This paper draws on critical discourse analysis to examine how health and physical education (HPE) curricula from Sweden, Norway, South Africa, Australia, and New Zealand may influence possibilities for the enactment of social justice in schools. The findings highlight the presence of social justice intentions across the five curricula as related to embodied movement experiences, social cohesion, and activism. That said, the findings simultaneously suggest that the language used to orient teaching towards social justice objectives is often elusive. In this paper, we contend that despite the presence of social justice intentions in these five HPE curricula, the articulation and function of the language within the curriculum documents do not necessarily support the enactment of this in practice. To conclude, we therefore suggest that more work is needed to ensure that curricula and other supporting artefacts and resources can better support both teachers' practice and students' learning in raising awareness of, and addressing, social justice outcomes in HPE.

BackgroundIn recent years, the traditional age limit for starting to learn horse riding has dropped from seven years to the ages of 4-6 years and, just like other sports, several riding schools offer activities for younger children. Riding school activities for younger children constitute an established practice today. This practice has gained popularity, yet there is a lack of knowledge about teaching younger children in many sports. The primary focus of these activities is safety.AimThe aim of this study is to explore, using frame factor theory, the possibilities, and limitations of riding teachers in planning and conducting riding lessons for younger children at riding schools in Sweden and Norway.MethodsA total of 11 interviews were conducted, 6 in Sweden and 5 in Norway. The interviews lasted between 30 and 60 minutes and were recorded and transcribed. The method was interviews analyzed through content analysis (Graneheim and Lundman 2004). The codes were filtered and categorised under four descriptive headings: Content of the activities, Purpose and goals, Prerequisites for the activities, and Challenges and solutions. The result was analysed using Imsen's (1999) five frame factors.ResultsThe findings indicated that younger children require a different form of pedagogy than what is traditionally provided in riding schools. The teachers express that there are several challenges involved in conducting activities with young children. Lessons with the young children can be eventful and require patience, creativity, and flexibility, according to the teachers. The teaching must be fun and playful, which is not really what a traditional riding lesson is based on, and variation is needed to prevent the children from being bored. Although there must always be a plan, teachers underline that it is necessary to adjust lessons based on how the children react. The teachers use their imagination to make riding lessons more interesting. The temperament of the horse is especially important in these activities as young children have difficulties controlling their needs and emotions.Discussion and conclusionsWith the help of frame factors, it became evident that there is a lack of knowledge about and guidelines for how this pedagogy should be carried out. This study demonstrates that riding teachers, within the framework of traditional riding instruction, have transformed exercises into a more playful approach through creativity and imagination. Riding teachers have also adjusted their teaching, making use of outdoor environments and available facilities. To further advance riding school activities for younger children, more knowledge based on adapted pedagogy is needed. The voices of the children themselves should also be given more space to facilitate learning through communication and exploration without compromising safety aspects.

This study aimed to formulate the characteristic features of Scandinavian successful high-performance coaching. We took our point of departure in the works of C & ocirc;t & eacute; and Gilbert (2009, 2013) concerning the knowledge possessed by high-performance coaches. We interviewed 18 successful Scandinavian coaches who were deeply committed to their respective coaching assignments and had achieved great success through the performances of their practitioners at major championships. We then conducted a thematic analysis of the interview data, identifying, analysing and reporting patterns (themes). Our results show that Scandinavian high-performance coaching is a value-based and sensitive balancing act between four knowledge dimensions: analytical and systematic, authority and stability, relational and communicative, and innovative and creative development. The four dimensions, together with an ethical core, form the link between C & ocirc;t & eacute; and Gilbert (2009) categorisation of high-performance coaches' knowledge base and how this knowledge is put into practice.

