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- Backman, Erik, 1972-, et al.
(author)
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A Physical Education teacher should know - what? Empirical observations of learning objectives for future Physical Education teachers in Sweden
- 2011
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In: Presentation av paper vid AARE Conference, Hobart, Tasmanien.
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Conference paper (peer-reviewed)abstract
- In Physical Education (PE), as well as in several other school subjects, the content knowledge has been proven to be reproduced through strong subject traditions. In PE, this reproduction has promoted children who are already privileged in school and society. In this paper, explanations to the difficulties of influencing subject traditions in PE are searched within Physical Education Teacher Education (PETE). Learning objectives stipulated in curricula documents within teacher training courses at six Swedish PETE institutions have been investigated. The preliminary results of the study indicate that the learning objectives expressed appear to reproduce the dominance of (natural) scientific and behaviouristic traditions in PETE and a dualistic approach to PE teacher knowledge. These results will be discussed in relation to theories of teacher knowledge. Exploring learning objectives within PETE may be of significance for the construction of PE knowledge at a school level and may also offer explanations to the promotion and marginalisation of children in PE teaching.
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| 2. |
- Backman, Erik, 1972-, et al.
(author)
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Activating students as resources in physical education teacher education – a complex process making social and physical capital visible.
- 2023
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Conference paper (peer-reviewed)abstract
- It is well established that students in higher education need to develop evaluative skills in order to become effective learners (Guest & Riegler 2022). Assessment for Learning (AfL) is a model for assessment that strengthens learning in schools as well as in higher education (Black et al 2002). This is also the case in physical education teacher education (PETE) (Eather et al 2017, Macken et al 2020) and in school physical education (Leirhaug 2016). One of the key learning strategies in AfL is to activate peers as resources for learning, often operationalised as peer assessment. In PETE, peer assessment (or peer-assisted learning in a broader meaning) has proven to strengthen learning for both the observer and the observed (Lamb et al 2012). One dimension of peer assessment, that has only scarcely been covered in the PETE context (Macken et al 2020) but that is more highlighted in research of peer assessment in general teacher education (see e.g. Kilic 2016, Tait-McCutcheon & Bernadette Knewstubb 2018), is the tensions inherent in giving feedback to peers on their work, peers who might also often be friends. According to Kilic (2016, 137) preservice teachers “do not feel comfortable when critiquing another student” and Tait-McCutcheon and Knewstubb (2018, 773) argues that “peer assessment could reflect friendships more than learning outcomes”. Research demonstrates a complexity with regards to the potential for peer assessment in PETE. On the one hand, preservice teachers have expressed that giving feedback to peers creates a positive, safe, equal and relaxed learning environment (Lamb et al., 2012) and peer assessment has been reported to improve competence, confidence and self-efficacy among preservice teachers (Eather et al., 2017). On the other hand, a study by Macken et al. (2020) reported that preservice teachers believe their students would be mean to each other if implementing peer assessment during their school placement practice in PETE.In this paper, we aim to further explore the complexity involved in peer assessment in PETE to get a deepened and more differentiated picture of this phenomenon. Our overall aim is to contribute to more knowledge about how to involve preservice teachers in PETE and students in school physical education as resources for learning without risking to cause harm. Drawing on the call from Scanlon et al. (2022) for more studies on how assessment is taught in PETE, our specific aim in this paper is to investigate preservice teachers’ views on what as well as how peer assessment is taught in PETE, to be used in school physical education. We will use Pierre Bourdieu’s (1990) concept of capital, as well as the work of Hay and Penney (2013) on how accountability mechanisms functions in assessment, in order to analyse what is assigned value in peer assessment. The two questions that will guide our analysis in this paper reads: What mechanisms are assigned value in peer assessment according to preservice teachers in PETE? And: How do the mechanisms that are assigned value in peer assessment in PETE function according to preservice teachers? More knowledge about the what and the how in teaching of assessment practices in PETE can improve these practices within school physical education.MethodologyThe study presented in this paper is conducted as part of a greater project with the aim of exploring how PETE matters for school physical education. In the overall project we have recruited preservice teachers, with physical education as one of their subjects, during their last year in teacher education. During this last year, one campus-placed course in assessment and one school placement course, constituted the contexts from which we collected empirical material to this study (Authors 2021). The participants in this study were 21 preservice teachers from two different PETE institutions in Sweden (10 from uni A and 11 from uni B). The empirical material analysed in this study