Vem vinner på tävling? : Idrottslärares perspektiv på tävlingens möjligheter och utmaningar i undervisningen

Sammanfattning

This study aims to contribute knowledge about how physical education teachers reason about their didactical choices when using competitive elements in teaching. The focus is on what types of knowledge, values and attitudes teachers aim to develop, and how these are motivated in relation to the organisation and implementation of teaching. The study is based on a qualitative approach, using semi-structured interviews with five upper secondary school teachers, including vignette-based scenarios to elicit reflections on pedagogical dilemmas. The findings show that competition is not understood as an end in itself, but as a didactical tool that can serve multiple educational purposes simultaneously. Through the analytical lens of Biesta’s three educational functions, qualification, socialisation and subjectification, the results demonstrate how competitive situations can contribute to the development of movement skills, social values and students’ sense of responsibility. At the same time, competition is described as a complex and potentially risky practice, where strong emotions and social tensions may arise. However, these situations are also highlighted as important opportunities for learning, particularly when teachers actively intervene and guide students’ reflection. The study suggests that the pedagogical value of competition is not inherent in its form, but depends on how it is organised, interpreted and managed in practice. Competition is therefore understood as a dynamic and context-dependent teaching practice, shaped through teachers’ ongoing didactical decisions. These findings contribute to a more nuanced understanding of competition in physical education, highlighting the importance of teachers’ professional judgement in balancing its opportunities and challenges.