| 1. |
- Backman, Erik, 1972-, et al.
(författare)
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Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education : A student perspective
- 2020
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Ingår i: European Physical Education Review. - : Sage Publications. - 1356-336X .- 1741-2749. ; 26:1, s. 111-127
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to analyse and discuss physical education teacher education (PETE) students? conceptions of teaching and assessment of movement capability as a part of content knowledge in aquatics, dance and ice-skating at a university in Sweden. The theoretical perspective involves Shulman?s concept of content knowledge, the further elaboration of content knowledge into common content knowledge, and the theoretical perspective underpinning movement capability. The sample consists of two groups with a total of seven PETE students who volunteered to take part in group interviews. Semi-structured interviews with the two groups were conducted on three occasions. Findings display that the students? conceptions of movement capability seem to be focused around performance of movements. Further, the participants felt the messages to be unclear in terms of what they are to know regarding movement capability before entering PETE. There was also a contradiction in that the PETE students felt it to be obvious that they would ?know? certain movements, and at the same time they requested clear and distinct criteria when it came to the performance of movements. This study shows that expectations in terms of PETE students? levels of movement content knowledge need to be further investigated and discussed. This study also highlights the importance of conceptualising what PETE students need to learn if they are to see the need to develop their movement capability on their own. Assessments of students? reflections on what it means to master movements are discussed as an alternative to assessment of performance of movements.
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| 2. |
- Backman, Erik, 1972-, et al.
(författare)
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‘We should assess the students in more authentic situations’ : Swedish PE teacher educators’ views of the meaning of movement skills for future PE teachers
- 2016
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Ingår i: European Physical Education Review. - 1356-336X .- 1741-2749. ; 22:1, s. 47-64
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Tidskriftsartikel (refereegranskat)abstract
- The question of what knowledge a student of Physical Education (PE) needs to develop during PE teacher education (PETE) was recently discussed. One form of knowledge is the movement practices that students must meet during their education. Given the limited time, a delicate matter is whether to prioritize movement knowledge and consider it as subject matter knowledge (e.g. performance of the freestyle stroke) or as pedagogical content knowledge (e.g. teaching how to perform the freestyle stroke). The aim is to investigate Swedish PE teacher educators’ views on the meaning of movement skills for future PE teachers and to analyse the learning cultures made visible in the ways the meaning of movement is expressed. We conducted interviews with 12 teachereducators and collected documents with tasks for assessment from five PETE universities in Sweden. Inspired by Bourdieu’s field metaphor, and particularly its use by Hodkinson et al. on learning cultures, we then analysed the collected material. In the results, different views on the meaning of movement skills are made visible. The PE teacher can be seen as an instructor, as well as a facilitator of movements. Movement skills can be seen as essential for a teacher in PE, as well as valuable but not essential. Movement quality can also be viewed as universal, as well as contextual. Swedish teacher educators in PE appear to ascribe value to all the positions made visible in this study. These results are discussed from the perspectives of epistemology, assessment and learning cultures.
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| 3. |
- Barker, Dean, 1977-, et al.
(författare)
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Power and group work in physical education : A Foucauldian perspective
- 2017
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Ingår i: European Physical Education Review. - London, United Kingdom : Sage Publications. - 1356-336X .- 1741-2749. ; 23:3, s. 339-353
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Tidskriftsartikel (refereegranskat)abstract
- Group work is used in physical education (PE) to encourage student-directed, collaborative learning. Aligned with this aim, group work is expected to shift some power from teacher to students and enable students to make decisions and co-construct meaning on their own. There are, however, very few investigations focusing on power in group work situations in PE, with most research focusing on learning and content. Assumptions about the nature of power and its mechanisms have been largely implicit. The purpose of this paper was consequently to explore power relations in PE group work. To do this, we have drawn primarily on observational data of three groups working together to choreograph a dance performance in a Swedish PE lesson. A small amount of pre- and post-lesson interview material is used as a complementary data source. Michel Foucault’s notion of power as action-on-action is used to identify different types of power relations in this group work. Four specific kinds of relations are presented concerning: (1) the students’ task; (2) other cultures; (3) gender; and (4) interactions with one another. These relations suggest that power relations are not simply created locally between group members, nor are power relations only a function of the members’ proficiency in the task. In these respects, the results encourage a reconsideration of learning in group work and open up new avenues for further research. The paper is concluded with practical considerations that relate to common assumptions about student power, teacher authority and the potential benefit of ambiguous tasks in group work.
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| 4. |
- Barker, Dean, 1977, et al.
