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Sökning: WFRF:(Bäckström Åsa)

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51.
  • Bäckström, Åsa, 1966- (författare)
  • På snowboard genom teoridjungeln : recension av Snowboarding Bodies in Theory and Practice / Holly Thorpe
  • 2015
  • Ingår i: Idrottsforum.org/Nordic sport science forum. - 1652-7224. ; :12 maj
  • Recension (övrigt vetenskapligt/konstnärligt)abstract
    • Den här boken är skriven med avgångsstudenter i åtanke. Boken ska enligt författaren locka till användande av teorier och till tänkande med hjälp av teorier. Den ska presentera teorier på ett tillgängligt sätt. Teorierna i fråga är sociologiska och angränsande till detta akademiska fält. Varje kapitel i boken tar en eller två teorier som utgångspunkt för att belysa snowboard. Studenter skulle då kunna omsätta dessa exemplifierande kapitel och inspireras till att använda teorierna i sina egna arbeten som inte nödvändigtvis behöver handla om just snowboard. Kapitlen är tematiska och handlar till exempel om genus och kropp, om representationer i medier, och om makt och politik.
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52.
  • Bäckström, Åsa, 1966-, et al. (författare)
  • Routes and roots to knowing in Shaun White’s snowboarding road trip : A mycorrhizaic approach to multisensory emplaced learning in exergames
  • 2019
  • Ingår i: Scandinavian Sport Studies Forum. - Malmö : Department of Sport Sciences, Malmö University. - 2000-088X. ; 10, s. 251-278
  • Tidskriftsartikel (refereegranskat)abstract
    • This article explores learning during game-play of a snowboarding video game intrigued by questions raised in the wake of the increasing mediatisation and digitisation of learning. Correspondingly, we answer to calls for more suitable metaphors for learning to cater for the entangled learning processes that changes related to the increase of digital media may infer. Using a short term sensory ethnography approach, we elaborate on the idea of multisensory emplaced learning and propose an organic metaphor – mycorrhiza – to both methodology and learning. Mycorrhiza refers to a symbiotic relationship between fungi and roots of plants in its environment where fungi are the visible effects of the mycorrhiza. The metaphor provides a way to start to unpack sensory, visual and embodied aspects of learning in the complexities of the digital age. By elaborating on the mycorrhizaic concepts fungus, soil, growth, mycelia and symbiosis we show three interrelated ways of moving through this game: (i) a social and cultural route, (ii) a competitive route, and (iii) an experiential route. With help of the metaphor we discern the symbiotic relations between what appeared in our empirical material as visual and other human and non-human aspects of emplacement.
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53.
  • Bäckström, Åsa, 1966-, et al. (författare)
  • Sensory-affective and Social Negotiations in the Changing Room
  • 2021
  • Ingår i: ECER 2021..
  • Konferensbidrag (refereegranskat)abstract
    • ContributionChanging rooms are contested spaces in school settings in Europe. In some countries, such as Norway, a majority (97 %) of the pupils aged 10-16 years in compulsory school use the changing room in connection to PEH, with a slightly lower number using the showers (80,5%) (Mordahl Moen, Westli, & Skille. 2017). In England, however, only 39 % of the similar age group 11-16 year olds reported that they always or sometimes shower (Sandercock, Ogunleye, & Voss. 2016). Amongst Danish pupils (age 16-19) slightly less showered after PEH, 37% (GIPS, 2018). There were no gender differences in these studies (Couturier, Chepko, & Coughlin. 2007; Mordahl Moen, Westli, & Skille. 2017; Sandercock, Ogunleye, & Voss. 2016).Although the most common reason for avoiding to take a shower after class was lack of time and the reason for not attending PEH-class at all was to avoid being sweaty when going to the next class (Couturier, Chepko, & Coughlin. 2005), it is reasonable to believe that there might be other explanations too. Pupils may feel uncomfortable in this space for a variety of reasons (Frydendahl & Friis Thing, 2020). Getting undressed in front of peers may be experienced as a vulnerable situation due to personal insecurity or fear of exposure in social media. Puberty is a particularly susceptible period in life because of bodily changes, and exposure of breast, pubic hair or lack thereof, may inflict both shame and pride among peers. Yet, changing clothes in these spaces is often a compulsory activity for pupils attending PEH- classes both before such an activity and afterwards.The changing room provides a site for transforming yourself from the everyday you to the sporting you and then back again. This transformation involves socio-cultural, material, sensorial and affective aspects. For instance, shedding the outer skin, metaphorically speaking, reveals what is beneath, i.e. the naked body with all its beauty and fleshly flaws. This is a place for negotiating and regulating