Most sports science research revolves around male subjects. As a result, most of the knowledge and practices within sports are male-centric. Failing to take the biological, psychological and social (biopsychosocial) particularities of females into account is believed to hinder optimal sports participation, development and performance, with potential negative effects on the health and well-being of females. To close the knowledge gap and alleviate these issues, we aim to develop and evaluate a 12-video educational intervention that addresses female-specific subject matter: the FIDES Athlete Development Programme. The study is designed as an embedded multiple case study where at least 1320 Swedish female athletes aged 13-16 will participate, in addition to their parents and their coaches. The girls will be recruited through their sports clubs, with half being exposed to the FIDES Athlete Development Programme and the other half serving as control cases. The primary outcomes are well-being and sporting experience. To further increase our understanding of the intervention and its implications, interviews and focus group interviews with a reference group of girls and focus group interviews with a randomly selected subsample of coaches and parents will also be performed. The project is approved by the Swedish ethics committee (number: 2023-05264-01) and will be carried out in compliance with the Declaration of Helsinki. Results from the project will be published open access in peer-reviewed journals, at national and international conferences, in mass media, and a PhD thesis. The anonymised data will be made openly available in a data repository.

Det har blivit vanligare att föreningsidrotten används som verktyg för att lösa samhällsutmaningar så som segregation, integration och ojämlikhet. I denna text presenteras en analys av vad som krävs för att idrotten ska kunna användas för att konstruktivt ta sig an samhällsutmaningar. 

Analysen är baserad på tidigare forskning om socialt entreprenörskap inom idrotten samt en pågående studie av Hemmaplan-föreningar. Det metodologiska redskapet idealtypen Hemmaplan-förening presenteras. Idealtypen ärbyggd på definitionen av idrottslikt socialt entreprenörskap. Den har kompletterats med för Hemmaplan-föreningar karakteristiska drag. Idealtypen Hemmaplan karaktäriseras av att:

• Verksamheten korsar på ett konfliktfyllt sätt gränser mellan samhällets olika sektorer.
• Verksamheten utgår i varje fall från den lokala kontexten.
• I verksamheten eftersträvas gratis eller mycket billig verksamhet utan trösklar för deltagande.
• Verksamheten har en genomtänkt hållning till unga ledare, som innefattar utbildning och ekonomisk ersättning.
• Skolan har en central plats och roll i verksamheten.
• I verksamheten används idrotten som medel, inte som mål.Tävlingsidrott med serier och cuper ingår inte.
• För den som är intresserad av tävlingsverksamhet finns en slussfunktion till föreningar med sådan verksamhet.
• Hemmaplan-föreningen är organisatoriskt knuten till ett specialidrottsförbund.
• Om Hemmaplan-föreningen hade använt sig av företagsformen hade pengarna (vinsten) använts som medel, inte som mål.
• Verksamhetens sociala innehåll överensstämmer med statens mål för det skattefinansierade stödet till idrottsverksamhet, och har samma innehåll som begreppet föreningsfostran.

Research continues to show that school physical education and health (PEH) is complicit in the reproduction of inequities related to, for instance, gender, sexuality, ethnicity, religion and social class. In this paper, we present findings from a participatory action research (PAR) project with 11 PEH teachers at two upper-secondary schools in Sweden, aimed at enhancing understandings and enactments of social justice pedagogies. Data generated through observations, interviews, focus groups, workshops and teacher reflections were analysed through a thematic analysis (Braun and Clarke, 2022) and informed by the concept of teaching for equity and social justice (Freire, 1970). The findings highlight how the teachers associated social justice pedagogies in PEH with an emphasis on: (1) ‘inclusion’; (2) ‘equity/equality’; (3) ‘adaptations to teaching and assessment’; and (4) ‘relationships’. The findings also demonstrate how, based on the importance they placed on relationships, the teachers developed pedagogies that aimed to create: (1) ‘conditions for building relationships’; (2) ‘continuous engagement from teachers and students’; (3) ‘student involvement and reflection’; and (4) ‘connections with and within the subject’. Although the findings draw attention to productive understandings and enactments of social justice pedagogies, we also argue that the teachers, to some extent, conflated equality of opportunity with equity of outcome and continued to focus on managing inequities within the framework of taken-for-granted practices and knowledge within the subject. We conclude that more work is needed to support teachers in not only addressing the inequities students bring to the classroom, but also in challenging the norms that make these inequities matter.

