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  • 1.
    Carlman, Peter
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Hjalmarsson, Maria
    Karlstad University, Faculty of Arts and Education, Department of Education. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    A sport for all programme in school: girls’ experience.2018In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 22, no 3, p. 416-431Article in journal (Refereed)
    Abstract [en]

    This article examines a Swedish Sport for All Programme (SAP) in school. We use a case study to discuss girls’ debut in alternative sports programme organized in collaboration between school and the sports movement. The empirical data are derived from repeated focus group interviews with one group of seven 10-year-old girls participating in one SAP. The analyses focus on their subjective experiences and how broader gender structures influence these experiences. Drawing on the results of this study, we argue that certain sports can be interpreted as oppressive activities that produce asymmetric power relationships between different groups of children. Simultaneously, the girls see the idea of sports as joyful activities, without male abuse and oppression or hierarchical gender relationships. Based on the girls’ accounts, we claim that both the leaders and the children actively reproduce gender stereotypes in the SAP.

  • 2.
    Högman, Johan
    et al.
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Augustsson, Christian
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    To play or not to play, that's the question: young people's experiences of organized spontaneous sport2017In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 20, no 9, p. 1134-1149Article in journal (Refereed)
    Abstract [en]

    As an attempt to reach physically inactive young people, especially girls, organized spontaneous sport (OSP) was implemented as a part of the state programme 'The Sports Lift' (2010). Projects, however, tended to primarily attract physically active boys rather than the actual target group. This problem calls for a qualitative approach to gain further knowledge about the interplay within the activities. Accordingly, this study aims to examine young people's experiences of OSP activities with focus on participation, leadership and determining processes. To fulfil this purpose, a case study design was implemented. Data were collected through observations (pilot study) and semi-structured interviews with participants. The theoretical point of departure is developmental ecology, emphasizing the individual's interaction with the multilevel environment. Results show that OSP is experienced as different from conventional organized sport. Further, the domination of boys is made possible through upholding the masculine sports norm, which is actualized within determining processes.

  • 3.
    Thorell, Gabriella
    et al.
    Göteborgs universitet; Swedish Equestrian Center of Sport, Education and Research, Strömsholm, Sweden.
    Augustsson, Christian
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).
    Stråhlman, Owe
    Göteborgs universitet.
    Morgan, Karin
    Swedish Equestrian Center of Sport, Education and Research, Strömsholm, Sweden.
    The Swedish riding school: A social arena for young riders2018In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 21, no 9, p. 1416-1431Article in journal (Refereed)
    Abstract [en]

    The aim was to explore how young riders experience the riding school. By analysing focus groups interviews, a picture emerged showing that young riders' main motive for participating at riding schools was the social aspects. Riding schools could be characterized through an institutional perspective in which the young riders became internalized and socialized into a stable culture. The young riders identified with the norms and values of the riding instructors through master-apprentice learning. In addition, the results revealed a change in the stable culture since the instructors encouraged social interactions and participation in the community that became central to learning and development. Opportunities to influence and interact were important for the individuals and from a child's rights perspective. Through participation in the community of practice at riding schools, young riders not only learn about riding and horse management but also develop important personal social skills.

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