| 61. |
- Quennerstedt, Mikael
(författare)
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Idrott och hälsa : en samtalsguide om kunskap arbetssätt och bedömning
- 2007
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Denna samtalsguide i Idrott och hälsa erbjuder lärare i ämneslag och arbetslag ett konkret verktyg för att reflektera över och samtala om undervisningens innehåll, arbetssätt och bedömning. Den innehåller viktiga slutsatser från Nationella utvärderingen av grundskolan 2003 (NU 03) med en efterföljande reflekterande ansats och diskussionsfrågor att lyfta i skolans olika samtalarenor eller för egen kompetensutveckling.
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| 62. |
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| 63. |
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| 64. |
- Quennerstedt, Mikael, et al.
(författare)
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On the use of artefacts in physical education
- 2008
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The overall objective of this article is to discuss and problematize the meaning and use of artefacts in physical education by applying a sociocultural perspective to learning and artefacts. An empirical material of video recorded physical education lessons in Sweden is used to illustrate how artefacts in different ways can play a part in meaning making processes in physical education. The results of the study illustrate that a ball can be constituted as a “great toy” and that in the practice of physical education being physically active and an active participant in a certain game is regarded as reasonable. However, the results also illustrate that the ball can be constituted as a “lethal projectile” and a pupil positioned as lazy and unwilling. In the article we argue that empirical studies of “artefacts-in-use” are both important and valuable, as are physical education teachers’ reflections about the role of artefacts in their teaching.
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| 65. |
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| 66. |
- Quennerstedt, Mikael, et al.
(författare)
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Physical education in Sweden : a national evaluation
- 2008
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Ingår i: Education-line. ; , s. 1-17
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- A national evaluation of Swedish compulsory schools was undertaken in 2003. This evaluation covers 16 compulsory school subjects in Year 9, including physical education (PE). The PE study includes a sample of 6,788 pupils and 1,688 teachers in Year 9 for background data and school subject comparisons. A questionnaire was also sent to the parents of the 6,788 pupils, and register data was collected on pupils’ final grades and parents’ educational levels. A smaller sample of 2,407 pupils and 82 PE teachers has been used in order to analyse pupils’ and teachers’ attitudes towards PE. The main focus of this article is the subject content in PE, with a particular focus on the teaching, the learning, and the teachers’ and pupils’ attitudes towards the subject. The results of the study show that PE is valued highly by both pupils and parents. Pupils active in sports enjoy PE the most, and the subject content is characterised by enjoyment in movement. The majority of the pupils are physically active during the lessons (85.2 percent), although at the same time a significant minority of the girls are present but inactive during PE. Of all the school subjects in Sweden, PE is the only ‘boyish’ subject and boys attain higher grades, enjoy it more and are more involved in and able to influence the content. The most important determining factors affecting grades in PE are leisure sport activity, parents’ educational levels, gender and cultural capital.
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| 67. |
- Quennerstedt, Mikael
(författare)
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Pragmatisk diskursanalys av praktiknära texter : en analys av meningsskapandets institutionella innehåll och villkor
- 2008
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Ingår i: Utbildning och Demokrati. - Örebro : Örebro universitet. - 1102-6472 .- 2001-7316. ; :3, s. 89-112
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Tidskriftsartikel (refereegranskat)abstract
- In this article, a way to study subject content through analysis of practice near texts (for example local curriculum documents) is presented. With a point of departure in Dewey’s transactional perspective on meaning making as well as a discourse theoretical position, the article suggests that results of pragmatic analysis’ can be considered as investigations of the institutional content and conditions of meaning making. The results of an analysed text content can consequently be discussed as part of meaning making processes. As an example of the approach, results from a study of health in physical education is presented.
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| 68. |
- Quennerstedt, Mikael, et al.
(författare)
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Swedish physical education research
- 2008
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Ingår i: Physical Education and Sport Pedagogy. - Abingdon, Oxfordshire : Routledge. - 1740-8989 .- 1742-5786. ; 13:4, s. 295-302
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Tidskriftsartikel (refereegranskat)abstract
- This article does not have an abstract.
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| 69. |
- Quennerstedt, Mikael, et al.
(författare)
-
Vaulting horses, basket balls and lines in the floor : understanding artefacts in physical education
- 2008
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The overall objective of this article is to discuss and problematize the meaning and use of artefacts in physical education by applying a sociocultural perspective to learning and artefacts. An empirical material of video recorded physical education lessons in Sweden is used to illustrate how artefacts in different ways can play a part in meaning making processes in physical education. The results of the study illustrate that a ball can be constituted as a “great toy” and that in the practice of physical education being physically active and an active participant in a certain game is regarded as reasonable. However, the results also illustrate that the ball can be constituted as a “lethal projectile” and a pupil positioned as lazy and unwilling. In the article we argue that empirical studies of “artefacts-in-use” are both important and valuable, as are physical education teachers’ reflections about the role of artefacts in their teaching.
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| 70. |
- Rønnestad, Bent R., et al.
(författare)
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Dissimilar effects of one- and three-set strength training on strength and muscle mass gains in upper and lower body in untrained subjects
- 2007
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Ingår i: Journal of Strength and Conditioning Research. - : Ovid Technologies (Wolters Kluwer Health). - 1064-8011 .- 1533-4287. ; 21:1, s. 157-163
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to compare the effects of single- and multiple-set strength training on hypertrophy and strength gains in untrained men. Twenty-one young men were randomly assigned to either the 3L-1UB group (trained 3 sets in leg exercises and 1 set in upper-body exercises; n = 11), or the 1L-3UB (trained 1 set in leg exercises and 3 sets in upper-body exercises; n = 10). Subjects trained 3 days per week for 11 weeks and each workout consisted of 3 leg exercises and 5 upper-body exercises. Training intensity varied between 10 repetition maximum (RM) and 7RM. Strength (1RM) was tested in all leg and upper-body exercises and in 2 isokinetic tests before training, and after 3, 6, 9, and 11 weeks of training. Cross sectional area (CSA) of thigh muscles and the trapezius muscle and body composition measures were performed before training, and after 5 and 11 weeks of training. The increase in 1RM from week 0 to 11 in the lower-body exercises was significantly higher in the 3L-1UB group than in the 1L-3UB group (41 vs. 21%; p < 0.001), while no difference existed between groups in upper-body exercises. Peak torque in maximal isokinetic knee-extension and thigh CSA increased more in the 3L-1UB group than in the 1L-3UB group (16 vs. 8%; p = 0.03 and 11 vs. 7%; p = 0.01, respectively), while there was no significant difference between groups in upper trapezius muscle CSA. The results demonstrate that 3-set strength training is superior to 1-set strength training with regard to strength and muscle mass gains in the leg muscles, while no difference exists between 1- and 3-set training in upper-body muscles in untrained men.
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