looks, but also for negotiating and regulating observational practices. Moreover, having showers after physical include a component of hygiene.As a teacher in PEH, handling changing room situations are part and parcel of everyday life. Students in this type of teacher training have considerable personal experience from changing rooms and will also be responsible for their future pupils’ transitions to and from physical activity. Yet, little attention is normally given to changing room practices during teacher training. In order to address this gap, the overall aim of this study was to describe and analyse the affective experiences related to the changing room practices expressed by students in PEH teacher training and further to analyse the students’ reflections on their future teaching practices concerning this space. To meet this aim, three research questions were developed: 1) How did the students describe their changing room practices, 2) which were the occurring affects stimulated in the changing room context, 3) how did the students reflect on their forthcoming pedagogical practices involving changing room procedures for their pupils?Theoretically, this study draws from Tomkins’ (1962; 1963; 1991) ideas of affect and scripts, further elaborated by scholars such as Demos (Tomkins & Demos 1995) and Probyn (2005). Affect is described as a primary motivator in human beings and is, in contrast to feelings and emotion, a basic system for human functioning (Tomkins & Demos, 1995). Thus, feelings are the consciousness of affect. Script theory is based on behaviour and personal structure as responses to affect. Tomkins argued that behaviour and personal structures develop when affect is triggered in a certain intensity, place, event, or situation: so-called affective scenes.MethodMethodologically, this study is inspired by Pink’s notion of sensory ethnography (Pink 2015). Pink proposed an “emplaced ethnography that attends to the question of experience by accounting for the relationships between bodies, minds, and the materiality and sensoriality of the environment” (2015, p. 28). In this way a focus is placed on the experiencing body and mind in a material environment. We have employed what could be termed short term ethnography (Pink & Morgan, 2013) or focused ethnography (Andreassen, K. Christensen & Møller, 2019). Six students in PEH teacher training volunteered as research participants. The students (3 women and 3 men) ranged between 23 and 28 years of age and were all enrolled at a sports university college in one of Sweden’s largest cities. All of the participants had teaching experience, either from teacher training or from previous employment. Five of the participants did their fourth semester and one did his second semester. In practice, we filmed semi-structured interviews walking and talking through the changing room practices in situ. The research participants selected changing rooms at the university college. For ethical reasons, the research participants were fully dressed and the changing rooms were empty of other people. Besides the interviews taking place in a potentially compromising space, video recording may be more intrusive than other methods (Öhman and Quennerstedt 2012). Therefore, ethical consideration was of utmost importance and strict measures were continuously taken into account (Pink 2015; Vetenskapsrådet, 2002). The video recordings provided rich and multi-layered data in line with Pink and Morgan (2013) who argue that the intensity and depth of content may be well captured through visual methods. In our study, in the actual changing room, the video recordings allowed participants to describe the multisensory experiences and different strategies for various types of movement, such as going in and out of the shower and the different stages of getting dressed or undressed. The recordings lasted on average 39 minutes. Transcription included spoken language, bodily comportment and spatial location. Extreme accuracy was applied in the transcription where a word-by-word approach was used. Each spoken word and meaningful pause, bodily action, facial expression and movement was transcribed (Knoblauch, Tuma & Schnettler, 2014; Kvale, 2007). The data was analysed for content by coding, categorizing and finally thematising. This process was guided by the research questions and the theoretical framework, but it was an open and inductive enterprise (Julien, 2008).Expected OutcomesThe research participants in our study can be categorised as young adults having experiences from various changing rooms both as pupils, students, teachers-in-training and as a persons with interest for physical activity, making them rich in experience, especially in school settings. The study indicated affective scenes of shame in changing room practice for these teachers-to-be. The affect of shame was detected and structured by previous experiences and the material and social condition of the room. Some positive affect was also detected, such as joy. As a response to the affect of shame, the participants used shame-management