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Andersson, E. (2019). A referee perspective on the educational practice of competitive youth games: exploring the pedagogical function of parents, coaches and referees in grassroots soccer. Physical Education and Sport Pedagogy
Open this publication in new window or tab >>A referee perspective on the educational practice of competitive youth games: exploring the pedagogical function of parents, coaches and referees in grassroots soccer
2019 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786Article in journal (Refereed) Epub ahead of print
Abstract [en]

Background: Referees, parents and coaches are vital for co-creating the educational practice of competitive games in youth sport and influencing young players’ behaviour, learning and socialisation within the game. Coaches and parents influence players in different ways incompetitive games and their behaviour can be viewed as role-modelling actions that affect players’ observational learning and communicate what is regarded as important and valuable. Referees and refereeing is an under-explored field of research; especially the experiences of referees in youth sport and soccer.

Purpose: Based on a referee perspective, the aim of the article is to contribute knowledge about the educational practice of competitive games in youth sport with a focus on the pedagogical function of parents, coaches and referees within the context of grassroots youth soccer.

Theory: Competitive youth games are approached as play activities conditioned by authority and respect for the game and the referee as are presentative of the game and as a person. In the game, players are influenced by the pedagogical function of parents, coaches and referees and their relations direct what is possible to learn and experience. The concepts help us to understand the conditions for competitive youth games and the roles of significant others in co-creating the game as an educational practice.

Method: The empirical study is part of a research project called Educating for fair play? In this project, the behaviour of parents and coaches in three grassroots soccer clubs in Sweden was explored during the 2017 sports season based on referees’ and players’ perspectives. For this article, the empirical data consists of 17 audio-recorded interviews with a total of 27 referees. A five-step qualitative content analysis has been used to analyse the data.

Findings and Conclusions: From a referee perspective, the pedagogical function of parents is to act as spectators and as proponents of roler espect and good referee relations. They are expected to encourage and praise the team and its players and to facilitate a friendly and holistic learning atmosphere in which all players, even opponents, are supported and included. The pedagogical function of coaches is to safeguard and promote referee respect, focus on their task as team leaders and player developers, facilitate an atmosphere of civility in which the participants in the game treat each other as worthy autonomous human beings and direct the players to focus on playing the game. Referees’ pedagogical function is to be authorities and representatives of the game, adopt a learning and improving approach, be game managers and enjoyment facilitators, communicate with and instruct and foster players, coaches and parents. By adjusting the expectations, for example of referees’ competence in relation to the level of the competitive game and balancing competitive seriousness and the spirit of play, parents and coaches can co-create an educational practice that emphasises the players’ own development and that of their educative experiences. As game managers, communicators and instructors, referees, with the support of parents and coaches, can orchestrate the game and create a joyful atmosphere of learning and development.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Educational practice, pedagogical function, competitive youth games, referee, coach, parent
National Category
Pedagogy
Research subject
Sports Science; Education
Identifiers
urn:nbn:se:oru:diva-75764 (URN)10.1080/17408989.2019.1652806 (DOI)000481037800001 ()
Available from: 2019-08-14 Created: 2019-08-14 Last updated: 2019-08-29Bibliographically approved
Andersson, E. (2019). A Referee Perspective on the Educational Practice of Youth Competitive Games: Referees, Parents and Coaches in Grassroots Soccer. In: : . Paper presented at European Conference for Education Research (ECER 2019), Hamburg, Germany, September 2-6, 2019.
Open this publication in new window or tab >>A Referee Perspective on the Educational Practice of Youth Competitive Games: Referees, Parents and Coaches in Grassroots Soccer
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
educational practice, youth sport, parents, coaches, referees
National Category
Pedagogy
Research subject
Education; Sports Science
Identifiers
urn:nbn:se:oru:diva-76161 (URN)
Conference
European Conference for Education Research (ECER 2019), Hamburg, Germany, September 2-6, 2019
Available from: 2019-09-07 Created: 2019-09-07 Last updated: 2019-09-09Bibliographically approved
Andersson, E. (2019). A transactional and action-oriented methodological approach to young people's political socialisation. Education, Citizenship and Social Justice
Open this publication in new window or tab >>A transactional and action-oriented methodological approach to young people's political socialisation
2019 (English)In: Education, Citizenship and Social Justice, ISSN 1746-1979, E-ISSN 1746-1987Article in journal (Refereed) Epub ahead of print
Abstract [en]