(författare)
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Power and group work in physical education: A Foucauldian perspective
- 2017
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Ingår i: European Physical Education Review. - : SAGE Publications. - 1356-336X .- 1741-2749. ; 23:3, s. 339-353
-
Tidskriftsartikel (refereegranskat)abstract
- Group work is used in physical education (PE) to encourage student-directed, collaborative learning. Aligned with this aim, group work is expected to shift some power from teacher to students and enable students to make decisions and co-construct meaning on their own. There are, however, very few investigations focusing on power in group work situations in PE, with most research focusing on learning and content. Assumptions about the nature of power and its mechanisms have been largely implicit. The purpose of this paper was consequently to explore power relations in PE group work. To do this, we have drawn primarily on observational data of three groups working together to choreograph a dance performance in a Swedish PE lesson. A small amount of pre- and post-lesson interview material is used as a complementary data source. Michel Foucault's notion of power as action-on-action is used to identify different types of power relations in this group work. Four specific kinds of relations are presented concerning: (1) the students' task; (2) other cultures; (3) gender; and (4) interactions with one another. These relations suggest that power relations are not simply created locally between group members, nor are power relations only a function of the members' proficiency in the task. In these respects, the results encourage a reconsideration of learning in group work and open up new avenues for further research. The paper is concluded with practical considerations that relate to common assumptions about student power, teacher authority and the potential benefit of ambiguous tasks in group work.
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| 5. |
- Barker, Dean, 1977, et al.
(författare)
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Student learning through interaction in physical education
- 2017
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Ingår i: European Physical Education Review. - London, United Kingdom : Sage Publications. - 1356-336X .- 1741-2749. ; 23:3, s. 273-278
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Tidskriftsartikel (refereegranskat)abstract
- The creation of this special issue can be thought of as a cartographic exercise aimed at providing examples of current research on learning in and through interactions in physical education. Together, the collection forms a kind of map useful for identifying connections and conceptual similarities and differences between current approaches. As such, the special issue has the potential to stimulate dialogue and to guide future research and pedagogical endeavors when encouraging student learning through interaction in physical education. As with any project of this sort, it is expedient to begin with some contextualization. Over the last 50 years, following the work of prominent education theorists like Piaget and Vygotsky, constructivist principles have become a central feature of the educational landscape (Roth and Lee, 2007; Fosnot, 2005). This trend has led to a practical emphasis on providing students with opportunities to make decisions, work collaboratively, discuss content, and negotiate with one another to actively ‘construct meaning’ in physical education. Constructivist perspectives have provided an important stimulus for the genesis of policy decisions, scholarship and pedagogical models (Rovegno and Dolly, 2006, Wright, Macdonald and Burrows, 2004). Pedagogical models with social constructivist orientations in PE include Sport Education (Kirk, 2006; Siedentop, Hastie, and van der Mars, 2011), Teaching Games for Understanding (TGfU) (Butler, 2006; Kirk and MacPhail, 2002) and Cooperative Learning (Dyson and Casey, 2014; Lafont, 2012). While it is not entirely clear the extent to which these models, or indeed constructivist principles in general, are being implemented in physical education internationally, the volume of literature on constructivist approaches (Rovegno and Dolly, 2006), along with the frequency of use of terms like ‘student centered’ suggest there has been a significant shift in the way physical educators think about teacher-student and student-student interactions. This is a key reason for examining interactions in practice more closely, and an important starting point for this special issue.
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| 6. |
- Bergentoft, Helene, 1964
(författare)
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Running: A way to increase body awareness in secondary school physical education
- 2020
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Ingår i: European Physical Education Review. - 1356-336X .- 1741-2749. ; 26:1, s. 3-21
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Tidskriftsartikel (refereegranskat)abstract
- Research suggests that young people’s understanding of how their bodies move in space and time is deteriorating. The aim of this study was to examine how students learn to analyse sensations and feelings while running. In total, 94 students aged 16–19 years and seven physical education (PE) teachers from two different secondary schools participated in the study. Five different PE lessons were designed, conducted and analysed based on the tenets of variation theory. Two questions guided the investigation: (a) What aspects of the running movement do students discern as critical for increased awareness of body posture in running? (b) In what way do lesson designs and teaching techniques affect students’ identification of critical aspects of body posture in running? The paper provides examples of how embodied exploration of body awareness can be used as an educational means to enhance movement capabilities. Two themes are identified and described: tentative critical aspects of body posture for running, and differences in students’ ways of developing movement capability. The paper concludes with a summary of the main results along with reflections on issues that require further attention.
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| 7. |
- Caldeborg, Annica, 1973-, et al.
(författare)
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Intergenerational touch in physical education in relation to heteronormativity : Female students’ perspectives
- 2020
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Ingår i: European Physical Education Review. - : Sage Publications. - 1356-336X .- 1741-2749. ; 26:2, s. 392-409
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Tidskriftsartikel (refereegranskat)abstract
- Research within the field of intergenerational touch has shown that there is a tension between the need to use physical contact as an obvious pedagogical tool, and the no-touch discourse. Within this tension physical contact between physical education teachers and students has also been shown to be a gender/ed issue with heteronormative points of departure. The aim of this study is to investigate how young adult female students’ talk about physical contact between teachers and students in physical education is related to heteronormativity. The study takes its starting point in Foucault’s work on discourses and Butler’s performative perspective. Thirteen female students in upper secondary school were interviewed in four focus groups using photo elicitation. In the findings, three performatives are identified that show how the students’ talk about physical contact between teacher and student in physical education is related to heteronormativity. The three performatives are: (a) gendering with age; (b) being wary of men; and (c) feeling sympathy for men. The paper discusses the effects the heteronormative discourse has on young adult female students and male teachers in relation to physical contact in physical education.
