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There are many factors and duties that novice teachers do not know about when they enter the profession. Isolation, for instance, affects physical education (PE) teachers because the position often comes with a secluded workplace adjacent to the gym and through the subject's marginalization. These challenges, among others, can send the novice teacher into shock, and there is a risk the teacher becomes disengaged from the profession. This study aimed to provide insights into PE teachers’ experiences of reality shock, isolation, and marginalization over time, as well as how they managed these challenges. Semi-structured interviews were conducted with nine Swedish PE teachers six to 10 years after graduation from PE teacher education (PETE). Qualitative content analysis was used. All participants retrospectively described a reality shock when they were novices, where non-subject-specific teacher assignments were experienced as more challenging compared to teaching PE. Further, isolation had a severe effect. However, the marginalization of PE was not that apparent as when they were novices. Over time, the participants created their own networks to mitigate, for example, isolation. In turn, marginalization seemed to be a remaining challenge to the participants despite an increased societal focus on health. Even though it is impossible for PETE to prepare teachers for every challenge they could face in the profession, PETE should inform preservice teachers of common phenomena such as isolation and marginalization, as well as how to create supporting networks. Further, we argue that perceived autonomy combined with systematic guidance could positively affect novice teachers’ development.

Previous studies investigating the recruitment of students to sports programs, e.g., physicaleducation teacher education, has shown that the programs largely attracts a rather homogeneousgroups of students, consisting mainly of young men with an origin in the country in questionand who have academic background. Perhaps a consequence of this homogeneity, research hasshown that this contributes to reproduction of certain taste and values and may hinderdevelopment. The homogenous recruitment of students is also the case in Sweden and sinceSwedish universities are mandated to implement broadened recruitment to counteract gender,social and ethnic bias in recruitment, this must be seen as a failure. In this study the nine existingsport science programs in Sweden are in focus and based on data from Statistics Sweden’splatform MONA, the purpose of this study is to analyse the background of the students enrolledat the programs. Preliminary results shows that also the sport science students are a ratherhomogenous group of students. Compared to all university students in Sweden, a higherproportion of the students are men (p<.05), a lower proportion have a non-Swedish background(p<.05), and a higher proportion of the student have parents with high education level (p<.05).Nor do the recruited students correspond to the varied background found among participants inthe Swedish sports movement, where they will work and operate after the education. Given thatthe homogeneous recruitment may hinder development and that the students recruited shouldreflect the sports movements population, this can be problematic.

Abtract The extraordinary capabilities of the canine nose are increasingly being used by law enforcement agencies in many countries to solve and reconstruct crimes. As a result, this type of forensic evidence can be and is still being challenged in the courts. So far, only a few publications have addressed the jurisprudence concerning mantrailing. We provide an overview of the jurisprudence in Germany and the USA, as well as insights from France. Relevant databases were searched, and 201 verdicts from Germany and 801 verdicts from the USA were analyzed. As a result, 16 published verdicts on the topic of mantrailing were found for Germany, and 44 verdicts since 2010 were found for the USA. The use of mantrailers and human scent discrimination dogs is employed in the investigative process in all three countries. The results derived from these methods are admissible as evidence in court, albeit not as sole evidence.

Becoming a teacher requires preservice teachers (PSTs) to interpret experiences from different perspectives because of the reversal role from being a student to being a teacher. For teacher education programs to be most effective, they need to understand the knowledge that PSTs hold and develop in order to optimise professional learning. With an exploratory mixedmethod design, this study’s overall aim was to investigate the content of practical knowledge and perceived sources among a group of Swedish physical education PSTs (n=97). Their practical knowledge, operationalized through the concept of didactical milestone, were expressed in five different themes: the curriculum (what), the teacher (who), instructions (how), students (whom) and the classroom (where). Furthermore, the results showed that PSTs’ practical knowledge was influenced by situations before entering and during teacher education as well as from media, and to some extent, the PSTs’ work experiences. The results also showed that the type of source related to the different themes of practical knowledge. With the help of practical knowledge as construed in this study, teacher educators can assess PSTs’ capacity to reflect on teaching, as well as adjust their own instructional focus.

Introduction: The Swedish school sport system, where talented athletes are given the possibility to simultaneously investin their education and sport during upper-secondary school is an important part of the Swedish elite sportsmodel. Implemented in the 70’s for a few especially talented athletes, the system grew rapidly during the90’s and 00’s and attracted as most 11% of all Swedish pupils. However, participation was uneven inrelation to type of sport and different background factors. In response to the system becoming too largeand a lack of quality at some schools, the system was in 2011 revised to focus only on elite sports. Theobjective of this presentation is to analyse what the new system has meant for who the pupils whoparticipate are. Methods: The study draws on official information on the Swedish school sports system and questionnaires answeredby 7848 school sports pupils. Findings: Through the revision the supply of school sports was limited but has now increased and again attracts manypupils. Participation is still uneven with more boys, pupils with Swedish background, and those exercisingteam sports. As a result, athletes from all sports and backgrounds are not given the same conditions to takepart of the Swedish elite sports model. Discussion and Conclusions: School sports in Sweden is mainly attracting some groups of pupils, with certain backgrounds that matchesthe supply that is offered. If a wider range of pupils should be able to take part of the system, it must evolveand change.

