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- Jerlinder, Kajsa, 1976-, et al.
(författare)
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Swedish primary-school teachers' attitudes to inclusion : the case of PE and pupils with physical disabilities
- 2010
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Ingår i: European Journal of Special Needs Education. - London : Routledge. - 0885-6257 .- 1469-591X. ; 25:1, s. 45-57
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Tidskriftsartikel (refereegranskat)abstract
- Teachers play a decisive role in making inclusive education a reality. The particular case of inclusion in physical education (PE) poses a specific challenge to teaching practice. How PE teachers view inclusion may provide special insights into teachers' general attitudes toward inclusion and inclusive practices in the general school curriculum. The aim of this study is to investigate Swedish PE teachers' attitudes to inclusion of pupils with physical disabilities in mainstream PE classes at primary school. The sampling frame was members of the Swedish Teachers' Union who had registered themselves as PE teachers and who indicated a current e-mail address (n = 560). Respondents were invited to complete an e-mail questionnaire with questions covering demographics, general attitudes, support from school management and staff, possible hindrances and personal experiences of inclusion. A total of 221 teachers (39%) responded, equal numbers of males and females with a bimodal age distribution (means of 28 and 44) with an average of eight years of service. On average, Swedish PE teachers are very positive to inclusion of pupils with physical disabilities into general PE. Gender, age, years of service and work satisfaction had no impact on general opinions of inclusive PE. PE teachers with actual previous experience of teaching pupils with physical disabilities were slightly more positive to inclusive PE. Stepwise multiple regressions were used to establish a predictive model of positive attitudes to inclusion based on: (1) having adequate training; (2) having general school support (from management and staff); and (3) demands on resources. This yielded an adjusted R2 that explained 33% of variation in attitudes.
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| 2. |
- Barker, Dean, 1977-, et al.
(författare)
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How Movement Habits Become Relevant in Novel Learning Situations
- 2024
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Ingår i: Journal of teaching in physical education. - : Human Kinetics. - 0273-5024 .- 1543-2769. ; 43:1, s. 152-160
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: To (a) present a theoretical framework that describes how learners' movement habits become relevant in the development of movement capability and (b) present data that illustrate how this process occurs in practice. Method: An investigation with preservice physical education teachers was conducted in two phases. The first phase involved examining participants' movement habits, and the second phase involved examining the participants' development of novel capabilities in the context of unicycling. Results: Empirical materials from two participants are presented as case studies. The cases demonstrate how different sets of movement habits interact with novel tasks, making the demand for creative action more or less likely. The cases also demonstrate how subjective and physical elements are interwoven. Finally, the cases provide insights into potentially productive habits for movement learning. Discussion/Conclusion: The paper is concluded with pedagogical implications, including a consideration of how crises might be managed in educational contexts.
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| 5. |
- Redelius, Karin, et al.
(författare)
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Physical education in Scandinavia : an overview and some educational challenges.
- 2010
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Ingår i: Sport in Society. - : Informa UK Limited. - 1743-0437 .- 1743-0445. ; 13, s. 691-703
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Tidskriftsartikel (refereegranskat)abstract
- As in a number of other countries, the educational systems of Denmark, Norway and Sweden are experiencing expansion and change. These reforms have meant many changes and new challenges for the teachers, especially with reference to their work outside the classroom (or the gym). In Sweden, for example, teachers are expected to collaborate in order to give national syllabi a more concrete and local form, which in turn demands a common professional language. In this essay, our aim is to cast a pedagogic and somewhat didactic light on the subject by 1) giving a short and descriptive picture of some aspects of PE in Scandinavia's nine-year compulsory schools, with a main focus on Sweden, and by 2) identifying and discussing some of the educational challenges facing the subject today, also mainly from a Swedish perspective.
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| 7. |
- Barker, Dean, 1977-, et al.
(författare)
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Physical Education Teachers and Competing Obesity Discourses : An Examination of Emerging Professional Identities
- 2021
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Ingår i: Journal of teaching in physical education. - : Human Kinetics. - 0273-5024 .- 1543-2769. ; 40:4, s. 642-651
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Tidskriftsartikel (refereegranskat)abstract
- Aim: To provide insight into how physical education teachers use discursive resources related to obesity to create particular professional identities.Method: Data come from focus group and individual interviews with physical education teachers in Sweden. Discourse theory on teacher identities frame the analysis of the empirical material.Results: Data suggest that teachers in Sweden make use of six distinct but related discursive contributions to produce three professional identities: the caring practitioner, an identity concerned with ensuring all pupils irrespective of size participate in physical education; the activity luminary, an identity that focuses on inspiring pupils toward activity across the lifespan, and; the body rationalist, an identity concerned with challenging unrealistic media discourses and reassuring pupils that they have “normal” bodies.Discussion: The identities appear more inclusive, sensitive, and critical than current physical education literature on obesity suggests, however they also contain elements that are fundamentally unsympathetic to overweight individuals.
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| 8. |
- Engdahl, Christopher, et al.
(författare)
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Exploring Movement in Creative Dance: Introducing ‘Dancemblage’ in Physical Education Teacher Education
- 2023
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Ingår i: Journal for Research in Arts and Sports Education. - Oslo : Cappelen Damm Akademisk. - 2535-2857. ; 7:3, s. 43-58
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Tidskriftsartikel (refereegranskat)abstract
- Materialities play a crucial role in both the educational practice of physical education (PE), and in physical education teacher education (PETE). This article explores how, often unnoticed, materialities, human as well as non-human, play part in movement exploration in creative dance in PETE. The methodological point of departure is a pedagogical unit in creative dance enacted as part of an optional dance course in a Swedish PETE program where movement exploration was studied. In the unit, students and a teacher collaboratively explored movement and movement assignments, including the use of materialities. In order to understand how materialities ‘co-act’ in movement exploration during class, this article provides a post-anthropocentric and Deleuzian approach. The concept dancemblage is introduced both as a way to analyse materiality and as something to work with in pedagogical practice. Moreover, the article suggests that by recognising dancemblages in creative dance teaching, teachers can be given a tool to further learn about learners’ explorations and to become open to divergent understandings about what it means to participate in creative dance
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| 9. |
- Larsson, Håkan
(författare)
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Idrott och hälsa - vad är det?
- 2004
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Ingår i: Svensk Idrottsforskning. - 1103-4629. ; :4, s. 38-41
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Vad är ämnet idrott och hälsa? Frågan kan tyckas märklig, men lyssnar man på dagens offentliga samtal om ämnet, läser aktuella styrdokument samt lyssnar på idrottslärare och elever, får man en minst sagt komplex bild av vad det kan vara – och vad det ska eller bör vara. Den här artikeln syftar till att diskutera vad ämnet är idag i skolans värld, sett genom elevers ögon – och vilka utmaningar alla som jobbar med ämnet står inför.
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