Trygghet och trivsel i omklädningsrummet : en kvalitativ studie om gymnasieelevers upplevelser av trygghet och trivsel i idrott och hälsa & omklädningsrummet

Sammanfattning

Aim The aim of this study is to explore upper secondary school students' experiences of physical education (PE) and therefore how the social and physical environment of the changing room influence their well being, their motivation and also participation in PE lessons. Method This study adopts a qualitative research approach, i used semi structured interviews with six participants. The participants were both current and former upper secondary school students. Data were analysed through a thematic analysis and interpreted using norm-critical pedagogy as a theoretical framework. Results The findings in this study did indicate that PE evokes both positive and negative emotions among the respondents in my study. Mostly of them perceived PE as an important but also enjoyable subject. Also a break from theoretical studies and as beneficial for physical health and mental health. The respondent's motivation and engagement were influenced by the structure of the teaching, the presence of competitive elements, and social interactions within the group. The changing rooms emerge as a significant space within PE. The social environment was described as a place that was loud and informal, where peer relations, norms, power dynamics became particularly visible. Some of the respondents experienced the changing room as a safe place and a place for relaxation. Others reported that discomfort was related to comments, exclusion and exposure of their bodies. The physical environment (PE) was described as a place that was problematic, with issues related to bad and poor hygiene, high noise levels, overcrowding, and lack of privacy, particularly in shower areas. These factors influenced students willingness to change and shower at school and also affected their overall participation in PE lessons. Conclusion From a normcritical pedagogic, the study highlights how norms related to gender, body, and behaviour are reproduced in PE teaching and in changing room environments, creating unequal conditions for the students' participation. The results underline the importance of addressing both social and physical aspects of changing rooms to promote safety, inclusion and equal opportunities for the students, in Physical education.