scripts. These were adhering to their practices as in the choice of a spot, positioning, high pace, and always being covered by towel or clothes. Some macho scripts were also detected. Despite the affect of shame and the use of shame-management scripts, the overall perception of changing rooms was good and associated with positive experiences. These experiences arose most often from circumstances surrounding the changing room rather than from the changing room itself, such as physical activity and the lingering feeling of freshness. The results in our study are consistent with previous studies in observing dilemmas in the changing rooms, involving discomfort, experiences of unwanted visibility, and shame. It is also in line with previous research which shows how these experiences sometimes lead to alternative ways to cater for hygiene. These findings are troublesome as previous research has suggested that both younger children and adults seem to cope better in the changing rooms compared to adolescents. The research participants expressed great concern about their future professional challenges and reflected lengthily on strategies to make changing room practices smooth for their future pupils. For example, they would try to obtain a laid back attitude towards menstruation.References Andreassen, K, Christensen, M. & Møller, J. (2019) Focused ethnography as an approach in medical education research. Medical education, 54:4, 296-302. Couturier, LE., Chepko, S., Coughlin, MA. (2005). Student Voices – What Middle and High School Students Have to Say about Physical Education. Physical Educator, 62:4. 170–178. Couturier, LE., Chepko, S., Coughlin, MA. (2007). Whose Gym Is It? Gendered Perspectives on Middle and Secondary School Physical Education. Physical Educator, 64:3, 152–159. Frydendal, S., & Friis Thing, L. (2020) A shameful affair? A figurational study of the change room and showering culture connected to physical education in Danish upper secondary schools. Sport, Education and Society, 25:2, 161–172. Julien, H. (2008). Content analysis. In Given, L. M. (Ed). The SAGE Encyclopedia of Qualitative Research Methods (1st ed., pp. 121–122). Sage. Knoblauch, H., Tuma, R., & Schnettler, B. (2014). Video analysis and videography. In U. Flick. (Ed). The SAGE Handbook of Qualitative Data Analysis (1st ed., pp. 435–449). Sage. Mordahl Moen, K., Westli, K., Skille, EÅ. (2017). Nakenhet som allmenndanning. Garderobesituasjon og kroppsovning slik norske grunnskoleelever opplever det. Norsk Pedagogiks Tidskrift, 101:1, 5–18. O’Donovan, T., Sandford, R., & Kirk, D. (2015). Bourdieu in the changing room. In L. Hunter, W. Smith, & E. Emerald (Eds.), Pierre Bourdieu and physical culture. Routledge. 57-64. Pink, S., & Morgan, J. (2013). Short term ethnography: Intense routes to knowing. Symbolic In
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54.
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55.
  • Bäckström, Åsa, 1966- (författare)
  • Sinnlig, skamlös och stolt - om kvinnlig svensk skateboardåkning.
  • 2009
  • Ingår i: Kultur~Natur. - Linköping : ACSIS, Linköpings universitet. ; , s. 91-
  • Konferensbidrag (refereegranskat)abstract
    • Det har skett ett antal vändningar inom samhällsvetenskaplig forskning på senare tid. En sådan vändning har beskrivits som kroppslig, och som en konsekvens därav kan vi enligt somliga idag också tala om en sinnlig revolution. Skateboardåkning är en synnerligen fysisk aktivitet där kroppens sinnen används i hög grad. Ljudet av hjulen mot underlaget indikerar till exempel materialets beskaffenhet och brädans fart för utövaren. I den här presentationen diskuteras (kvinno-)kroppens upplevelse av skateboardåkning. I kroppen omsätts omgivningens arkitektur till sinnlig upplevelse och affekt. Där möts den fysiologiska känslan och den sociokulturella. Kroppar uttrycker och gör. De lyckas och misslyckas. De strålar av lycka och böjer sig i skam. Teoretisk inspiration hämtas från Tomkins bland andra.
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56.
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57.
  • Bäckström, Åsa, 1966- (författare)
  • Skateboard girls : On power, senses and affective embodiment.
  • 2009
  • Ingår i: ESA 2009..
  • Konferensbidrag (refereegranskat)abstract
    • As one of the many claimed turns in social sciences lately, we experience (sic!) a corporeal one and as consequence we now know of a sensual revolution. Within that framework this paper discusses female skateboarding and its sensuous appearance. Female skateboarders in Sweden are using their bodies to negotiate power. In so doing their performing bodies are sensing subjects but also sensational objects. Bodies are where senses and affect meet with cultural and social assumptions. Bodies express and perform, bodies fail and succeed, bodies beam in pride and are put in place. Theoretical inspiration comes from various areas such as girlhood studies, the anthropological research on the senses in culture, and the psychology of affect.
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58.
