Vadå tekniska och taktiska förmågor? : En studie om hur specialidrottslärare förhåller sig till bedömning av tekniska och taktiska förmågor

Sammanfattning: Aim The purpose of this study was to determine how teachers in the subject "Specialised physical" education relate to assessment of technical and tactical skills in a chosen sport. Questions at issue How are technical and tactical skills assessed? Other than technical and tactical skills, what factors play a part in the assessment of the subject Specialized physical education? Method A qualitative method was implemented on five of Sweden’s tennis coaches teaching in the subject Specialized physical education. The questions formed for the interviews where semi structured in aim of making sure more detailed answers could be given and supplementary questions could be posed. Pierre Bourdieu’s theory with the concepts Habitus, Capital and Field where used as a theoretical framework. Results The coaches experienced difficulties with interpreting and using curricula and assessment tools presented by Skolverket. Therefore, they also find difficulties in knowing what to assess regarding tactical and technical skills. The coaches mainly work with technical, tactical and physical skills, mental development, work effort and behaviour. These are also the factors that are most noted when it comes to assessment in the subject. Conclusion The coaches in this study experience difficulties in relating to both The national agency for education curricula and the assessment tools regarding assessment of the specific abilities technique and tactics. Many of the coaches therefore base their assessment on their personal habitus, meaning, they build their teaching and assessment methods on their own experiences and their own beliefs of what should be taught and learnt by the students. Despite some differences in both educational background and training philosophy amongst the coaches, they all work and relate to technical and tactical skills in more or less equivalent ways and with equal goals. Viewed from Bourdieu’s notions, the coaches could therefore be considered being in the same field, with a equivalent capital.