Rörelseförmåga och dess inverkan på utanförskap och innanförskap i dagens skolor : En kvalitativ studie gjord på en låg- och mellanstadieskola

Sammanfattning: Aim The study aims to investigate how physical literacy is linked to social exclusion or inclusion. More specifically, the aim is to examine the importance of pupils' physical literacy in primary and middle school during physical education, recess and after school activities. ● What conditions are given to students to develop physical literacy that contributes to participation in play and counteracts exclusion. ● What are the possible connections between lack of physical literacy and social exclusion? Method This study uses a qualitative research method that consists of semi-structured interviews with school employees and physical education (PE) teachers. As a complement to the interviews, ethnographic inspired observations have been conducted on the school. The school that has been researched in the study is in a larger city in the middle of Sweden and is a primary and secondary school. Results The results of the studies show that teachers in physical education devote a lot of time to developing physical literacy. Furthermore, the importance of adapting the lesson content to create a safe environment based on the needs of different individuals is emphasized. The presence of school employees during recess and after school activities is a contributing factor to creating an included environment in games and activities. The primary results indicate that physical literacy affects the students' role in various games and during PE lessons. However, there are no clear indications that this creates exclusion. Conclusions The study shows that there is no clear connection between lack of physical literacy and exclusions. However, it seems that physical literacy opens possibilities to participate in a broader variety of games and activities as students do not have to opt out of activities with too high demands on physical literacy.