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| 2. |
- Eliasson, Inger, et al.
(författare)
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Manlig idrottsprofilering i grundskolan
- 2012
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Ingår i: Svensk Idrottsforskning. - Stockholm : Centrum för idrottsforskning (CIF). - 1103-4629. ; 21:1, s. 33-37
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Den svenska modellen innebär traditionellt att skolan ansvarar för undervisning i idrottsämnet och föreningarna för idrotten på fritiden. Men i dag går tusentals elever på idrottsgymnasium och var fjärde högstadieskola erbjuder träning på skoltid.
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| 3. |
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| 4. |
- Ferry, Magnus, 1972-, et al.
(författare)
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En svengelsk modell
- 2011
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Ingår i: Svensk Idrottsforskning. - Stockholm : Centrum för idrottsforskning. - 1103-4629. ; 20:1, s. 9-13
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- I konkurrensen om elever har många skolor valt idrott som sin profil. Idag deltar var tionde gymnasieelev i idrottsprofilerad utbildning. Vår utvärdering av ämnet specialidrott visar att eleverna är nöjda, men det sker en social snedrekrytering av elever och variationerna i undervisningen är stora.
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| 5. |
- Ferry, Magnus, 1972-
(författare)
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Lärare eller tränare? : Vilken bakgrund och kompetens har de som undervisar i specialidrott?
- 2013
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Under 2000-talet ökade antalet individer som undervisade i ämnet specialidrott i gymnasieskolan, detta som en direkt följda av det markant ökade antalet elever som läste ämnet. Men vilken kompetens och utbildning har de som undervisar i ämnet? Med utgångspunkter i Bourdieus kultursociologiska teorier krävs det ett specifikt innehav av kapital för att få tillträde till ett område eller befattning. Inom skolans värld skulle man kunna förvänta sig att det kapital som krävs för att kunna verka som lärare framförallt utgörs av en lärarexamen med relevanta ämneskunskaper. I SFS (2011:326) och SFS (1993:100) specificeras de formella kraven för en lärarexamen som i sin tur krävs för att vara behörig att undervisa i gymnasieskolan. Det finns däremot ämnen som det inte finns någon lärarutbildning i, ex. specialidrott. Detta paper behandlar vilka former av kapital det är som blir värdefulla när inte de formella kraven går att uppnå.Syftet med detta paper är att belysa vilken bakgrund och vilka tillgångar de som undervisar i specialidrott innehar. Teoretiskt stödjer sig analysen främst på Bourdiues begrepp kapital.Det empiriska underlaget består av enkätsvar från 109 individer som undervisar i specialidrott vid tio strategiskt utvalda idrottsutbildningar, fem riksidrottsgymnasier och fem gymnasieskolor. Materialet samlades in genom den nationella utvärderingen av specialidrott 2008/09.En majoritet av de som undervisar i specialidrott utgörs av män och få har en utländsk bakgrund. Ungefär 70% av de som undervisar har någon form av universitets- eller högskoleutbildning, varav 45% har lärarutbildning (28% i idrott och hälsa). I jämförelse har 95% någon form av tränarutbildning, främst från idrottens egna utbildningssystem, men också från olika högskolor. Lärarnas självuppskattade kompetens är hög, främst inom de specifika idrotterna, men även inom olika teoretiska idrottskunskaper. Lägre kompetens upplever sig lärarna ha inom betygsättning och bedömning. Möjligen unikt för gruppen är att endast ungefär hälften av lärarna har den specifika skolan som arbetsgivare, resterande är anställda av en idrottsorganisation.Det har under en period inte funnits någon reguljär lärarutbildning inom ämnet specialidrott i Sverige, detta visar sig genom resultatet att endast en minoritet av ”lärarna” i studien innehar en lärarexamen. Istället verkar det värdefullaste kapitalet bestå av tränarutbildningar och ett tydligt habitus med smak för specifika idrotter. Att det inom ämnet specialidrott är andra former av kapital som är värdefulla jämfört med traditionella ämnen, kan få effekter för ämnets status i skolan och påverka undervisningens likvärdighet. Genom den senaste gymnasiereformen har kravet på lärarlegitimation införts för att man ska kunna vara verksam som lärare inom skolan. Specialidrott är däremot tillsvidare undantaget detta krav då ämnet är kategoriserat som ett yrkesämne, men detta kan komma att förändras beroende av utfallet av skolverkets konsekvensutredning.
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| 6. |
- Ferry, Magnus, 1972-, et al.
(författare)
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School sport in Sweden : what is it, and how did it come to be?
