Conference Agenda
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18 SES 08 B: Mental Health and Wellbeing in Physical Education and Sport
Paper Session | ||
| Presentations | ||
18. Research in Sports Pedagogy
Paper Mindfulness in Swedish Textbooks for Physical Education and Health and Religious Education Malmö university, Sweden Presenting Author:Over recent decades, mindfulness has expanded across clinical, therapeutic, and educational domains. Research on mindfulness and Mindfulness-Based Interventions (MBIs) has increased substantially, with growing implementation in diverse sectors. In contemporary secular discourse, mindfulness is commonly conceptualized as a deliberate, non‑judgmental awareness of present‑moment experience. Mindfulness constitutes the most widely used English rendering of the Pali term sati, which has its origins in Buddhist traditions. In Sweden, mindfulness holds an ambivalent cultural position, appearing across healthcare, therapy, spirituality, and Buddhism, and taking on context‑specific meanings (Frisk & Åkerbäck 2015). Internationally, MBIs targeting teachers and pupils in schools have increased (Hellström 2023), and mindfulness is now integrated into various teaching practices in Swedish schools (Hornborg 2024). The aim of this paper is to examine how mindfulness is represented in Swedish Physical Education and Health (PEH) and Religious Education (RE) textbooks. Through a qualitative and exploratory analysis, we investigate how these concepts are contextualised within two different subjects PEH and RE. The subjects are mandated throughout the entirety of Swedish compulsory education (SNAE 2022) and are also incorporated into the national upper‑secondary curriculum (SNAE 2025). Within sport science, interest in mindfulness has intensified markedly, reflecting a broader shift from performance-oriented perspectives toward acceptance, well‑being, and humility (Birrer et al. 2023). International research suggests that integrating mindfulness into Physical Education (PE) may improve performance, bodily awareness, and holistic understandings of health (Colón-Calvo et al. 2022). This reflects a broader debate concerning the content of PE. Kirk (2010) argues for example that PE remains overly focused on sport techniques, while Swedish studies highlight the dominance of sport and exercise over conceptual knowledge in PEH (Ekberg 2016; Modell & Gerdin 2022). Scholars call for strengthened knowledge‑oriented approaches (Larsson & Karlefors 2015) and sociocultural perspectives on health (Quennerstedt 2019). Jansson (2024) shows that religion, ethnicity, and gender shape experiences in Swedish PEH and notes resistance—particularly in Christian schools—to practices such as yoga. Health has been part of Swedish PEH since 1994 (SNAE 1994). Younger pupils encounter primarily physical aspects of health, while older students engage with broader dimensions. In years 7–9, pupils are expected to plan, perform, and evaluate activities related to different aspects of health, including mental and social dimensions (SNAE 2022). In upper‑secondary education, PEH 1 includes ”stress regulation and mental training” as core content (SNAE 2011; updated SNAE 2025). The current RE syllabus (SNAE 2022) includes Buddhism as core content from years 4–6. In the previous syllabus, years 7–9 also studied “new religious movements,” “contemporary spirituality” (Swe. nyreligiositet), and “private religiosity,” but these topics were moved in 2022 to the upper‑secondary course Religion 2, which is not offered in all programmes. The theme of mindfulness constitutes a conceptual intersection between PEH and RE. Integrating mindfulness into school teaching may create opportunities for productive synergies between these two subjects. By analysing how mindfulness is constructed in Swedish PEH and RE textbooks, this paper illuminates how the concept circulates, shifts, and acquires meaning within educational contexts. The findings contribute to broader discussions on the intersections of religion, health, and well‑being in schools, while emphasising tensions inherent in translating mindfulness into secular curricula. Methodology, Methods, Research Instruments or Sources Used The empirical material consists of printed textbooks available for purchase through the major Swedish online bookstore Bokus (bokus.com) as of April 2024. The selection includes textbooks produced after 2011, corresponding to the implementation of the upper secondary curriculum reform (SNAE 2011, updated in SNAE 2025). To ensure comparability across educational levels, only textbooks aimed at years 7–9 and upper secondary school were included. Four PEH textbooks met these criteria. Out of 15 RE textbooks fulfilling the same criteria, eight were selected to represent the period 2011–2024 and to include a diversity of publishers. Given the qualitative and exploratory nature of the study, the analysis is synchronic and does not seek to examine diachronic change or potential shifts in representations over time. Instead, the focus lies on identifying recurring patterns in how the textbooks conceptualise mindfulness. The analysis proceeded in three stages. In the first stage, all selected textbooks were examined in their entirety to identify explicit references to mindfulness. Relevant chapters, sections, and passages were catalogued for further analysis. In the second stage, the identified text segments were analysed using a conventional qualitative content analysis, or inductive category development, following the principles outlined by Mayring (2000). This approach allowed categories to emerge from the material rather than imposing predefined analytical