The research field of (young people’s) political socialisation faces methodological challenges in (1) handling individual agency and political culture as simultaneous and mutual, (2) handling the relation between continuity and change and (3) observing the process of meaning-making in political socialisation. The aim ofthe article is to theoretically argue, present and analytically demonstrate a methodological approach for the study of young people’s political socialisation in action, in the meaning-making process of being and becoming (a) political (subject). Within the research framework of situational political socialisation, a transactional methodological approach is contributed and analytically demonstrated with an empirical analysis of political norms in action. Political socialisation is handled as an observable communication and meaning-makingpractice, thus implying a subjective, situational, relational, participation and action-oriented approach in order to counteract the risks of treating the rising generation as depoliticised objects for political fostering.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Methodology, political norms, political socialisation, transaction, young people
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74781 (URN)10.1177/1746197919853807 (DOI)
Available from: 2019-06-25 Created: 2019-06-25 Last updated: 2019-06-26Bibliographically approved
Andersson, E. (2019). Parent-created educational practices and conditions for players’ political socialisation in competitive youth games: a player perspective on parents’ behaviour in grassroots soccer. Sport, Education and Society
Open this publication in new window or tab >>Parent-created educational practices and conditions for players’ political socialisation in competitive youth games: a player perspective on parents’ behaviour in grassroots soccer
2019 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243Article in journal (Refereed) Epub ahead of print
Abstract [en]

By recognising young athletes as active socialising agents in their own right and how they experience parents’ behaviour, the article contributes knowledge about parent-created educational practices and conditions for players’ political socialisation in competitive youth games in grassroots soccer. Parents play an important role in the creation of educational practices and the conditions for young people’s political socialisation in sport. Young people’s formation of political identities, values, attitudes and norms, their adaption to, learning about and sometimes changes in the political culture of a community are dimensions that have hitherto not been explored to any great extent in youth sport research. Three types of educational practices are identified in which the conditions for political socialisation are shown to be marked by social cohesion, security and respectability; group segregation, selfishness and manipulation; disrespect, hostility and blame.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Competitive youth games, educational practice, political socialisation, parents, grassroots soccer
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-73436 (URN)10.1080/13573322.2019.1601621 (DOI)000464584300001 ()
Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2019-06-20Bibliographically approved
Andersson, E. (2019). The school as a public space for democratic experiences: Formal student participation and its political characteristics. Education, Citizenship and Social Justice, 14(2), 149-164
Open this publication in new window or tab >>The school as a public space for democratic experiences: Formal student participation and its political characteristics
2019 (English)In: Education, Citizenship and Social Justice, ISSN 1746-1979, E-ISSN 1746-1987, Vol. 14, no 2, p. 149-164Article in journal (Refereed) Published
Abstract [en]

School democracy in terms of formal student participation is often expressed through different types of councils. This requires that these forms of political participation function democratically. The article contributes knowledge about the school as a public space and the democratic experiences gained through formal student participation in class and school councils. The article is designed in four steps: (I) the presentation of previous research, (II) the presentation of the pedagogical political participation model used for analysis and discussion, (III) the findings of an empirical case in Sweden, and (IV) theoretical synthetizes using John Dewey’s educational theory. It is argued that the political characteristics of formal student participation are uniform and bound to different types of political participation, such as being informed and heard and a lack of political influence that positions students as political objects for democratic fostering. This raises questions about the consequences of students’ growth of democratic experiences.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
civic education, democratic experience, political participation, school democracy, student participation, the pedagogical political participation model (the 3P-M)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-67166 (URN)10.1177/1746197918776657 (DOI)000475327200004 ()2-s2.0-85048031068 (Scopus ID)
Available from: 2018-06-04 Created: 2018-06-04 Last updated: 2019-07-30Bibliographically approved
Boström, M., Andersson, E., Berg, M., Gustafsson, K. M., Gustavsson, E., Hysing, E., . . . Öhman, J. (2018). Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach. Sustainability, 10(12), Article ID 4479.
Open this publication in new window or tab >>Conditions for Transformative Learning for Sustainable Development: A Theoretical Review and Approach
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2018 (English)In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 10, no 12, article id 4479Article in journal (Refereed) Published
Abstract [en]