compriced of: Three audio-recorded seminars (90-120 min each) from the campus-based assessment courses (one seminar from uni A and two from uni B) conducted before the preservice teachers’ school placement studies.Seven individual semi-structured interviews (40-70 min each) (Kvale 1996) conducted during visits at the preservice teachers’ school placement studies (all from uni A).Five individual Stimulated Recall (SR)-interviews conducted during visits at the preservice teachers’ school placement studies (one from A, four from B).Two audio-recorded and semi-structured group interviews (40-60 min each) (Kvale 1996) from the campus-based assessment courses (both from A) conducted after the school placement studies. After having had the empirical material transcribed by an external part, a thematic content analysis was initiated by a process of familiarisation in which all four researchers were engaged (Braun et al 2017). Inspired by an abductive approach (Alvesson & Sköldberg 2017), we allowed ourselves to be open to alternative theories that could help explain the empirical material. The choice of research object was initiated by the impression from the interviews that giving feedback to peers is surrounded by a complexity, both in PETE and in school physical education. The identification of social relationships and certain types of bodies and movements as assigned with value when giving feedback to peers guided our attention towards Bourdieu-inspired interpretations of the social capital (Beames & Atencio 2008) and the physical capital (Redelius & Hay 2010). Educational challenges following when ‘the what’ is reflected in ‘the how’The findings indicate that when the what-aspect of ‘social relationships’ is to be implemented into an how-aspect, the preservice teachers calls for continuous interaction ‘over time’ in order to build a safe and an allowing climate for learning. While this interaction can be implemented in PETE and in school physical education, allowing for school children to build social capital (Beames & Atencio 2008), a result from this study that calls for further discussion is how PETE can make continuous interaction between preservice teachers and school students possible during school placement studies. When the what-aspect of ‘articulating what to learn’ is mirrored in relation to the how-aspect of giving ‘correct feedback’ in peer assessment, this displays that physical capital in school physical education is strongly connected to standards of excellence and norms of right and wrong movement technique (Redelius & Hay 2010). These golden norms seem to be upheld by the displayed lack a common language for learning (Larsson & Redelius 2008). A question following from this study is what resources preservice teachers are offered within PETE to embody a language for learning in school physical education? This study also made visible that ‘the emphasis of certain forms of knowledge ’ is highly valued when preservice teachers are to give feedback to their peers, to their students (during school placement) or when they engage students to give feedback to each other. The preservice teachers claim to handle this ‘what-aspect’ of peer assessment by focus their attention on ‘managing the sensitivity’ arising when themselves or their students are to comment on each others’ bodies in movements. In conclusion, the combination of social and physical capital decides what is possible to say to whom when preservice teachers and students are to give feedback to peers in PETE and in school physical education.ReferencesAlvesson M and Sköldberg K (2017) Tolkning och Reflektion. Vetenskapsfilosofi och Kvalitativ Metod [Interpretation and Reflection. Philosophy of Science and Qualitative Method]. Lund: Studentlitteratur. [In Swedish.]Beames, Simon and Atencio, Matthew (2008)'Building social capital through outdoor education', Journal of Adventure Education & Outdoor Learning,8:2,99 — 112Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. 2002. Working Inside the Black Box. Assessment for Learning in the Classroom. London: GL AssessmentBourdieu, P. (1990). The logic of practice. (Richard Nice, Trans.). Cambridge, MA: Polity Press.Eather, N., Riley, N., Miller, D., Jones, B. (2017) Evaluating the Effectiveness of Using Peer-Dialogue Assessment for Improving Pre-Service Teachers' Perceived Confidence and Competence to Teach Physical Education. Australian Journal of Teacher Education, Guest J & Riegler R (2022) Knowing HE standards: how good are students at evaluating academic work?, Higher Education Research & Development, 41:3, 714-728Hay, P. J., and D. Penney. 2013. Assessment in Physical Education. A Sociocultural Perspective. London: Routledge.Kilic, D. (2016) An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education, Higher Education Studies, 6(1), 136-144. Kvale, Steinar (1996). Interviews. An Introduction to Qualitative Research Interviewing. California: Sage Publications.Lamb P Lane K & Aldous D (2012) Enhancing the spaces of reflection: A buddy peer-review process within physical education initial teacher education, European Physical Education Review 19(1) 21–38Larsson H & Redelius K (2008) Swedish physical education research questioned—current situation and future directions, Physical Education and Sport Pedagogy, 13:4, 381-398, DOI: 10.1080/17408980802353354Leirhaug 2016 Exploring the relationship between student grades and assessment for learning in Norwegian physical education, European Physical Education Review, 22(3) 298–314Macken S, MacPhail, A & Calderon, A (2020) Exploring primary pre-service teachers’ use of ‘assessment for learning’ while teaching primary physical education during school placement, Physical Education and Sport Pedagogy, 25:5, 539-554Redelius, K. & Hay, P. (2010) Defining, acquiring and transacting cultural capital through assess
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| 3. |
- Backman, Erik, 1972-, et al.