The effect of exposure to high temperature on rock strength is a topic of interest in many engineering fields. In general, rock strength is known to decrease as temperature increases. The most common test used to evaluate the rock strength is the uniaxial compressive strength test (UCS). It can only be carried out in laboratory and presents some limitations in terms of the number, type and preparation of the samples. Such constrains are more evident in case of rocks from historical monuments affected by a fire, where the availability of samples is limited. There are alternatives for an indirect determination of UCS, such as the point load test (PLT), or non-destructive tests such as the Schmidt’s hammer, that can also be performed in situ. The aims of this research are: (i) measuring the effect of high temperatures and cooling methods on the strength and hardness of a limestone named Pedra de Borriol widely used in several historic buildings on the E of Spain, and (ii) studying the possibility of indirectly obtaining UCS by means of PLT and Leeb hardness tests (LHT), using Equotip type D. Limestone samples were heated to 105 (standard conditions), 200, 300, 400, 500, 600, 700, 800 and 900 ºC and cooled slowly (in air) and quickly (immersed in water). After that, UCS, PLT and LHT tests were performed to evaluate the changes as temperature increases. Results show decreases over 90% in UCS, of between 50 and 70% in PLT index and smaller than 60% in LHT index. Insignificant differences between cooling methods were observed, although slowly cooled samples provide slightly higher values than quickly cooled ones. The results indicate that LHT can be used to indirectly estimate UCS, providing an acceptable prediction. Research on correlating strength parameters in rocks after thermally treated is still scarce. This research novelty provides correlations to predict UCS in historic buildings if affected by a fire, from PLT and non-destructive methods such as LHT whose determi

Purpose: This study was framed with an explorative approach in which preservice classroom teachers (PCTs) participated in physical education learning activities. The purpose was to investigate the construction of their practical knowledge. Methods: Data collection was integrated into a methods course and included a written text assignment in which 28 PCTs described significant didactical milestones (practical knowledge) that will guide their future teaching in physical education. The qualitative analysis of the didactical milestones involved identifying the content of and arguments for their milestones and categorizing them based on common themes and categories. Results: The results showed that the content of the PCTs' practical knowledge was mainly pedagogical and focused most often on instructional strategies; the reasons were related to students and their learning processes. Conclusion: By exploring and understanding PCTs' learning of practical knowledge, teacher educators can help to bridge the gap between theory at university and the practice of teaching., Special Issue: SI

Recension av Jens Christian Nielsen och Jesper Stilling Olesen, Talentudvikling og elitesport i skolen, Århus: Aarhus Universitetsforlag 2019, ISBN 978-87-7184-144-2, Publicerad 2020-02-11

Introduktion De föreställningar idrottslärare har om sitt ämne och yrke skapas och förkroppsligas under den socialisationsprocess som påbörjas under uppväxten och fortsätter under lärarutbildningen och yrkeslivet. Tidigare forskning om idrottslärares yrkessocialisation visar att de föreställningar studenter har förkroppsligat vid starten av lärarutbildningen även påverkar hur yrkesverksamma lärare genomför sin undervisning. Vidare visar forskningen ingen enighet om vilken påverkan lärarutbildningen har på idrottslärares föreställningar. Vissa studier indikerar att utbildningen endast har begränsad (om någon) påverkan (ex. Adamakis & Zounhia, 2016) medan andra studier visar att utbildningen framgångsrikt kan utmana studenters föreställningar (ex. Richards et al., 2014). Syfte och teoretisk ram Med utgångpunkter i yrkessocialisationsteorin, var syftet med denna studie att undersöka om idrottslärarstudenters fysiska aktivitetsvanor och uppfattningar om ämnet och yrket förändras under lärarutbildningen. Specifikt i fokus för studien var om förändringar skett i studenternas idrotts- och motionsvanor samt deras uppfattningar om en bra idrottslärare och en bra idrottslektion. Metod Studien använder webbaserade enkäter besvarade av studenter från ett universitet i norra Sverige. Enkäterna besvarades av 206 studenter i början (2005–2014) och 88 i slutet av utbildningen (2010–2019). Båda enkäterna besvarades av 60 studenter. Resultat Resultatet visar att idrottslärarstudenter är en homogen grupp av studenter, med stora erfarenheter av och engagemang i idrott och fysiska aktiviteter vid starten och slutet av utbildningen. Vidare visar resultatet att studenternas föreställningar om en bra idrottslärare inte förändras under utbildningen och att en bra idrottslärare ska vara hänsynsfull och ha god social kompetens, ha hög pedagogisk kompetens samt goda ämneskunskaper. Studenternas föreställningar om en bra idrottslektion förändras däremot under utbildningen då studenterna i s