- 2013
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Ingår i: Sport in Society. - : Informa UK Limited. - 1743-0437 .- 1743-0445. ; 16:6, s. 805-818
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Tidskriftsartikel (refereegranskat)abstract
- The Swedish sports model has traditionally meant that schools are responsible for all children's and young people's physical education, while the sports movement is responsible for the voluntary training and competition in sport. In recent years, this model seems to have changed since schools increasingly offers training in sports during the school day,school sport. This article describes the development of the Swedish school sport system in relation to major school reforms during the last three decades; reforms that have meant that the school system has been decentralized and market-adapted. This article also argues that sport under the period has gained a new meaning for schools. The main conclusions are that societal changes have enabled the sports movement an increased influence on school sport and that the Swedish sports model has changed. In particular, the ideological distinction between school physical education and voluntary competitive sport has been challenged.
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| 7. |
- Ferry, Magnus, 1972
(författare)
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School sport in Swedish primary schools - a change of the Swedish model
- 2011
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Ingår i: People in motion - bridging the local and global: The 8th European Association for Sociology of Sport Conference. - Umeå : Department of Education, Umeå University. - 9789174592375 ; , s. 180-180
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Konferensbidrag (refereegranskat)abstract
- Since the mid-2000s, there has been an increase of schools and programs in the Swedish education system profiled on sports and health. This has meant that the supply of physical activities in school has increased in size and changed to be much more than the subject Physical Education (PE). A large part of this new supply is that pupils are offered training in different sports during the school day, something that could be resembled to the international concept of School Sport. This study is part of a larger project on how primary schools organize their sport profiles, the content offered and who the pupils and teachers are. The study is based on a data from 854 schools' websites and interviews with 50 principals from schools that offer a sport profile. Preliminary result show that almost 25% of the schools offer some kind of sport profile and that there are mainly two kinds. One where schools offer a broad sport and health profile usually with a PE teacher in charge, and one in which schools offer training in a specific sport during the school day usually with a sports coach. When the schools offer a specific sport, the team sports dominate the supply with soccer as most common. The results also show that there are more boys than girls participating in the activities, especially when the schools have selected a specific sport. Furthermore, the result show that the schools' purpose and reason for offering a sport profile is of a diverse nature. In conclusion, this study shows that the Swedish model with compulsory PE in schools and voluntary sport in voluntary sport clubs appear to be changing and that the voluntary sport clubs now has its own space within the school system.
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| 8. |
- Ferry, Magnus, 1972-
(författare)
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School Sport is the Answer: What is the Problem?
- 2013
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Ingår i: Sociology and Sport in Face of New Challenges: The 10th European Association for Sociology of Sport Conference. - Cordoba. ; , s. 25-25, s. 25-25
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Konferensbidrag (refereegranskat)abstract
- Since the late 1980s, the Swedish education system has undergone major changes that resulted in the school system being decentralized, market adjusted, and privatized. This has resulted in the creation of local school markets where there is a constant struggle for pupils. During the same period, the presence of school sport has increased significantly, and sport’s function within the school system has been diversified. This article aims to elucidate the needs school sport fills in Swedish secondary schools, and what kind of problems school sport is supposed to solve. The article is empirical, and is based on official statistics and official website information from 854 schools and telephone interviews with principals at 50 selected schools offering school sport. The results show that principals value the school sport by itself, its pupils and teachers, since they bring different forms of important and necessary capital to the schools. Furthermore, the principals’ experience increased competition on the local school market, and school sport can be a possible survival strategy for schools. To conclude this article shows that a side effect of the market adaptation of the Swedish school system is that school sport has evolved into a marketing product for recruiting pupils.
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| 9. |
- Ferry, Magnus, 1972
(författare)
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Teachers in school sports: Between the fields of education and sport?
- 2016
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Ingår i: Sport, Education and Society. - London : Informa UK Limited. - 1357-3322 .- 1470-1243. ; 21, s. 907-923
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Tidskriftsartikel (refereegranskat)abstract
- © 2014 Taylor & Francis. According to the cultural sociologist Pierre Bourdieu, gaining access to a social space or a position within a social space requires a specific capital. For teachers, this is normally indicated by a valid teaching certificate with relevant subject knowledge. However, when no qualified teachers are available, which is the case for the subject of school sports in Sweden, other assets gain recognition. Drawing on Bourdieu's conceptual framework, this paper examined the conditions for school sports in Sweden, and based on questionnaires answered by 109 teachers, explored the competencies, education and backgrounds teachers in upper secondary school sports possess. The paper address the question: what valuable resources are required to become a teacher of school sports and gain recognition as symbolic capital? The results show that while school sports in Sweden are carried out through a school subject and thus regulated by the government, it is influenced by both the fields of education and sport. Furthermore, the questionnaire results show that a majority of the teachers are employed as coaches instead of teachers and that less than half of them (45%) have a teacher education background, while 95% have a coaching education background. However, the results also show that teachers assessed their competencies for teaching school sports as high, especially with regard to competencies in specific sport skills. In conclusion, this paper shows how coaching education and experience in competitive sports are an important resource required to become a teacher in school sports and is thus recognized as symbolic capital. Therefore, school sports cannot be viewed as a legitimate part of the field of education but can be viewed as a part of the field of sport.
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