AbstractOur study illustrates how disabled high school students, their assistant and Physical Education teacher experience inclusion within the Physical Education. A total of seven interviews have been done to show their experiences. The questions we have chosen are: How do the student, assistant and Physical Education teacher experience their relationships? How do the student, assistant and Physical Education teacher experience the Physical Education? How do the student, assistant and Physical Education teacher experience inclusion of the student in the Physical Education?To illustrate their experiences a total of seven interviews have been done. They were carried out at the students schools, in the environment they are familiar to.

The Swedish curriculum says that the education will adapt and take notice of every child?s individual condition and needs. Every child has the right to development, to feel the happiness of growing and to experience satisfaction of making progress and overcome difficulties. In every class it is often children who need adapted Physical Education. The earlier these children can get support and practice, the bigger the chance is that they will catch up.

This study is a study of the assessment and grading of Swedish students with physical disabilities in Physical Education. The purpose of the study has been to look into how teachers assess and grade students with physical disabilities, and if there are any difficulties or problems in this assessment and grading. Focus has been on students in year three to six because this is where the assessments and grading take place. It?s a qualitative study, where eight teachers have been interviewed using a semi-structured interview model.

We wanted to study if and how students become motivated and stimulated towards a permanent interest for regular physical activity, from a pedagogical perspective. Our goal was to examine how Physical Education teachers create motivation for the students and how you, as a Physical Education teacher, can motivate those students who are physically inactive due to obesity or other various kinds of problems. In the theoretical background, we have made a summary of sports and development of the Physical Education subject over the years. We also describe society´s perspective on public health. The motivation concept is definded and we explain different motivational theories.

Keränen, Sara & Jernberg, Marie (2005). Ämnet Idrott och hälsas betydelse för hälsofrämjande liv. Idrott för idrottare eller är alla lika viktiga? En kvalitativ och kvantitativ studie av lärares och elevers uppfattningar om idrott och hälsa samt sambanden dem emellan. (The School Subject Physical Education and Health´s Significance to Promote Health.

The purpose of this essay was to study what students at the upper secondary levels thought that they learned in Physical Education and if there were differences between girls and boys learning. The purpose was also to study different factors that could affect the learning and to show how curriculum and prior research relate to the students learning. In this essay we used the three aspects of health that are mentioned in the description of Physical Education: the physical, the social and the psychic. The study was based on a quantitative research where 165 students answered questionnaires about their learning. Our research showed that the students did not get the knowledge that the A-course in Physical Education should provide and that the goals for the course were not accomplished.

A large problem in our society is the diseases that inactivity brings to the population. The lifestyle you have in adolescence is often the same that you have in adulthood. Because of this, prevention should start in youth. The aim of this study was to investigate the experience that youths have of Physical Education and it?s influence in their spare-time activities.

AimThe purpose of this study is to investigate how schools who have a health concentration and schools who haven?t are teaching Physical Education and if possible compare these schools.This study is based on following questions: How do schools with a health concentration and schools who haven?t, in compulsory school, teach Physical Education and health. How do Physical Education teachers describe their teaching and how do the students describe it.MethodMy study is a qualitative study based on interviews with teachers and students from different schools. The interviews have been made on four different schools from all over the country. I have interviewed one Physical Education teacher and four students, two boys and two girls, from each school.

AimThe aim of this essay is to investigate the possibility to exercise climbing within the framework of the Physical Education in the obligatory school. We investigated how Physical Education teachers think about exercising climbing in school and how the Swedish Climbing Association is working to reach out to schools.MethodA questionnaire was sent out to 81 schools (Idrottshögskolans partner schools) in suburban Stockholm, which corresponds to 10% of the total amount of schools in that area. A mail interview was also made with a representative for the Swedish Climbing Association who also represented a local climbing association, to collect information about how they worked with schools and youth.ResultsWe have not found anything in the steering documents against exercising climbing during Physical Education. There are obstacles for exercising climbing during Physical Education, a wall for climbing is very expensive and the schools have a lack of space for this wall. The results from the questionnaire showed that 76% of all the schools that did not have a wall for climbing wanted to have one.

