SwePub - sökning: WFRF:(Annerstedt Marie 1981)

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1.	Annerstedt, Claes, 1953, et al. (författare) Skolans friluftsdagar ur ett historiskt perspektiv 2021 Ingår i: Idrott, historia och samhälle: Svenska idrottshistoriska föreningens årsskrift 2021. - Stockholm : Svenska idrottshistoriska föreningen (SVIF). - 0280-2775. ; , s. 123-144 Bokkapitel (refereegranskat)abstract In this article, we analyse why so-called outdoor activity days (friluftsdagar) were introduced in Swedish schools during the early 20th century, how they have evolved, how the purpose has changed, and what they look like today. We have performed a content analysis of governing documents and curricula. It shows that the outdoor activity days have gradually decreased in importance both quantitatively and qualitatively. The development has moved from central directives on the number of days, content and financial compensation to the responsible teacher category, to deregulation and decentralization. This has resulted in the numbers of days varying greatly from school to school. We also show how the content has changed. It has been about sports, games, outdoor life, but also about military-oriented exercises – or defence training as it was officially called – such as camp life, distance assessment, target reconnaissance, ordnance service and shooting.

Annerstedt, Claes, 1953, et al. (författare)
Skolans friluftsdagar ur ett historiskt perspektiv
2021
Ingår i: Idrott, historia och samhälle: Svenska idrottshistoriska föreningens årsskrift 2021. - Stockholm : Svenska idrottshistoriska föreningen (SVIF). - 0280-2775. ; , s. 123-144
Bokkapitel (refereegranskat)abstract
- In this article, we analyse why so-called outdoor activity days (friluftsdagar) were introduced in Swedish schools during the early 20th century, how they have evolved, how the purpose has changed, and what they look like today. We have performed a content analysis of governing documents and curricula. It shows that the outdoor activity days have gradually decreased in importance both quantitatively and qualitatively. The development has moved from central directives on the number of days, content and financial compensation to the responsible teacher category, to deregulation and decentralization. This has resulted in the numbers of days varying greatly from school to school. We also show how the content has changed. It has been about sports, games, outdoor life, but also about military-oriented exercises – or defence training as it was officially called – such as camp life, distance assessment, target reconnaissance, ordnance service and shooting.

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