“A roller coaster, both emotionally and work-wise…”: teachers in Swedish certified sport-oriented upper secondary schools experiences of the COVID-19 pandemic

Figures & data

Figure 1. Timeline of Covid-19 related events and restrictions that was used during the interviews.

Table 1. Background information of the participating teachers.

Participant	Age	Education	Role	Years of experience	Years at the school
1	36 years old	Teacher degree (university education) and coach education in soccer	Teacher in SS (soccer) and coordinator for the NCSE at the school	14 years as a teacher in SS (soccer)	14 years at school B
2	44 years old	Teacher degree (university education) and coach education in soccer	Teacher in SS (soccer) and coordinator for the NCSE at the school	16 years as a teacher in SS (soccer)	16 years at school A
3	48 years old	Sport pedagogy (university education) and Coach education in swimming	Teacher in SS (swimming)	5 years as a teacher in SS (swimming)	5 years at school A
4	57 years old	Recreation instructor (university education) and coach education in handball	Teacher in SS (handball)	10 years as teacher in SS (handball)	10 years at school A
5	47 years old	Compulsory school (grade 1-9) and coach education in table tennis	Teacher in SS (table tennis)	3 years as a teacher in SS (table tennis)	3 years at school A
6	34 years old	Behavioural science (university education) and coach education in badminton	Teacher in SS (badminton)	2 years as a teacher in SS (badminton)	2 years at school A
7	40 years old	Sport science and teacher degree (university education) and coach education in athletics	Teacher in SS (athletics) and PE	17 years as a teacher in SS (athletics)	3 years at school A
8	32 years old	Biomedicine (university education) and coach education in golf	Teacher in SS (golf)	9 years as a teacher in SS (golf)	9 years at school B
9	48 years old	Teacher degree (university education) and coach education in handball	Teacher in SS (handball)	20 years as a teacher in SS (handball)	7 years at school B
10	51 years old	Upper secondary education, coach education in handball, and personal trainer education	Teacher in SS (handball)	8 years as a teacher in SS (handball)	8 years at school A
11	43 years old	Teacher degree (university education) and coach education in soccer	Teacher in SS (soccer) and PE	14 years as a teacher in SS (soccer) and PE	5 years at school A
12	54 years old	Teacher degree (university education)	Teacher in SS (ice hockey) and PE	26 years as a teacher in SS (ice hockey) and PE	16 years at school C
13	32 years old	Upper secondary education and coach education in ice hockey	Teacher in SS (ice hockey)	5 years as teacher in SS (ice hockey)	5 years at school C

Note: Nationally certified sports education (NCSE); Physical education (PE); and Special sports (SS).

Table 2. Examples of meaning units, codes, and categories from the data analysis.

Meaning unit	Code	Subcategory	Category
So, I could have time for other things, or I took time for other things, everything from fixing the house to working out, to catch up with that.	More time for other things	Changes in daily routines	Transitioning to remote teaching
And we learned that it would be both classroom teaching and remote teaching at the same time. It became very, it’s a stressful aspect for many who are not used to it. It’s double work because you have those at home who must get theirs and those at school that have to get theirs	Duplication of work	Dealing with the second lockdown	Conducting remote teaching
And the rest of life was the same too, you didn’t have the social exchange anywhere at all	Lack of social contacts	A lack of social interactions	The importance of social meetings and support
No, I think you had to be a little more flexible, that is, able to find quick and good solutions. Which I might feel that I’m quite good at in normal cases too, because it’s like they say, if you have 16-17 students, it doesn’t always go as you’d planned, but then you must be able to be quick and come up with other things pretty quickly as well.	More flexible	Being flexible and creative	Dealing with changing restrictions and the disease

Table 3. Subcategories, categories, and overreaching theme.

Subcategory	Category	Theme
An initial shock	Transitioning to remote teaching	Making sense of changes in everyday practice and dealing with a changing world
Changes in the workload
Changes in daily routines
Dealing with the second lockdown	Conducting remote teaching
More time on planning and preparations
Greater focus on theoretical knowledge and physical training
Challenges with assessment and grading
A lack of social interactions	The importance of social meetings and support
Supportive colleagues and schools
Uncertainty regarding the restrictions	Dealing with changing restrictions and the disease
Being flexible and creative
To deal with the disease