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| 8. |
- Casey, Ashley, et al.
(författare)
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Cooperative learning in physical education encountering Dewey’s educational theory
- 2020
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Ingår i: European Physical Education Review. - : Sage Publications. - 1356-336X .- 1741-2749. ; 26:4, s. 1023-1037
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Tidskriftsartikel (refereegranskat)abstract
- Cooperative learning can be considered as an umbrella term for a number of classroom practices. In this paper we consider the educative nature of cooperative learning in physical education, and we have challenged ourselves to examine how cooperative learning can enhance the education of young people. We do this by revisiting cooperative learning’s Deweyan foundations and hold that such a move would be a constructive way forward for cooperative learning in physical education. We argue that there is a risk, in not going back to its educational roots, that cooperative learning might just become another way to teach, for example, games or sports, and that it currently puts too much emphasis on destination rather than journey. We suggest that using Dewey’s idea of education and experience would add: a situational element, a directional element, a temporal element, a communal element and an educative element. In this way, the use of cooperative learning in physical education can move away from exclusively developing students’ skills, towards an open-ended process of becoming where a diversity of students transform and are being transformed by one another.
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| 9. |
- Ferry, B. Magnus, et al.
(författare)
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Professional networks, collegial support, and school leaders : How physical education teachers manage reality shock, marginalization, and isolation in a decentralized school system
- 2023
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Ingår i: European Physical Education Review. - : Sage Publications. - 1356-336X .- 1741-2749. ; 29:1, s. 74-90
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Tidskriftsartikel (refereegranskat)abstract
- There are many factors and duties that novice teachers do not know about when they enter the profession. Isolation, for instance, affects physical education (PE) teachers because the position often comes with a secluded workplace adjacent to the gym and through the subject's marginalization. These challenges, among others, can send the novice teacher into shock, and there is a risk the teacher becomes disengaged from the profession. This study aimed to provide insights into PE teachers’ experiences of reality shock, isolation, and marginalization over time, as well as how they managed these challenges. Semi-structured interviews were conducted with nine Swedish PE teachers six to 10 years after graduation from PE teacher education (PETE). Qualitative content analysis was used. All participants retrospectively described a reality shock when they were novices, where non-subject-specific teacher assignments were experienced as more challenging compared to teaching PE. Further, isolation had a severe effect. However, the marginalization of PE was not that apparent as when they were novices. Over time, the participants created their own networks to mitigate, for example, isolation. In turn, marginalization seemed to be a remaining challenge to the participants despite an increased societal focus on health. Even though it is impossible for PETE to prepare teachers for every challenge they could face in the profession, PETE should inform preservice teachers of common phenomena such as isolation and marginalization, as well as how to create supporting networks. Further, we argue that perceived autonomy combined with systematic guidance could positively affect novice teachers’ development.
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| 10. |
- Gerdin, Göran, 1980-, et al.
(författare)
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Researching social justice and health (in)equality across different school health and physical education contexts in Sweden, Norway and New Zealand
- 2019
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Ingår i: European Physical Education Review. - : Sage Publications. - 1356-336X .- 1741-2749. ; 25:1, s. 273-290
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Tidskriftsartikel (refereegranskat)abstract
- The way school Health and Physical Education (HPE) is conceptualized and taught will impact on its ability to provide equitable outcomes across gender, sexuality, ethnicity, religion and social class. A focus on social justice in HPE is pertinent in times when these ideals are currently under threat from neoliberal globalization. This paper draws on data from the initial year of an international collaboration project called ‘Education for Equitable Health Outcomes – The Promise of School Health and Physical Education’ involving HPE and Physical Education Teacher Education researchers from Sweden, Norway and New Zealand. The data in this paper record the researchers’ presentations and discussions about issues of social justice and health as informed by school visits and interviews with HPE teachers in the three different countries. The analysis of the data is focused on what is addressed in the name of social justice in each of the three countries and how cross-cultural researchers of social justice in HPE interpret different contexts. In order to analyse the data, we draw on Michael Uljens’s concepts of non-affirmative and non-hierarchical education. The findings suggest that researching social justice and health (in)equality across different countries offers both opportunities and challenges when it comes to understanding the enactment of social justice in school and HPE practices. We conclude by drawing on Uljens to assert that the quest for social justice in HPE should focus on further problematizing affirmative and hierarchical educational practices since social justice teaching strategies are enabled and constrained by the contexts in which they are practised.
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