For three weeks in January 2026, a group of undergraduate Sport Science students from Stellenbosch University (SU) traded the South African summer for the crisp, snowy landscapes of Växjö, Sweden. This international exchange programme to Linnaeus University was designed to be more than just an academic excursion; it was an immersive journey that challenged cultural assumptions, introduced novel sporting systems, and fostered a deep sense of global collaboration.

A Shift in Sporting Philosophy

One of the most immediate and profound shifts for the students was understanding the Swedish concept of idrott. Unlike the highly competitive, skill-based focus often found in South Africa, idrott emphasizes lifelong participation, recreation, and the promotion of both physical and mental well-being.

“Majority of Swedish sport is viewed as recreational rather than skill-based and there is a policy where everyone is welcome to join,” the students noted in their report. This philosophy was vividly illustrated during a visit to a gymnastics class for individuals aged 65 and older. Seeing older adults move with such vitality challenged the students’ perceptions of aging and physical activity. Similarly, the "Nattfotboll" (night football) initiative — where the Tipshallen indoor arena doors are left open every Friday night for youth — highlighted a commitment to inclusivity. In these sessions, football served as a universal language that bypassed linguistic barriers, connecting students and locals through shared teamwork and laughter.

Systems and Specialization

The structural differences between the two nations' sporting landscapes were equally striking. In Sweden, sport is primarily organized through local clubs rather than schools or universities. These clubs are often “50% run by the members and volunteers rather than solely by the government,” meaning many coaches offer their time simply because they want to help.

Students also explored the Swedish approach to early specialization in sport. Through conversations with local professors, they learned that many children commit to a single sport at a young age to meet high training demands. “Initially, we viewed this early specialisation as limiting, especially when compared to the South African school system, where learners are encouraged to participate in at least one sport per season,” the students reflected. However, they began to appreciate how specialized gymnasiums allow athletes to integrate purposeful training with their academic curriculum, ensuring they remain educated while pursuing professional dreams.

Cultural Immersion Beyond the Field

Immersion extended far beyond the lecture halls. The students navigated unfamiliar bus routes, ice-skated on frozen lakes, and sampled traditional Swedish delicacies like stuvade makaroner med falukorv (macaroni cooked in milk with sausage) and the notoriously salty Djungelvrål liquorice.

The group was struck by the "unwritten social rule" of punctuality and the reserved yet practical nature of the Swedish people. “We also learned that many Swedes tend to wear black clothing because they prefer not to stand out and value simplicity and modesty in their appearance,” the group observed. Attending a live ice hockey match provided a masterclass in community spirit, where the atmosphere felt more like a choreographed performance than a standard match. Even in the heat of competition, the students observed a consistent level of sportsmanship, with players frequently helping opponents to their feet — a hallmark of the respect embedded in Swedish sport culture.

A Staff Perspective: Global Collaboration

For Dr Claire Walker (lecturer in Movement Science and Exercise Therapy), who accompanied the group, the exchange was equally transformative. Dr Walker noted that the opportunity “highlighted the value of global collaboration in sport education and research, both from the perspective of staff and students.”

Engaging with researchers and students at Linnaeus University exposed her to alternative approaches to best practice within coaching science, management, and sport systems. “This in turn has informed my own teaching, research ideas and professional thinking,” she explained. Witnessing the students navigate these challenges — from adapting to new rules in floorball to the daunting task of “trying to buy something in a shop where nothing is English” — reaffirmed the value of international exposure.

Dr Walker emphasized that the programme affirmed the importance of international networking in enhancing student learning. “Overall, the programme supports our aim of producing graduates who are reflective, culturally competent, and prepared to operate effectively in diverse sporting contexts.”

More Than Tourists

As the students prepared to return to the South African summer heat, they left with more than just photos of snowy landmarks. As student Lienke Viljoen reflected: “There is a certain sense of achievement that comes from realising, ‘I managed this in a foreign country, so what else am I capable of?’”

The exchange broadened worldviews, challenged assumptions about how sport should be structured, generated friendships, and highlighted the powerful role of physical activity in fostering social inclusion. By stepping out of their comfort zones, both students and staff returned with a renewed perspective on how to improve the sporting landscape in their home country. Making use of such opportunities, as Viljoen noted, “grows your self-confidence, challenges your worldview, and can foster lifelong friendships, making it an experience that not only shapes how you approach your studies, but also your future path.”