| 1. |
- Börjesson, Mats, et al.
(author)
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Can you feel the real paper?
- 2015
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In: British Journal of Sports Medicine. - : BMJ. - 0306-3674 .- 1473-0480. ; 49:22, s. 1419-1420
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Journal article (other academic/artistic)
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| 2. |
- Ferry, Magnus
(author)
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Idrottsprofilerad utbildning : i spåren av en avreglerad skola
- 2014
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Doctoral thesis (other academic/artistic)abstract
- This thesis aims to contribute to a deeper understanding of the Swedish school sports system, a system which has evolved since the beginning of the 1970s, the prevalence of which has increased significantly at all school levels since the mid-1990s and today attracts a large number of pupils and teachers.Starting with the neoliberal discourse which has had a major impact on the development of the Swedish school system, and inspired by Pierre Bourdieu’s theoretical framework, the reasons for the emergence of the school sports system and the reasons why schools chose to specialise in sport is described. Also examined are the pupils and teachers involved and the mechanics behind their participation.Empirically, this thesis is based on registry data, telephone interviews with principals at schools offering school sports and questionnaires responses from pupils and teachers involved in school sports.The results of the thesis suggest that the main reason school sports has become so common is closely connected to increased competition on the local school market; by offering school sports, schools have found a possible way to attract more pupils. Furthermore, the results show that the social characteristics of pupils who have been selected or have chosen to participate in school sports differs from the national population of pupils and participants in sports clubs. This suggests that the available supply of school sports is better adapted to some pupils’ social backgrounds and habitus. In relation to the teachers involved, the results show that other resources than what is normally required to become a teacher is valued in school sports. Instead of a teacher certificate, a coaching education and experiences in competitive sport is valued highly which suggests that this is recognised as symbolic capital for teachers in school sports.In conclusion this thesis demonstrates that school sports is influenced by both the fields of education and sport, and that the increased supply of school sports has implications for both fields.
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| 3. |
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| 4. |
- Börjesson, Mats
(author)
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Fysisk aktivitet, motion på recept
- 2012. - 1
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In: Diabetes och metabola syndromet. - Lund : Studentlitteratur. - 9789144075488 ; , s. 149-158
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Book chapter (other academic/artistic)
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| 5. |
- Jonsdottir, Ingibjörg H, 1966, et al.
(author)
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Stress och fysisk aktivitet
- 2013. - 3
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In: Stress. - Stockholm : Liber. - 9789147105410 ; , s. 175-180
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Book chapter (other academic/artistic)
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| 6. |
- Lundvall, Suzanne, 1957-, et al.
(author)
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Assessing Embodied Knowledge in Swedish PEH : the Influence of Physical Literacy
- 2013
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In: ICSSPE Bulletin. - : International Council of Sport Science and Physical Education. - 1563-3632. ; :65
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Journal article (other academic/artistic)abstract
- There is internationally a growing interest in the concept physical literacy and how it can be used in educational contexts. The aim of this contribution is to illustrate and describe how and in which way Swedish PEH has been influenced by physical literacy in the context of learning outcomes and assessment. The empirical material consists of the PEH curricula and the official supplementary material for qualitative assessment. Tensions between curricula, pedagogy, and assessment are discussed as physical literacy is linked to an individual’s potential and being in the world and not related to assessment of what separates people.