(author)
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Assessment of movement in Swedish PETE : A matter of learning or just ticking a box?
- 2017
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Conference paper (peer-reviewed)abstract
- The general knowledge base of Health and Physical Education Teacher Education (HPETE) is growing stronger. As a part of that knowledge base there is an ongoing discussion of the meaning of HPETE students’ movement capabilities (Brown 2013, Capel et al 2011, Johnson 2013, Siedentop 2009, Tinning 2010). Lee Shulman’s (1987) framework of Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) have been used by scholars to examine how students’ ability to move and their ability to teach are valued in HPETE (Backman & Pearson 2016, Herold & Waring 2016, Ward et al 2015). However, the students’ own voices about these issues have rarely been acknowledged. The aim with this paper is therefore to examine how HPETE students at one university in Sweden experience the assessment of movement knowledge in and about aquatics, dance and ice-skating. Semi-structured interviews with two groups including a total of seven students were performed by the one researcher at three different occasions. The interviewing researcher’s regularly work is not at the same university as the participating students. The interviews focused specifically on the teaching and assessment of aquatics, dance and skating within the first semester of HPETE. The transcription of the six interviews was performed by external assistance and the students were all anonymized in the transcribed material. The following analysis, performed by two researchers stationed at the same university as the participating students, focused on how the transcribed material related to the aim and the concepts of Shulman. Preliminary results show several expressions of that the students in our study were not sure of what kinds or what level of movement knowledge were expected of them as they entered HPETE. Further, several students expressed limited possibilities to develop movement ability merely through HPETE teaching but at the same time, practicing unfamiliar movements outside HPETE teacher-led teaching was rare. Although assessment of movement knowledge were most commonly expressed as a qualitative process, some students mentioned that they occasionally experienced assessment of movement knowledge as “a-tick-in-a-box”. Interestingly, the cognitive aspects of movement knowledge (i.e. describe, observe, analyse, discuss, etc.) were on the one hand expressed as vital, but on the other as less characterized by learning compared to the practice of movement skills. The results will be analysed and discussed in relation to research within the field and in relation to Lee Shulman’s framework of CK and PCK. Although making no claims to generalize the results in this study based on the limited number of participants, they might contribute to the discussion of what forms of knowledge to prioritise in HPETE, and thereby also help develop HPE on a school level.ReferencesBackman, E. & Pearson, P. 2016. “We should assess the students in more authentic situations”. Swedish PE teacher educators’ views of the meaning of movement skills for future PE teachers. European Physical Education Review. 22(1): 47-64.Brown, T.D. 2013. “A vision lost? (Re)articulating an Arnoldian conception of education ‘in’ movement in physical education.” Sport, Education and Society 18 (1): 21-37.Capel, S., Hayes, S., Katene, W. and P. Velija. 2011. “The interaction of factors which influence secondary student physical education teachers’ knowledge and development as teachers.” European Physical Education Review, 17 (2): 183–201.Herold, F. and M. Waring. 2016. “Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education.” Physical Education and Sport Pedagogy. Advance online publication. doi: 10.1080/17408989.2016.1192592Johnson, T.G. 2013. “The value of performance in Physical Education teacher education.” Quest 65 (4): 485-497.Shulman, L.S. 1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1-21.Siedentop, D. 2009. “Content Knowledge for Physical Education. In The Routledge Physical Education Reader, edited by R. Bailey and D. Kirk, 243-253. Abingdon: RoutledgeTinning, R. 2010. Pedagogy and human movement: theory, practice, research. Abingdon: Routledge.Ward, P., Kim, I., Ko, B. and W. Li. 2015. “Effects of Improving Teachers’ Content Knowledge on Teaching and Student Learning in Physical Education.” Research Quarterly for Exercise and Sport 86 (2): 130–139.