Background: Studies using occupational socialization theory is inconclusive in relation to the impact of PETE on PSTs’ beliefs and perceptions of their future profession. Some studies indicate that PETE only have limited, if any, effect (cf. Adamakis & Zounhia, 2016), while other studies have found that PETE can successfully challenge PSTs’ beliefs (cf. Richards et al., 2014). Influenced by occupational socialization theory, the objective of this study was to investigate the development of PSTs’ perceptions of the aim of PE and their future profession as PE teachers during PETE. Methods: This study used web-surveys answered by PSTs’ at the beginning and end of a 5.5 year PETE program at a Swedish university. In total, 179 PSTs (105 men, 74 women) responded during their enrollment between 2005 and 2012, and 68 (41 men, 27 women) after completing the program between 2010 and 2017. This study focused on the questions addressing the PSTs’ beliefs and perceptions of PE and PE teachers. Findings: Unlike most studies, this study show that PSTs’ perceptions of PE and their future profession develop during PETE, at least on a group level (p<.05). At enrollment the highest valued characteristics for a good PE teacher where pedagogical competence (23%) and being considerate (19%), while possessing subject knowledge (28%) and being able to motivate pupils (19%) at completions of PETE (p<.05). The results also show that perceptions of a good PE lesson change from enrollment, where PSTs’ suggest that a good lesson should be adapted to all pupils (21%) and be fun and inspiring (18%), to be well planned (24%) and develop pupils’ skills (21%) at completion of the program (p<.05). To understand these results and possible reasons behind this development, a deeper analysis of the organization and content of the specific PETE program is required.

This presentation deals with the development of sports participation in Sweden as well as trends over time regarding different types of activities and participants. The presentation draws on the most recent available data collected by Statistics Sweden that since 1975 has charted the development of Swedish citizens’ living conditions and leisure-time activities. The results show how participation in sport and physical activity in Sweden has increased gradually over time among those aged 16 years and over, and that over 60% of the total population 16–84 years participate at least two times a week. Dividing these data by sex shows no major differences between the proportion of men and women who exercise. However, the trend over time is that a larger proportion of women than men exercise. In terms of ethnicity, a greater proportion of those with a Swedish background exercises than those with foreign background, with lowest participation rates among foreign women. The results also show that participation rates in Sweden increase with level of education, with the highest participation rates found among those with post-secondary education. Dividing sport and exercise habits by type of activities, the results show that a larger proportion of the population often (20 times per annum or more) participate in an outdoor activity compared to an indoor activity. The development can be understood in light of general political developments in Sweden, with substantial financial support to the voluntary sports movement, as part of the social engineering of the modern welfare society.

This chapter provides an understanding of sports participation in Sweden by placing it in a socio-political context. It shows how substantial financial support, together with civic engagement and enthusiasm, has been turned into participation in sport and exercise in Sweden. Voluntary and membership-based club sport is characteristic of the Nordic region as well as an integral part of Swedish society. The defining characteristic of, and main organising principle for, contemporary club sport in Sweden is that of individuals forming and/or taking part as voluntary members of sports clubs. The representative democracy is described as the cornerstone of Swedish club sport as well as a significant contributory factor in the civic education of Swedish citizens. While focusing primarily on who does what and how, how much and where, the chapter also sketches the context surrounding these activities in terms of organisation, politics, culture and commerce, before concluding with an outline of issues in, and prognoses for, future sports participation in Sweden.

Contribution: Drawing on theoretical perspectives on learning bodily skills combined with literature on the development of expertise in sport this paper discusses how assessment in physical education (PE) could be understood in relation to physical education as a school subject. Both international and national research studies have shown that assessment in PE is complex and troublesome (e.g., Lópes-Pastor et al., 2013; Redelius et. al. 2009). Swedish research has highlighted that PE teachers are not in agreement about what students should learn in the subject (Annerstedt & Larsson 2010; Lópes-Pastor et al., 2013; Redelius et al., 2009). As a side effect of this, teachers are also uncertain about how to assess different student qualities (Annerstedt& Larsson 2010; Redelius et. al. 2009). This uncertainty about what students should learn become most obvious when teachers are grading student’s competence (Larsson, 2007). Teachers also have a hard time verbalizing their assessment and the distribution of grades. Therefore, they often refer to their intuition and gut feelings when grading students’ performance (Annerstedt & Larsson 2010; Svennberg et al., 2017). In general research have highlighted that assessment in physical education focuses on certain dimensions such as motor skill, fitness and team games as a major part of the assessment. For example, both review studies (Lópes-Pastor et al., 2013), and recent empirical studies of PE teachers assessment practices confirms this picture (Borghouts et al., 2017; Dalen et al., 2017). Similarly, findings from Swedish studies argues that there is a relation between PE-teachers use of teaching strategies and grading (Håkansson, 2015). Some of the teachers in his study are fully driven by the subjects’ traditions (physical activities, team sports), and others by a mix of traditions and interpretation of present curricula. When grading, both of these teacher categories try to gather evidence by documenting student