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| 7. |
- Teng, Gunnar
(author)
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Uppdrag samspel : - en studie om elevers samspelskunnande i bollspel i ämnet idrott och hälsa
- 2013
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Licentiate thesis (other academic/artistic)abstract
- This study is an intervention study conducted on students in the middle years of a Swedish suburban school. The aim of the study is to examine students’ cooperative skills in ball games in the subject of physical education. The study’s questions focus on what emerges in activity and in conversation when students receive cooperative tasks that they must complete together in ball games, and how these conversations and activities change during the learning process. The study also focuses on the patterns that occur in the game room when students must help each other cooperate, and on the consequences of these patterns for the learning of cooperation in ball games. The intervention consisted of three game laboratories, created as special tasks by means of cooperation, which were orchestrated. The study is based on and can be understood through John Dewey's pragmatic epistemology. It has a constructionist basis which means that learning and development is seen as an active process where individuals creat meaning in cooperation with others. Furthermore, the theoretical framework implies that students and the environment are seen as constantly interacting, creating each other in a mutual transactional process. A practical epistemology analysis (PEA) was used for the analysis of `talk and action´ in order to explore students' constructions and reconstructions of meaning making and learning about cooperation in ballgames. The empirical material consists of 24 games played and 24 rounds of talks. The first game laboratory focuses on what students are doing and talking about when they are asked to achieve the first pass. The second game laboratory focuses on what they do and talk about in order to succeed together in getting across the field’s halfway line before they get to shoot at goal. The third game laboratory focuses on what students should do to achieve the final pass before shooting at goal. The analysis of the game laboratories shows that it is not enough to pass or to create space as, own rooms in order to achieve cooperation in ballgames. The students’ actions and agreements during talks must also harmonise with the purpose of the task in order to allow learning to cooperate in ballgames to occur. The patterns that emerged in the game room were convergence and divergence; students created their own rooms as well as isolated rooms. Furthermore, densified game room was observed to hinder cooperation, and thinned room to favour cooperation.
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| 8. |
- Tidén, Anna, 1963-
(author)
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Movement Skills Assessment Tools: Aims, Content and Context
- 2012
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In: EERA, ECER, European Educational Research Association, European Conference on Educational Research, Cadiz 2012, 18 - 21 September.
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Conference paper (other academic/artistic)abstract
- URL: Extern länk Ämneskategori: Pedagogik Forskningsämne: Samhällsvetenskap/Humaniora Nyckelord(en) :movement skills, assessment tools, motor skills test Abstract(en) : Movement Skills Assessment Tools: Aims, Content and Context Introduction and Topic To master a broad repertoire of gross movement skills in the early school years seems to contribute to better physical self-esteem and represents a basis for engagement in physical activity and an active lifestyle later in life (Haywood & Getchell, 2005; Stodden, Langendorfer & Robertsson, 2009; Oakley, Booth & Patterson, 2001; Barnett, Van Beurden, Morgan, Brooks & Beard, 2009). Motor development in children has been of interest both in research and in practice. Over the last three to four decades, many motor development assessment tools have been developed to address various questions and for different contexts (Cools, De Martealer, Samaey & Andries, 2008). The overall aim of this study is to explore the purposes of different movement assessment tools used in research and practice. Questions of interest are; what is the purpose of the tool? In which context is the assessment tool employed? Which movement skills are in focus? Are the movements assessed in a quantitative or a qualitative way? Method Methods To examine 10-15 movement skills tools which often are referred to in research. Investigate the settings and contexts in which they are used. Examine the assessment tools in terms of aims, number and character of the selected items, reference system and measure structure. The tools and tests will be selected by review articles, research articles in the areas of physical education, physical activity, health, motor and movement skills and sport. Expected Outcomes There appears to be a change in the purposes of motor skills testing in the last ten to fifteen years. The tests have changed from mainly identifying deficiencies or motor impairments to screening children with the purpose to get “all on the right track”, to be physically active. The study is ongoing and there will be additional findings to discuss further on. Preliminary findings indicate that there have been many different reasons to study children’s movement skills. One question of interest has been to examine if the child is behind their peers in their motor development or if the child suffers from any disease or impairment. (Davis, 2003; Cools et. al., 2008) Other questions addressed are whether a child or student has reached the objectives in the Physical Education curriculum in terms of mastering movement skills (Tidén & Nyberg, 2004). Most of the tests are quantitative but some use a combination of both quantitative and qualitative assessment (Cools et. al., 2008; Tidén & Nyberg, 2004). Purely qualitative assessments are rare. Still most of the assessment tools are developed to be used for detection of irregular motor behavior (e.g. BOT-2 and KTK; Bruininks & Bruininks, 2005; Kiphard & Shilling, 2007).
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