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| 6. |
- Backman, Erik, 1972-
(author)
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Content knowledge or pedagogical content knowledge? : Exploring learning outcomes for Australian trainee teachers in physical education
- 2016
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Conference paper (peer-reviewed)abstract
- In the context of physical education teacher education (PETE), content knowledge (CK) and pedagogical content knowledge (PCK) are constructions of different forms of teacher knowledge that have been used to address knowledge of a subject and knowledge of teaching a subject to young people (Herold & Waring 2009, Siedentop 2009, Tinning 2010). This paper addresses how these two forms of teacher knowledge are valued through a study of learning outcomes (LOs) in syllabus documents at a sample of PETE universities in New South Wales, Australia. The US educationalist Lee Shulman (1987) originally defined CK as “the accumulation of literature and studies in content areas, and the historical and philosophical scholarship on the nature of knowledge in those fields of study” (p. 8-9). In the PETE context, CK is constructed by various sub-disciplines (Tinning 2010). According to Siedentop (2009), one of the most fundamental as well as the most marginalized of these sub-disciplines, is PE teacher students’ knowledge of movement. In this study, specific interest is devoted to how CK and PCK are expressed in documents regulating sport and movement courses within PETE. Regarding PCK, Shulman (1987) suggests it to be “that special amalgam of content and pedagogy that is uniquely the province of teachers, their own special form of professional understanding” (p. 8. Globally, there seems to be an agreement for the importance of future PE teachers to experience movement and sport practices during their education. However, there also seems to be different ideas about whether CK or PCK should by prioritized in the teaching and assessment of movement and sport practices during PETE (Backman & Pearson 2016, Capel, et al 2011, Herold & Waring 2009, Johnson 2013, Tinning 2010). The study of how LOs are expressed in an educational context can inform us not only of what forms of knowledge are most valued. It might also say something about PE teacher educators’ abilities to formulate his/her expectations of the student’s performance. For this instance, the discussion of learning objectives as formulated in university courses has lately been intensified. In Europe, this discussion has been strongly related to the intentions in the Bologna-declaration (Adam 2008, Brooks et al 2014, Hussey & Smith 2008). Some of the issues raised in the literature have concerned ways of formulating verbs in learning outcomes, student activity built into learning outcomes, and level of difficulty in learning outcomes (Adam 2008, Biggs & Tang 2007). Therefore, the aim of this paper is to analyse LOs formulated in syllabus document for sport courses at a sample of Australian PETE institutions. Further, the aim is to discuss these LOs through a framework regarding teacher knowledge originating from Lee Shulman (1987). Although PETE, like university programs in other subjects, are historical and cultural constructions, research from European countries such as UK, France, Sweden (Backman &Pearson 2016, Capel, et al 2011, Loquet & Ranganathan 2010) display similarities with the Australian PETE context. One characteristic feature of PETE in all these countries is the relative emphasis on constructivist epistemology and critical pedagogy, although this feature appears to be somewhat stronger in Australia compared to Europe and US. In times where the content in PETE is crowded and the time for teaching is short, a study of what forms of PE teacher knowledge are valued in some Australian PETE institutions, a context where the production of PETE research has been significant during the last decades (see e.g. Forrest 2015, Garrett & Wrench 2012, MacDonald et al 2002, Tinning 2010), can therefore serve as a valuable contrast for the discussion of knowledge forms in European PETE contexts. Methods/methodology (up to 400 words) By the end of 2014, there were 24 universities across Australia offering PETE, eight in New South Wales (NSW). These eight universities in NSW makes the total sample (N=8) in the study reported in this paper. To the collection of the empirical material in form of written documents, five PETE-universities (n=5) of the total sample have contributed. Each university was asked to contribute with two unit outlines for courses in sport and movement for PETE students. A unit outline is a written document intended to give the student more specific information compared to what a curriculum document for a course will provide (e.g. regarding examination, schedule, expectations, etc). Further, a unit is generally only a part of a whole course. The collected unit outlines contained a the total number of 73 LOs. The sample of unit outlines can be described as a strategic and purposeful sample (Patton, 2002). The empirical collection from the participating universities