frameworks. Text passages were coded iteratively, with recurring patterns, conceptual framings, and contextual associations grouped into provisional categories. The third stage synthesised the inductively generated categories across the PEH and RE materials. Here, we compared how mindfulness was framed in relation to each subject’s curricular context and identified overarching tendencies, points of convergence, and points of tension. This cross subject analysis resulted in the development of ideal typical themes that span both subject areas. As ideal types, the themes do not describe individual textbooks exhaustively; rather, they highlight characteristic patterns that may appear in multiple sources and that together illustrate the range of representations found in the material. Importantly, several themes may co exist within the same textbook, reflecting the conceptual fluidity and contextual adaptability of mindfulness in contemporary Swedish education. Through this three stage thematic analysis, we investigate how textbook authors position mindfulness in relation to Buddhism, contemporary spirituality, health promotion, and stress management. Conclusions, Expected Outcomes or Findings The analysis identified four overarching themes across the PEH and RE textbooks. First, mindfulness as stress management is present in both subjects, framing mindfulness as a secular, instrumental technique aimed at enhancing everyday well-being, occasionally accompanied by practical exercises. Second, mindfulness as modernist Buddhism, found mainly in the RE textbooks, highlights internal diversity within Buddhist traditions and situates contemporary Western mindfulness within modern reformist developments, noting that such practices do not necessarily represent Buddhism as a whole (cf. Wilson 2014). Third, mindfulness as essentially Buddhist presents a more monolithic depiction of Buddhism, portraying mindfulness as central religious practice and illustrating perceived affinities with Western therapeutic and self-development discourses. Fourth, mindfulness as contemporary spirituality, appearing exclusively in the RE textbooks, situates mindfulness within new religious movements and ‘new age’ spirituality, emphasising overlaps with practices such as yoga and occasionally including critical perspectives. In the PEH textbooks, mindfulness is framed within individualised, instrumental, and biomedical constructions of health, while the RE textbooks situate mindfulness primarily within Buddhism and, to a lesser extent, contemporary spirituality. Previous research suggests that PE tends to prioritise sports practice over conceptual knowledge (Kirk 2010; Ekberg 2016; Modell & Gerdin 2022), making it notable that PEH textbooks present mindfulness mainly as theoretical content. Some RE textbooks include mindfulness exercises, but only within the context of Buddhism, and no comparable practical instructions are provided for other religious traditions. These findings indicate the need for further research on how mindfulness is communicated and enacted in classroom practice, as textbooks represent only one dimension of instructional material, and little is known about how teachers interpret or implement such activities. References Birrer, Daniel, Beatrice Scalvedi, and Nina Frings. 2023. ‘A bibliometric analysis of mindfulness and acceptance research in sports from 1969 to 2021’. Mindfulness 14 (5): 1038-1053. Colón-Calvo, Almudena, Salvador Baena-Morales; Alberto Ferriz-Valero; Olalla García-Taibo. 2022. ‘A New Vision of Mindfulness in Physical Education. Contributing to the Social Dimension of Sustainable Development’. Journal of Physical Education and Sport 22 (11): 2618–2626. Ekberg, Jan-Eric. 2016. ‘What Knowledge Appears as Valid in the Subject of Physical Education and Health? A Study of the Subject on Three Levels in Year 9 in Sweden.’ Physical Education and Sport Pedagogy 21(3): 249-267. Frisk, Liselotte and Peter Åkerbäck. 2015. New Religiosity in Contemporary Sweden: The Dalarna Study in National and International Context. Sheffield: Equinox. Hellström, Lisa. 2023. ‘Mindfulness i skolan – en möjlig väg för att främja psykiskt välbefinnande? En scoping review om mindfulness-baserade interventioner i skolmiljö.’ Malmö: Malmö universitet. Accessed on 2024-11-20 from https://www.diva-portal.org/smash/get/diva2:1804656/FULLTEXT01.pdf. Hornborg, Anne-Christine. 2024. ‘Mindfulness – Enrichment of the Modern Lifestyle.’ Journal of Spirituality in Mental Health, 1–15. Advance online publication. https://doi.org/10.1080/19349637.2024.2337399 Jansson, Kalle. 2024. 'Gud vad jobbigt: religion och etnicitet i ämnet idrott och hälsa.' PhD diss., Örebro University. Kirk, David. 2010. Physical education futures. Abingdon, Oxon: Routledge. Larsson, Håkan and Inger Karlefors. 2015. ‘Physical Education Cultures in Sweden: Fitness, Sports, Dancing… Learning?’ Sport, Education and Society 20 (5): 573-587. Mayring, Philip. 2014. Qualitative content analysis: theoretical foundation, basic procedures and software solution. Klagenfurt, Austria. Modell, Nina and Göran Gerdin. 2022. ‘“Why don’t you really learn anything in PEH?” – Students’ Experiences of Valid Knowledge and the Basis for Assessment in Physical Education and Health (PEH).’ European Physical Education Review 28 (3): 797-815. Quennerstedt, Mikael. 2019. ‘Healthying Physical Education: On the Possibility of Learning Health.’ Physical Education and Sport Pedagogy 24 (1): 1-15. Swedish National Agency for Education. 1994. Läroplan för det obligatoriska skolväsendet och de frivilliga skolformerna [Curriculum for compulsory school and the voluntary school forms]. Stockholm: Skolverket. Swedish National Agency for Education. 2011. Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011 [Curriculum for upper secondary school]. Stockholm: Skolverket. Swedish National Agency for Education. 2022. Läroplan för grundskolan samt för förskoleklassen och fritidshemmet [curriculum for compulsory school, preschool classes and leisure time 2022]. Skolverket. Swedish National Agency for Education. 2025. [Curriculum for upper secondary school]. Stockholm: Skolverket. Wilson, Jeff. 2014. Mindful America: The Mutual Transformation of Buddhist Meditation and American Culture. New York: Oxford University Press. . 18. Research in Sports Pedagogy
