Simma nu, annars sjunker du! : Lärares arbete med simning i ämnet idrott och hälsa.

Sammanfattning: This study aims to examine the way of teaching swim lessons. In addition, the study also examines the actual swimming proficiency of pupils in the 9th grade in different areas in Sweden. These are the question specifics which this study wishes to examine. How do teachers define the ability to swim? How do swim lessons differ, regarding to which area they are conducted in?  How many of the 9th grade pupils in each examined community passes the bar for swimming proficiency? What does PE teachers do if one or several of the 9th grade pupils fails to show an adequate swimming proficiency? How do results in swimming proficiency differ regarding to different schools in different parts of the country? Method This study consists of two major surveys, one based on material gathered from qualitative interviews and the other on material gathered from observations. Four PE teachers and one swimming instructor were interviewed, as well as six different 9th grade classes, with a total of 145 pupils. In the observation the pupils participated in a swim test, where they should swim 200 meters from which 50 meters must be on their back and were categorized in three categories. These were: passed, completed with rest and failed. Schools in the following three communities have been studied; Karlskrona, Stockholm and Skellefteå. Our theoretical perspective has been the theory of the Swedish curriculum and the frame factor theory.  Results The conclusive result shows that preconditions vary between different communities. Swim lessons are conducted in numerous ways and each examined PE teachers has shown diverse ways to describe swimming proficiency. Relevant resources such as time and economy also vary in how swimming lessons are conducted. Swimming proficiency amongst the examined pupils tends to be relatively high, even though several of the pupils rested while conducting the examination. The result also states that PE teachers tends to let the pupils whom are resting during the examination pass the bar of swimming proficiency, using the motivation that these pupils actually can reach to pass the bar if they only put some effort into it. Conclusion Throughout the various definitions, the numerous preconditions and methods to examine swimming proficiency, we believe that the general comparison of the Swedish school system is to be endangered. Above this we believe that the general pupil needs to exercise their swimming skills, throughout continuous swimming lessons and not with a single test, in order to secure the fact that that pupils in question truly can swim.