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Vanlig Orientering: En studie i idrottslärares orienteringsundervisning
Dalarna University, School of Education and Humanities, Educational Work.
2010 (Swedish)Independent thesis Advanced level (degree of Master (Two Years))Student thesis
Abstract [sv]

This thesis aimed to study how PE teachers teach and examine the course aim that concerns pupils’ ability to orientate themselves in unknown terrain. To answer this, a questionnaire was sent out to all PE teachers at 140 Swedish schools. 52 teachers filled in the questionnaire and the answers were analysed using Ekberg’s (2009) interpretation of Bernstein’s curriculum theory. Each respondant but one operates teaching in the given course goal. Male respondants are considerably more satisfied with their own education that prepared them for teaching the ability to orientate in unknown terrain but neither gender finds that teaching particularily difficult. Those who are less satisfied with their education in orienteering teach it more rarely. Older teachers, male teachers and 6-9 teachers view the orienteering teaching as more difficult than their counterparts (younger, female and 10-12 teachers). The results also display great differences in the amount of hours this teaching occurs by each teacher. One performs zero hours while one performs twelve and a half but the average is 5 hours per class per year. Teachers with more experience perform fractionally more orienteering teaching than their younger colleagues. Some teachers work with as few as 25 students while others have to keep track of 350. Lastly, men more often work at 10-12 schools than women. The analysis of the thesis found that orienteering teaching at school in sweden has a low grade of classification, mostly because it is heavily influenced by the association sport known as orienteering (also known as “regular orienteering” by some respondants). The degrees of ambiguousness and understanding are generally low in the teaching that the respondants practice. This is because it is characterized by proficiency practice, association orienteering, and because it contains a small amount of discussion. This manifests for example by students that are encouraged to practice orienteering by themselves rather than in pairs and by the fact that the number of taken check points sometimes is the only thing that’s acessed and often during a limited time. Furhermore, physical shape becomes part of the teacher’s acessment of the pupils indirectly through the timing of their orienteering. Lastly, pupils often have to answer questions with a single correct answers as part of the teaching. The code that exists in the category orienteering at school is: Pupils that have passed necessarily know how to orient themselves in unknown terrain. Orienteering by oneself is better than orienteering in multiples. Teachers must locate their orienteering teaching in a forest. One must be of good physical fitness in order to be able to orientate oneself. The important thing is the number of check points that the pupils find.

Place, publisher, year, edition, pages
Falun, 2010. , p. 60
Keywords [sv]
Idrott och hälsa, orientering, idrottsdidaktik.
Identifiers
URN: urn:nbn:se:du-5500OAI: oai:dalea.du.se:5500DiVA, id: diva2:519049
Uppsok
Social and Behavioural Science, Law
Supervisors
Available from: 2011-04-20 Created: 2011-04-20 Last updated: 2012-04-24Bibliographically approved

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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