Paper Icehearts Europe: A Sports-based Education Programme for Mental Health and Social Inclusion 1: University College Cork, Ireland; 2: University of Cassino and Southern Lazio, Italy; 3: EuroHealthNet, Belgium; 4: Finnish Institute of Health, Finland; 5: Istituto Superiore di Sanità, Italy; 6: Icehearts Finland Presenting Author:Purpose The Icehearts Europe project, co-funded by the EU's EU4H-2022 programme, addresses declining mental and physical well-being of disadvantaged youth through a longterm mentorship programme incorporating sport, social work, and educational support. Originating in Finland, the Icehearts model aims to build resilience in at-risk children, tackling issues like mental health disorders (affecting 20-25% of young people), school dropouts, and low physical activity levels (with 80% of adolescents not meeting recommended guidelines). Note The Icehearts Finland programme has recently been recognised as an OECD model of Best Practice in Public Health - Mental health promotion and prevention (OECD, 2025). Expanding the Finnish model to five European countries: Estonia, Denmark, Italy, Slovenia,and Spain, and partnering with 14 other organisations (early adopters), this paper outlines the design thinking journey underpinning Icehearts Europe. This paper outlines the project objectives, methodologies, and initial findings, focusing on model adaptation (using a Situational Analysis and Needs Analysis approach), integrating sport and mentorship into schools, and measuring the programme's impact. Methodology, Methods, Research Instruments or Sources Used Methods Icehearts Europe uses a mixed-methods, longitudinal approach using a novel design thinking paradigm. Children are selected based on vulnerability indicators (e.g., economic hardship, absenteeism) and recommendations from educators and social workers. Each child receives a dedicated mentor providing support across school, after-school activities, and home life, collaborating with educators and social workers for personalised interventions. Data collection includes surveys and questionnaires from students, parents, and educators; interviews and focus groups with mentors, educators, and families; and observational data like attendance records and sports participation. A comparative analysis across the five pilot countries permits the study of varying educational and cultural contexts. Conclusions, Expected Outcomes or Findings Results Preliminary data suggests promising outcomes, including improved emotional resilience, increased school attendance, and greater physical activity engagement. The importance of structured, long-term interventions that build trust between mentors, children, and institutions is highlighted. Cross-country comparisons reveal challenges related to cultural adaptation, policy alignment, and stakeholder engagement. It demonstrates the potential of reimagining physical education and sport pedagogy to promote social justice, equity, and inclusion. Conclusions By integrating team sports with social work and educational assistance, it offers an innovative approach to fostering resilience and well-being among at-risk youth. Adapting the Finnish model to diverse European systems provides valuable insights into policy alignment and cultural adaptation. Initial results show positive trends in school engagement, well-being, and physical activity. The project underscores the importance of cultural adaptability, showcasing the transferability of the Finnish initiative. However, challenges remain regarding policy integration, resource allocation, and stakeholder engagement due to varying national education and social structures. Future research will explore the long-term sustainability of these interventions. This paper contributes to the research on sport-based education programmes, emphasising their role in mental health and social inclusion, and advocating for policy frameworks supporting sustained mentorship programmes across Europe. Linked to the conference theme, this paper engages in critical dialogues on knowledge about sport-based education cultures in nineteen European countries in order to have a positive societal impact. References Csikszentmihalyi, M. (2008).Flow: The Psychology of Optimal Experience. New York: Harper. Liedtka, J., & Ogilvie, T. (2012). Helping business managers discover their appetite for design thinking. Design Management Review, 23(1), 6–13. https://doi.org/10.1111/j.1948-7169.2012.00165. McCrindle, M. (2024). Generational Breakdown. Retrievedon 2nd February 2022 from: https://mccrindle.com.au/article/topic/generation-z/gen-z-and-gen-alpha-infographic-update/ Roos, J. (2006). Thinking From Within: A Hands-On Strategy Practice, Basingstoke: Palgrave Macmillan. UNICEF (2021). The Mental Health Burden Affecting Europe’s Children. Retrieved on 3rd February 2022 from: https://www.unicef.org/eu/stories/mental-health-burden-affecting-europes-children WHO (2024). Physical Activity. Retrieved on 1st March 2025 from: https://www.who.int/news-room/fact-sheets/detail/physical-activity | ||