AimOur aim with this study was to examine how outdoor education is designed and experienced in three upper (senior) levels of compulsory school in Stockholm, and to compare it with the Norwegian equivalence.MethodOur method has been interviews with ten teachers, of whom six are Swedish teachers and four are Norwegian teachers. Two Swedish teachers are teaching in other subjects than Physical Education, four are teachers in Physical Education, two are teachers in Norway in Physical Education at and two are teachers in Norway at university level. Questionnaires were used to examine the Swedish pupils? attitudes towards outdoor education. 90 questionnaires were delivered, and 70 answered them.

AimThe aim has been to describe the goals and the pedagogic model concerning Physical Education in the Waldorfschool. Further purpose was to describe what the teachers focus on in there teaching roll about Physical Education. We have also chosen to give a picture of what other documents says about the teaching roll in booth the Waldorfschool and in the traditional municipal pedagogics. The Waldorfschool runs under Lpo 94 but they can also as other schools adapt and formulate there own curriculum after there pedagogic. That?s also why we have chosen to look at what the teachers says, about how they work and trying to achieve the goals of the curriculum in Physical Education.Framing of the questions? What does the teachers think affect and develop the teachingroll in the Waldorfschool?? How does literature describing the teachingroll/Physical Education roll in the Waldorfschool?? What does the teacher in Physical Education says achieve to, counter what the curriculum says about Physical Education in the Waldorfschool?? How does the teacher do to achieve the goals in the Lpo 94?MethodA literature research of relevant previous studies was made among others in the database Eric.Curriculum for the Waldorfschool and books about Waldorf pedagogics and the teaching roll has been studied.

The purpose of this thesis is to explore pupils' motivation for participating in Physical Education. The thesis also investigates the definitions of sport and health and to what extent pupils make any connection between the school subject Physical Education and their own physical and health status. A semi-structured interview was carried out with thirteen upper secondary school pupils with special needs on the Individual Programme. The interviews were recorded digitally and then analyzed. The results show that there is no unified definition of the school subject among the pupils.

Bullying is a serious problem for many children and youths in today?s society. Surveys have shown that more than 145 000 children and youths are concerned by the problem as a victim or as bullies. The purpose with this survey is to obtain a clear picture of the students? views of bullying in Physical Education and health.The main questions in this study are:·         Does bullying occur in a bigger extent within the subject Physical Education and health than within other subjects?·         In which elements during Physical Education lessons is the risk highest to be exposed to bullying?·         Are there any differences concerning the students? views of Physical Education in relation to what age they are. To acquire an understandable picture of bullying I have chosen to do a literature study where different kinds of definitions are presented.

A child with functional disorder getting close to starting school has different types of schooling to choose between. Parents and the school of the matter have to agree in consultation. I use the conceptions included and segregated schooling to show different ways attend school. By included education I mean that all students with as well as without functional disorder in a group shall be completely comprised in the situation and not be separated from the group by individual exercises (Fors 2004). A segregated schooling is often pursued in special school where all the students have functional disorder and the education usually takes place in separate buildings (Emanuelsson 2001).I have completed a qualitative case study of a boy who is 14 years old and has the functional disorder Down?s syndrome and has been placed at a special school his entire schooling.

The aim of this study was to investigate how the content of the syllabus for Physical Education and Health at Uppsala University correlates to selected parts of the core content of the Gy11 syllabus for Physical Education and Health 1 in Upper Secondary School. Furthermore we aimed to investigate the perceived competency of recently graduated and still studying teachers of Physical Education and Health within the selected parts of the core content.The selected parts of the core content are:Exercise, sports and outdoor activities that develop a comprehensive physical abilityThe adjustment of tension and mental training.The methods used were a qualitative comparative text analysis of the syllabuses for Physical Education and Health at Uppsala University and Gy11 Physical Education and Health 1 in Upper Secondary School, as well as a quantitative survey conducted with recently graduated and still studying teachers of Physical Education and Health.The results were that there is an obvious correlation between the content of the syllabus for Physical Education and Health at Uppsala University and the Gy11 syllabus for Physical Education and Health 1 in Upper Secondary School. Moreover the survey shows that the respondents felt confidence in their ability to teach exercise, sports and outdoor activities that develop a comprehensive physical ability. The survey also shows that the respondents felt less confidence in their ability to teach the adjustment of tension and mental training..