was carried out during November and December 2014. After information about the study through e-mail and phone, a total number of 10 unit outlines were sent to the author by e-mail. In the analysis Alvesson and Sköldberg (1994) description of analytical induction or abduction has served as an inspiration. This means trying to let, on one hand, the empirical material inform the choice of theoretical perspective while on the other hand, acknowledging that some specific theoretical perspectives, in this case Shulman’s (1987) forms of teacher knowledge, have been viewed as more relevant than others before conducting the study. The primary analysis has been divided into two steps. In the first step, when reading through the collected and transcribed material questions such as: ‘What movement and sport practices do students meet during PETE in NSW?’ and ‘How are movement and sport practices expressed through the LOs in the unit outlines?’ has been asked. Asking these questions to the material has involved a process of clustering described by Patton (2002) as convergence which has been followed up by a process of divergence, that is, an exclusion of formulations and quotes that do not fit into the identified pattern. In the second stage of the analysis, the choice of Shulman’s (1987) concepts for forms of teacher knowledge was confirmed and strengthened as we discovered that the different views of assessment of movement and sport practices were clearly related to our chosen definitions of CK and PCK.Expected outcomes/results (up to 300 words) The preliminary analysis of the LOs shows that the knowledge in sport and movement courses at the investigated PETE institutions is sometimes formulated as CK and sometimes as PCK (Shulman 1987). Within these two main categories there were also sub-categories related to abilities expressed through different verbs. With regards to PCK one such main sub-category addressed the students’ ability to “plan, arrange, carry out and assess different forms of teaching situations”. Further, another ability expressed within the PCK category was the ability to “observe, analyse and critically reflect over educational practices”. These two PCK sub-categories clearly reflect research emphasizing critical pedagogy in Australian PETE (Garrett & Wrench 2012, MacDonald et al 2002, Tinning 2010). Further, two other forms of sub-categories, expressed both as CK and as PCK, was firstly, the ability to “perform movements” and secondly, the ability to “demonstrate an understanding” of different forms of movement and sport practices. Findings will be discussed in relation to research criticizing the decrease of sport performances in PETE (Herold & Waring 2009, Siedentop 2009) as well as work emphasizing the importance to teach and assess movement practices to PETE students in contextualized situations (Backman & Pearson 2016). The concept of “understanding” was found to be very commonly used in LOs both when expressed as CK and as PCK. Generally, students were encouraged to “demonstrate an understanding” of different forms of knowledge. In literature of how to formulate knowledge in higher education, the concept of understanding has been discussed, sometimes criticized as lacking precision (Adam 2008, Biggs & Tang 2007), sometimes claimed to be under-contextualised (Hussey & Smith 2008). Part of the discussion will focus on various meanings of understanding in sport courses at some Australian PETE-institutions and how these meanings can differ depending on whether CK or PCK is addressed.Intent of publication: References (400 words)Adam, S. (2008). Learning Outcomes Current Developments in Europe: Update on the Issues and Applications of Learning Outcomes Associated with the Bologna Process. Retrieved 12 May 2015, from http://www.ond.vlaanderen.be/hogeronderwijs/bologna/BolognaSeminars/documents/Edinburgh/Edinburgh_Feb08_Adams.pdfAlvesson, M. & Sköldberg, K. (1994). Tolkning och Reflektion. Vetenskapsfilosofi och Kvalitativ Metod. Lund: Studentlitteratur.Backman, E. & Pearson, P. (2016) ‘We should assess the students in more authentic situations’: Swedish PE teacher educators’ views of the meaning of movement skills for future PE teachers. European Physical Education Review, 22, 47–64.Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University. Third edition. Maidenhead: Open University Press.Brooks, S., Dobbins, K., Scott, J. J., Rawlinson, M., & Norman, R. I. (2014). Learning about Learning Outcomes: The Student Perspective. Teaching in Higher Education, 19, 721-733.Capel, S., Hayes, S., Katene, W. and Velija, P. (2011). The interaction of factors which influence secondary student physical education teachers’ knowledge and development as teachers. European Physical Education Review, 17, 183–201.Forrest, G. (2015). Systematic assessment of game-centred approach practices – the game-centred approach Assessment Scaffold. Physical Education and Sport Pedagogy, 20, 144-158.Garrett, R. & Wrench, A. (2012). ‘Society has taught us to judge’: cultures of the body in teacher education. Asia-Pacific
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| 7. |
- Backman, Erik, 1972-, et al.
