ABSTRACT
It is suggested that sport and physical activity in school contribute to achieving sustainable development and empower young people at a global scale. The Swedish school curriculum does not explicitly relate sustainability to sport or physical activity. While sustainability is taught to a low extent in physical education, it appears even less in school sport. In many countries, school sport has an established place in education to offer and promote physical activity and sports. This chapter aims to reflect on and discuss how education and sport in school sport can have consequences for gender norms and social and environmental sustainability. Sustainability is discussed in relation to gender as a power relation, based on questions of how logics of sport and education and sustainability are managed within educational steering documents. Gendered regimes in (school) sport dominated by a male norm need to be taken into consideration, as they are similar to a corporate, institutionalised competitive, power-oriented masculinity which contributes to a negative impact on the environment. In conclusion, student-athletes potentially could be agents of change to reduce sport industry's impacts on the environment, regarding facilities and transportation, and in attitudes and norms linked to gender and more environmental-friendly alternatives.
