"Idrottspsykologi för mig är att vara mentalt stark" En kvalitativ studie om riksidrottselevers uppfattningar om idrottspsykologi i undervisningen

Sammanfattning: Abstract Over the past 200 years, schools have been through a lot of different reforms. Sports in school have evolved to sports and health, field days have been created and given more place in school and different forms of sport programs have emerged and have made an impact in the community. Within the various sports programs, students are studying special sports and different courses within this subject. Within the courses and the topic, there is even one samll topic that the students study, and that topic is sports psychology. The purpose of this qualitative study was to examine the different variations that occur among students’ perceptions on the teaching element and the sports psychology theories within the subject special sports at RIG-secondary schools. The study had a qualitativ research approach, a didactic triangle as an umbrella to create didactic questions for the study and semi-structed interview. In order to analyze the collected data, the study used inspiration from content analyzis. To understand the results, anthologies of sports psychology have been used along with an evaluation of special sports from previus research, and different learning theories. The results showed that there were various different perceptions of the meaning of sport psychology theories, motives to be taught in the field and how the teaching was done. The conclusion of the study is that there are different perceptions between students in a RIG-secondary school of the same phenomenon, sports psychology theories. Whatever the reason might be is difficult to say, but a varied education could be a good start for both the content and the students’ perception to be similar. Both from a previous assessment and this study, it has been determined that it will be important for schools, special sports and sports psychology, to look closely at how teaching occurs whilst listining to the students in order to make assessments involving them to see if changes or additions are needed.