IDG286 Nordic Friluftsliv - Outdoor Recreation and Education in Sweden, 7,5 higher education credits

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1 Faculty Board of Education IDG286 Nordic Friluftsliv - Outdoor Recreation and Education in Sweden, 7,5 higher education credits First Cycle 1. Confirmation The syllabus was confirmed by the Faculty Board of Education on to be valid from the first term of Field of education: Sport Responsible department: Department of Food and Nutrition, and Sport Science 2. Position in the educational system The course, Nordic Friluftsliv: Outdoor Recreation and Education in the Nordic countries, 7,5 higher education credits, is a single course and can form part of a Programme in Teacher-, Coaching- and Health Promotion or in an Individual Programme. 3. General prerequisite The course is aimed at presenting an academic level relevant to students who are studying for their bachelor degree. It is necessary for students to have a background of at least 1 year of study in either Physical Education, Outdoor Education or other relevant educational themes at a university. Furthermore students have to be able to illustrate personal experiences encountered within outdoor education, tourism or friluftsliv. 4. Course content The course presents examples of typical Swedish outdoor activities - friluftsliv in the region surrounding Gothenburg, which is situated on the west coast of Sweden. This region is well known for its coastline with the archipelago and the countryside with a landscape of forests, lakes combined with a wilderness and local animal life. Outside the city of Gothenburg the students will make different kinds of excursions focusing on cultural, historical, political and pedagogical aspects. Finally the course will end with a stay at a close-to-nature base camp out in the country close to the Norwegian border in the northern part of the region called Bohuslän. Boat tours will enable students to visit and observe the coastline. A central aim of the course is to acquire knowledge about the environmental issues, which are evident throughout this region of Sweden. Contents Friluftsliv in the forest and on the coast line Learning in outdoor environments 1

2 The intrinsic values of friluftsliv Public access law Environmental issues Safety issues 5. Learning outcomes After having completed the course the student should be able to: Plan, experience and describe traditional Swedish friluftsliv in the forest Describe different kinds of leadership related to friluftsliv Argue for and utilise historical, pedagogical and constitutional facts in relation to Swedish friluftsliv, especially out of experience in the region of the West-Coast Reflect on and be able to apply the Right of Public Access Tradition in Sweden and the consequences for outdoor activities in Sweden Analyze and evaluate trends and traditions in Swedish friluftsliv from different parts of Sweden. 6. Methods The course offers a spectrum of teacher-student interactions, with lectures, team work, and individual tasks. There is a focus on experiences and adventure trips. 7. Required reading List of required reading enclosed 8. Assessment The students have to create a larger text about different values in friluftsliv, a text that are supposed to be problematized related to experiences during the course at the West-coast of Sweden, as well as theories, perspectives, ideas from the course literature. 9. Grading scale The grades are Fail, Pass or Pass with Distinction. Students may also have grades given according to the ECTS scale: A (excellent) B (very good), C (Good), D (satisfactory), E (sufficient) and F (insufficient), G (insufficient). 10. Course evaluation The results of the evaluation should be made available to the students and are to be considered in future course development. 11. Additional information The course includes different excursions and activities outdoors and in order to participate in these activities the students will be responsible for ensuring they have their personal equipments. 2

3 Further details are contained in the local curriculum guidelines for the course. A student who fails an examination on two successive occasions has the right to demand a new examiner for the third examination. Since this course is offered in English, the general entrance requirements stating documented mastery of the Swedish language will not be applied. Professionals with experiences of working with children are encouraged to attend the course. Aspects on equality of opportunity should be payed attention in content, literature and evaluation. 3

4 Faculty Board of Education IDG286 Nordic friluftsliv - Outdoor Recreation and Education in Sweden Required reading: Backman, Erik(2010): Friluftsliv in Swedish Physical Education A Struggle of Values. Educational and Sociological perspectives. Department of Education in Arts and Professions, University of Stockholm. ISBN; (p.275) Henderson, Bob & Wikander, Nils (2007). Nature First. Outdoor Life the Friluftsliv Way. Natural Heritage Books. ISBN : (p.275) Annerstedt, Claes, Eriksson, Sten, Patriksson, Göran, Stråhlman, Owe (2008). Physical Education and Education through Sport in Sweden. In: G. Klein and K. Hardman (eds.). Physical Education and Sport Education in European Union. Paris: Editions Revue. (p.15) Dahlgren, L-O.& Szczepanski, Anders (1998). Outdoor Education. Litarary Education and Sensory Experience. University of Linkoping. (p.100) Isberg, Roger & Isberg, Sarah (2007). Simple Life FRILUFTSLIV : People meet nature. Trafford publishing, Viktoria Canada) and Oxford (UK). ISBN (p.228) Rydberg, Dan & Falck, Johan (1999). Urban forestry in Sweden from a silviculturel perspective: a review. Landscape and Urban planning 47 (2000). (p.1-18) Svenning, Stephan (2005). Friluftsliv, outdoor recreation key to obtaining practical knowledge and tested experience. Örebro University. (p.15), Paper presented at the 150 Year International Dialogue, Conference, Jubilee, Celebration, Henrik Ibsen: The Birth of Friluftsliv, Nord Trøndelag University College, Norway, September 14-19, Sandell, Klas & Öhman, Johan (2009). Educational Potentials of Encounters with Nature Reflections from a Swedish Outdoor Perspective. - Environmental Education Research; Special Scandinavian Issue (p.20) Electronical websources

5 Supplementary reading: Backman, Erik (2008). What is valued in friluftsliv within PE teacher education? - Swedish PE teacher educators thoughts about friluftsliv analysed through the perspective of Pierre Bourdieu. Sport, Education and Society, vol. 13, no. 1, p , Feb Jensen-Lisberg, Ebba & Ouis, Pernilla (2008). Contested construction of nature for city fringe outdoor recreation in southern Sweden: The Arrie case. Urban forestry and Urban greening 7(2008), p Plummer, Ryan (2009). Outdoor Recreation an Introduction. Routledge. Taylor and Francis Group, NY and London, ISBN 13 : ebk. (p 354) University of Gothenburg (2008). Recommendations on Education for Sustainable Development, ISBN ; Chalmers/GU. (p.60) Sandell, Klas, Öhman, Johan & Östman, Leif (2003). Education for sustainable development. Nature, School and democracy. Studentlitteratur, Lund ISBN X. (p. 210)