  • Bäckström, Åsa, 1966-, et al. (författare)
  • Skateboarding beyond the limits of gender? : Strategic interventions in Sweden
  • 2018
  • Ingår i: Leisure Studies. - : Informa UK Limited. - 0261-4367 .- 1466-4496. ; 37:4, s. 24-439
  • Tidskriftsartikel (refereegranskat)abstract
    • Sweden prides itself as a country where young women can enjoy gender equality. Yet many young women skateboarders still experience discomfort when skateboarding in public spaces. We argue that diverse strategies are required to intervene in the intransigent problem of gender inequality in the male-dominated sport of skateboarding. We discuss two intertwined strategies adopted in Swedish skateboarding contexts, strategic visibility and strategic entitlement. Strategic visibility is premised on making girls a special case, separated from the boys, and therefore highly visible. The other intervention goes beyond the limits of gender, aiming to achieve strategic entitlement, which takes-for-granted girls’ participation and competence. Drawing from ethnographic data, we explore the paradoxical spaces of these interventions, identifying the benefits and risks of each strategy. We conclude that both strategies are important, yet the latter breaks new ground. Strategic entitlement, which constructs skateboarding girls as ordinary and indistinguishable from boys, no longer constructs gender as a limiting factor. Interventions to promote gender equality should include strategies that seek to go beyond gender and strategies that acknowledge the significance of gender. We need to keep experimenting with and researching the unintended consequences of all strategies for challenging and changing male dominance in sport and leisure.
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59.
  • Bäckström, Åsa, 1966-, et al. (författare)
  • Skateboarding: From Urban Spaces to Subcultural Olympians
  • 2022
  • Ingår i: Young - Nordic Journal of Youth Research. - : Sage Publications. - 1103-3088 .- 1741-3222. ; 30:2, s. 121-131
  • Tidskriftsartikel (refereegranskat)abstract
    • Skateboarding or ‘sidewalk surfing’ emerged in the late 1950’s southern California, whereby surfers were not in the sea. The aim of this special issue is to benchmark critical research on skateboarding, youth and subculture on an international basis to contribute to the field of research which explores contemporary skateboarding focusing on young people’s everyday lives from a cultural perspective. Skateboarding is a very individual thing; it is about balance, and it is also about how you hold yourself in a collective subculture within local communities and global media where ‘living side ways’ as Friedel (2016) calls it, is a type of philosophy of the everyday. Skateboarding has evolved from a creative urban activity with a legendary past meshed with subcultural values into an Olympic sport and a platform for multinational industry and global enterprises. On this basis there are tensions between subcultural authenticity within skateboarding and the pursuit of instrumental profit sought by corporate companies who are at some distance from the young people themselves. (Introduction)
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60.
  • Bäckström, Åsa, 1966- (författare)
  • Spår : Om brädsportkultur, informella lärprocesser och identitet
  • 2005
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Today’s society is subject to an increased importance of aesthetics and an increasing individualism. New trends are adopted early by young people, which make it interesting to focus on how identity is formed and meanings are constructed in a youth culture context and in relation to ongoing societal processes of change.The purpose of this dissertation is to interpret and analyse the construction of meaning within the skateboard and snowboard communities in the social and cultural contexts. In particular, this dissertation is about the relationship between three levels, cultural, practice and individual. The title “Traces” alludes to four analytical themes taking different tracks in the book; consumption, gender, place and identity that are reflected in different chapters. However, the individual leaves traces in culture as culture does in the individual. Furthermore, skaters and snowboarders leave actual tracks in their local geography.Theoretically the study has a culture analysis approach with a semiotic base where five theories are intertwined. Johan Fornäs contributes with his interpretation on culture as system of signs and signifying practices, Stuart Hall adds the concept of representations, Kirsten Drotner provides her argumentation regarding aesthetic practices whilst Ulf Hannerz enriches the dissertation with his discussion on transnational culture-flows and the social diffusion of culture. Roger Säljö proposes a socio-cultural perspective of learning where learning is about participation in knowledge and skills. The method used is ethnographical. The multifaceted empirical material, from field studies and interviews, Swedish skateboard and snowboard magazines between 1978 to 2002, skateboard and snowboard videos, press articles, and websites, has been triangulated. In addition, there are three personal albums of skateboarder, snowboarder and surfer Ants Neo.The study shows that there are stereotyped notions about what boarding means and what it means to be a boarder. These notions both create and are created by the boarders themselves but are also used by advertisers for products not related to board sports at all. These notions, based as they are on ideas of resistance and radicalism, serve to emphasise that boarding is masculine. Resistance takes concrete form in its attitude to organized sports and to multinational brands and in the unusual use of places in the urban environment. To be a boarder is, apart form the boarding skills required, to be also part and parcel of these attitudes.The study explains how meaning and identity are created through informal learning processes in youth culture contexts. In these group-forming processes, both the individual and the community are formulated in social, cultural and aesthetic terms.
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