(author)
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Encounters with nature, outdoor recreation and physical exercise
- 2012
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Conference paper (peer-reviewed)abstract
- During the past few decades, research into the social stratification in physical activity and sport has indicated that these practices are undisputedly correlated to possession of socioeconomic and cultural capital. Although sometimes claimed as socially equal, the practice of outdoor recreation appears to display the same pattern. However, recent studies of outdoor recreation-participants with low socioeconomic and cultural capital, indicate that the proportion also engaged in general physical activity is disproportionately high. Drawing on this finding, experiences of nature appears to be particularly important when striving for a life-long physically active lifestyle. The aim of this study is to further investigate the relation between the interest for outdoor recreation and the interest for physical activity.This study is part of a longitudinal Swedish study of habits regarding physical activity and sport during adolescence and adulthood. The individuals included in this study were first contacted in 1968 when they were 15 years old. The sample originally consisted of 2144 individuals, divided into 91 randomly selected school classes in Year 8 in four counties in Sweden. Since then, follow-up contact and information gathering have been conducted on six additional occasions, primarily via questionnaries sent by post. At the last collection, in 2007, a total of 1518 responses were recieved. By comparing groups in the mentioned empirical material, with various interests for outdoor recreation and/or physical activity, regarding variables such as: gender; social position; leisure habits; and previous experiences of sport and outdoor recreation; the relation between the interest for outdoor recreation and the interest for physical activity will be further explored.Through a multipel logistic regression analysis, preliminary results indicate that practice of physical activity and practice of outdoor recreation are related. Among outdoor recreation-participants with low socioeconomic and cultural capital, the proportion also engaged in physical activity appears to be disproportionally high. This finding motivates a further analysis of factors explaining the relation between the interest for physical activity and the interest for outdoor recreation. The results will be discussed in relation to the French sociologist Pierre Bourdieu’s concepts of habitus and taste.
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| 9. |
- Backman, Erik, 1972-
(author)
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Friluftsliv, idrott och skola i förändring
- 2011
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In: Friluftssport och äventyrsidrott - utmaningar för lärare, ledare och miljö i en föränderlig värld. - Lund : Studentlitteratur. - 9789144069135 ; , s. 65-88
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Book chapter (other academic/artistic)
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| 10. |
- Backman, Erik, 1972-
(author)
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Friluftsliv, idrott och skola i förändring.
- 2011
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In: Presentation av paper vid SVEBI konferens i Karlstad, Sverige..
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Conference paper (peer-reviewed)abstract
- Introduktion Samtida och senmoderna processer i form av globalisering, individualisering kommersialisering och medialisering påverkar samhället och därigenom även människors utövande av idrott och friluftsliv. Många friluftsaktiviteter tenderar att bli alltmer sportifierade och äventyrsinriktade. Denna utveckling påverkar möjligheterna att implementera friluftsundervisning med utgångspunkt i den nya läroplansreformens starka positionering av friluftsliv och utevistelse inom ämnet idrott och hälsa. Syfte & teoretisk ram Syftet med denna studie är att analyera och diskutera idrottslärares syn på hur friluftsundervisningen i grundskolans ämne idrott och hälsa påverkas av läroplansförändringar, idrottslärares friluftsutbildning samt nutida sportifierade och äventyrliga uttryck inom friluftsliv. Metod Mot bakgrund av ett empiriskt material bestående av 12 intervjuer med idrottslärare i grundskolans senare år, utvalda ur det landsomfattande projektet Skola-Idrott-Hälsa, diskuteras hur ungdomars intresse för friluftsliv kan stimuleras genom skolans undervisning. Resultat Resultaten från studien bekräftar problemen i att förverkliga friluftslivets framskrivna position i styrdokument för idrott och hälsa och även friluftslivets svaga position som fritidssysselsättning bland ungdomar. Ett äventyrligt friluftsliv bestående av längre utomhusvistelser inkluderande övernattningar, matlagning och utmaningar framhålls som framtidens friluftsundervisning och ett sätt att möta ungdomars behov av stimulans. Resultaten bekräftar även tidigare studier av friluftsutbildning inom lärarutbildningen som svagt anpassad till idrottslärarstudenters kommande yrkeskontext. Diskussion I strävan att realisera en friluftsundervisning som engagerar ungdomar och samtidigt verkar inkluderande diskuteras olika perspektiv på äventyr, formuleringar inom kursplanen för idrott och hälsa, friluftsutbildningen för blivande idrottslärare samt gränsöverskridanden inom skolans kunskapsområden.
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