Through interviews with 12 Swedish national team coaches, this qualitative study explores the ways in which these coaches experience their professional work in relation to topics such as Relative Energy Deficiency in Sport (REDs) and disordered eating behaviours/eating disorders (DE/EDs). Using Andrew Abbott's concepts of 'diagnosis', 'inference', and 'treatment' as the framework for the study, it suggests that coaches believe they have a role and sufficient knowledge to detect signs and symptoms of REDs or DE/EDs in the diagnosis phase. Following the International Olympic Committee's guidelines, the coaches prefer to delegate the clinical treatment to members of the athlete's health and performance team. However, they find that the connection between diagnosis (the problem) and treatment (the action) is unclear, resulting in coaches wanting to 'infer' support for their athletes. Implications of these findings are discussed within a professionalisation context along with topics such as education, boundary work, and legitimacy.

Through retrospective interviews with 14 Swedish elite athletes, this qualitative study explores care among the early life of elite athletes. Using Nel Noddings’ care theory as a framework for the data, the study considers caring practices from significant others in the micro-environment of the emerging elite athlete. Athletes highlight the natural care they received as children from their parents and the ethical care they received by their coaches as instrumental in their athletic upbringing, especially during the junior to senior level transition. Consequently, we suggest ethi- cal care supplements natural care. This paper also introduces Noddings’ concept of practice and discusses opportunities and challenges in the coach-athlete relationship based on caring. Implications of this study problematise the role sport organisa- tions play in supporting natural and ethical care among stake- holders in the micro-environment.

"Idrottslyftet har öppnat dörrarna för fler, men få har klivit över tröskeln". Det var en av slutsatserna i en utvärdering av Idrottslyftet för drygt tio år sedan. Den idrottspolitiska satsningen pågick mellan 2007 och 2019, med syfte att få fler barn och ungdomar att börja idrotta i idrottsrörelsens regi och få fler att stanna kvar längre inom idrotten. För att åstadkomma detta skulle ansvariga inom idrottsrörelsen bland annat hålla nere avgifter och utveckla nya verksamhetsformer.

Satsningen grundade sig dels i rapporter om minskade deltagarantal i den svenska idrottsrörelsen, samtidigt som kostnaderna för att delta ökat, dels i politiska beslutsfattares uppfattning att idrotten kan fylla en integrerande och demokratifostrande roll i samhället. Men Idrottslyftet ledde inte till att fler började idrotta. I stället har minskningen fortsatt – i takt med ytterligare kostnadsökningar för deltagarna.

Det statliga ekonomiska stödet i Idrottslyftet permanentades 2020 och blev en del av idrottsförbundens ordinarie verksamhet. Trots denna extra satsning, som lett till en utveckling av både Riksidrottsförbundets och övriga idrottsförbunds administration och policyer, når idrottsrörelsen sålunda inte fram. Föreningsidrotten når i huvudsak dem som redan har erfarenhet av den genom sina familjer. Ett exempel som visar på detta är studien Nyanländas etablering i idrottsrörelsen av Arnoldsson med flera, vilken visar att utvecklingsmedel tenderar att nå redan idrottsstarka och socioekonomiskt välmående grupper i samhället.

Vad beror detta på? I detta kapitel visar vi hur man med utgångspunkt i det sociala entreprenörskapet skulle kunna realisera intentionerna med Idrottslyftet. Sociala

entreprenörer utmanar de organisatoriska gränser som i dagsläget är ett hinder för innovativa organisationer, vilka arbetar med att få fler barn och ungdomar att såväl börja, som fortsätta, idrotta.

Vidare kommer vi att redogöra för hur god folkhälsa kan förstås i relation till begreppet segregation. Efter att ha presenterat våra teoretiska utgångspunkter följer ett antal exempel på verksamheter vi menar kan beskrivas i termer av socialt entreprenörskap. Kapitlet avslutas framåtsyftande. Där diskuterar vi vilka krav som behöver ställas på organisationer i ett segregerat samhälle för att ge barn, ungdomar och vuxna möjligheter till motion och idrott, i syfte att främja en god folkhälsa.