Continued unsustainability and surpassed planetary boundaries require not only scientific and technological advances, but deep and enduring social and cultural changes. The purpose of this article is to contribute a theoretical approach to understand conditions and constraints for societal change towards sustainable development. In order to break with unsustainable norms, habits, practices, and structures, there is a need for learning for transformation, not only adaption. Based on a critical literature review within the field of learning for sustainable development, our approach is a development of the concept of transformative learning, by integrating three additional dimensions—Institutional Structures, Social Practices, and Conflict Perspectives. This approach acknowledges conflicts on macro, meso, and micro levels, as well as structural and cultural constraints. It contends that transformative learning is processual, interactional, long-term, and cumbersome. It takes place within existing institutions and social practices, while also transcending them. The article adopts an interdisciplinary social science perspective that acknowledges the importance of transformative learning in order for communities, organizations, and individuals to be able to deal with global sustainability problems, acknowledging the societal and personal conflicts involved in such transformation.

Place, publisher, year, edition, pages
MDPI, 2018
Keywords
conflict, institutional, learning, social change, social practice, structure, transformative
National Category
Sociology
Identifiers
urn:nbn:se:oru:diva-70403 (URN)10.3390/su10124479 (DOI)000455338100145 ()2-s2.0-85057440663 (Scopus ID)
Available from: 2018-12-03 Created: 2018-12-03 Last updated: 2019-01-29Bibliographically approved
Hammerin, Z., Andersson, E. & Maivorsdotter, N. (2018). Exploring student participation in teaching: An aspect of student health in school. International Journal of Educational Research, 92, 63-74
Open this publication in new window or tab >>Exploring student participation in teaching: An aspect of student health in school
2018 (English)In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 92, p. 63-74Article in journal (Refereed) Published
Abstract [en]

The aim of the article is to contribute knowledge about student participation in teaching as an aspect of student health in school. Teaching is approached as an everyday democratic process that affects individual health, the health of a democratic society and young people’s experiences and attitudes towards democracy. Interviews conducted with high-achieving girls experiencing school-related stress in a Swedish upper secondary school are analysed using the Student Participation in Teaching Model as a methodological framework. The results indicate that the students mainly experience participation as being informed and suggest other dimensions of participation, such as reciprocal responsibility and communication. It is concluded that the teaching itself is a vital dimension of individual and societal democratic health and that this should be emphasised more in teaching practice.

Place, publisher, year, edition, pages
Elsevier, 2018
Keywords
Student participation, Health, School-related stress, Teaching, Democracy, The Student Participation in Teaching Model (the SPT model)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-69454 (URN)10.1016/j.ijer.2018.09.007 (DOI)000454975700007 ()2-s2.0-85053938291 (Scopus ID)
Note

Funding Agency:

Swedish organization called The Skaraborg Institute 

Available from: 2018-10-09 Created: 2018-10-09 Last updated: 2019-04-05Bibliographically approved
Andersson, E. (2018). Political Socialisation In Competitive Games Of Grassroots Youth Soccer: Exploring Political Norms in Coaching Behavior. In: Inclusion and Exclusion, Resources for Educational Research?: Political Landscapes in Physical Education and Sports Coaching. Paper presented at The European Conference on Educational Research, (ECER 2018), Bolzano, Italy, September 3-7, 2018.
Open this publication in new window or tab >>Political Socialisation In Competitive Games Of Grassroots Youth Soccer: Exploring Political Norms in Coaching Behavior
2018 (English)In: Inclusion and Exclusion, Resources for Educational Research?: Political Landscapes in Physical Education and Sports Coaching, 2018Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Grassroots soccer is a major socialisation environment in which young members of society experiences situations and processes of social cohesion, inclusion and exclusion, solidarity and individualism, joy and anger, success and setbacks. In Sweden, the context of this paper, approximately 250 000 children and young people play organized soccer. National sport policy and UN Convention on the Rights of the Child regulates the activities in promoting values such as solidarity, equal value of all players, equal right to participate, learn and develop. Whether this kind of socio-political culture, and political socialisation processes it involves, exist is however an empirical question. A ‘hot’ situation in which values are set in motion is the competitive game revealing which players and what actually counts. In this situation, the coach has a vital role. Thus, the aim of the paper is to contribute knowledge about the political socialisation dimension in competitive games of grassroots youth soccer and the socio-political consequences of coaching behavior.

  • What political norms could be identified in coaching behaviors?
  • What are the socio-political consequences for the educational environment?

The paper contributes knowledge about, pay attention to and visualizes the political dimension of competitive grassroots youth soccer games and its socio-political consequences for the educational environment.

Keywords
Political socialisation, grassroots youth soccer, coaching, education
National Category
Pedagogy
Research subject
Education; Sports Science
Identifiers
urn:nbn:se:oru:diva-68831 (URN)
Conference
The European Conference on Educational Research, (ECER 2018), Bolzano, Italy, September 3-7, 2018
Available from: 2018-09-11 Created: 2018-09-11 Last updated: 2018-09-11Bibliographically approved
Andersson, E. (2018). Ungas politiska delaktighet som pedagogiskt förhållningssätt (1ed.). In: Thomas Johansson och Emma Sorbring (Ed.), Barn- och ungdomsvetenskap: Grundläggande perspektiv (pp. 163-177). Stockholm: Liber
Open this publication in new window or tab >>Ungas politiska delaktighet som pedagogiskt förhållningssätt
2018 (Swedish)In: Barn- och ungdomsvetenskap: Grundläggande perspektiv / [ed] Thomas Johansson och Emma Sorbring, Stockholm: Liber, 2018, 1, p. 163-177Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2018 Edition: 1
Keywords
politisk delaktighet, barn och ungdomar, politisk socialisation, pedagogik, pedagogisk politiska delaktighetsmodellen
National Category
Social Sciences Interdisciplinary
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-64441 (URN)978-91-47-11307-1 (ISBN)
Available from: 2018-01-22 Created: 2018-01-22 Last updated: 2019-04-05Bibliographically approved
Andersson, E. (2018). Young People’s Political Participation: A Public Pedagogy Challenge at the Municipal Level. Young - Nordic Journal of Youth Research, 26(2), 179-195
Open this publication in new window or tab >>Young People’s Political Participation: A Public Pedagogy Challenge at the Municipal Level
2018 (English)In: Young - Nordic Journal of Youth Research, ISSN 1103-3088, E-ISSN 1741-3222, Vol. 26, no 2, p. 179-195Article in journal (Refereed) Published
Abstract [en]

In established democracies, a public pedagogy challenge for municipalities is to create, integrate and expand opportunities for young people’s political participation in decision-making. These opportunities are guided by different reasons, values and explanations as to why young people’s political participation is important. This article contributes empirical knowledge about the motives that direct young people’s political participation in decision-making at the municipal level. By means of a case study in a municipality in the west of Sweden, three recurrent motives have been identified: political participation as a means, democratic fostering and an intrinsic value. Based on political socialization theory, empirical findings and previous research, two major challenges in youth policy work are identified and discussed in terms of public pedagogy.

Place, publisher, year, edition, pages
Sage Publications, 2018
Keywords
Political participation, youth policy, public pedagogy, municipality, case study, political socialization
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-61944 (URN)10.1177/1103308817729971 (DOI)000429981800006 ()2-s2.0-85042541441 (Scopus ID)
Available from: 2017-10-24 Created: 2017-10-24 Last updated: 2018-05-02Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-0699-1434

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