| 1. |
- Almqvist, Jonas, 1968-, et al.
(författare)
-
How Wii Teach Physical Education and Health
- 2016
-
Ingår i: SAGE Open. - Thousand Oaks, USA : Sage Publications. - 2158-2440. ; 6:4, s. 1-16
-
Tidskriftsartikel (refereegranskat)abstract
- The use of educational computer games in physical education (PE) has become more popular in recent years and has attracted research interest. The aim of the article is to investigate how physical activities and images of the human body are offered by the game. The results show how the “teacher” constituted in the games is one who instructs and encourages the players to exercise and think about their bodies, but not a “teacher” who can help students to investigate, argue, or discuss images of health and the human body. We argue that the use of a wide range and variety of ways of teaching would make the teaching richer and offer a deeper understanding about the body and health.
|
|
| 2. |
- Almqvist, Jonas, 1968-, et al.
(författare)
-
Is There (Any)Body in Science Education?
- 2015
-
Ingår i: Interchange. - Dordrecht, Netherlands : Springer Netherlands. - 0826-4805 .- 1573-1790. ; 46:4, s. 439-453
-
Tidskriftsartikel (refereegranskat)abstract
- In this article we develop and use a comparative approach for studies of the role of the body in meaning making processes in science education (SE). In debates about learning, the discussion often centres on how to explore the relation between body and mind. For example, many studies either focus on changes of bodily behaviour or on changes of people’s conceptions and ideas. In a pragmatic perspective on learning it is not possible to envision an ontological distinction between body and mind. By comparing video recordings of physical education lessons, we have studied the role of the body in meaning making processes in SE. The results show that the body is used and constituted in different ways in the analysed situations and how the participants use artefacts in order to do things in a way that would not otherwise be possible. Furthermore, we argue that the comparative approach developed in the article, together with the results of the study, can be used by teachers in their discussions about teaching in relation to different educational objectives and content.
|
|
| 3. |
- Almqvist, Jonas, 1968-, et al.
(författare)
-
Pragmatiska studier av meningsskapande
- 2008
-
Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 11-24
-
Tidskriftsartikel (refereegranskat)abstract
- The overall aim of the article is to present a pragmatic approach for studies of meaning-making used in the articles of this issue. The approach, which is developed within the SMEDgroup (Studies of Meaning-making in Educational Discourses), mainly builds on the writings of John Dewey, Ludwig Wittgenstein and Michel Foucault. A common ambition for the researchers in SMED is to enable studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to carry out these studies beyond assumptions of dualism, essentialism, causality and determinism. In this perspective learning and socialization are viewed in a communicative perspective. We argue in the article that our approach makes it possible, and important, to study meaning-making in action in different kinds of educational practices.
|
|
| 4. |
- Almqvist, Jonas, 1968-, et al.
(författare)
-
What do Wii teach in PE?
- 2012
-
Ingår i: ECER 2012, The Need for Educational Research to Champion Freedom, Education and Development for All.
-
Konferensbidrag (refereegranskat)abstract
- In society, video- and computer games are often pointed out as risk factors in relation to physical inactivity, sedentary behaviour as well as increasing levels of obesity. At the same time, computers are an important source of knowledge where IT-competence and IT-experience provide pronounced advantages in society.In the middle of this paradox a new type of videogames is introduced, where body movement and physical activity constitute the central element. These games, so called exergames or active video games, are games where physical movement is involved in the game through the use of for example balance-boards, step-up boards and dance-pads. Exergames are now more and more put forward in several countries as interesting tools to use in physical education in order to stimulate young people to be physically active.In a recent review and synthesis of research on video games and health, Papastergiou (2009) strongly argues that videogames can offer ”potential benefits as educational tools for Health Education and Physical Education, and that those games may improve young people’s knowledge, skills, attitudes and behaviours in relation to health and physical exercise” (Papastergiou, 2009, p 603). However, Vander Schee and Boyles (2010) argue that exergames rather should be seen as a body pedagogy producing certain narrow meanings about health, and that the uncritical implementation of exergames in school is a problematic way to place commercial products in school. Consequently, there are differences in views regarding exergames in educational settings that are worth paying attention to in research about people’s learning about the body, physical activity and health.The aim of this paper is to investigate how images of the human body are expected to be learned when using exergames.The use of artifacts – physical objects made by humans – is a central part of human life. In fact, there are many activities that would not be possible to perform without the use of them. In schools, students learn to use paper and pencils, computers, vaulting-horses, footballs and so on. How and why artifacts are supposed to be used in educational settings is however not given beforehand (Cuban 1986). The use of artifacts mediates certain meanings about the view of learning and the goals and choices of content in education (Almqvist 2005, Quennerstedt et al in press).In this paper, we will use discourse analytical strategies in order to analyse how meanings about the body are expected to be learned when playing exergames. The discourse analytical strategies involve an interest in how processes of discourse constitute how we experience or relate to ourselves as well as our environment (Laclau & Mouffe 1985). Discourses constitute what is possible to say or do as partial and temporal fixations (Foucault 1980). These fixations are imbued with power, values and ideologies. As Evans and colleagues argue: “/…/ health beliefs, perceptions and definitions of illness are constructed, represented and reproduced through language that is culturally specific, ideologically laden and never value free” (Evans et al 2008 p 46).To investigate what these games offer we have explored the manuals, the content, the animations of the games as well as the instructions and comments offered during game play. The empirical material consists of exergames most commonly used in schools: Wii fit and Wii sports (sports active).In the discourse analysis we have explored what is taken for granted in the empirical material in relation to other possible ways to argue. In this way we can explore what is included and excluded in the games and what is possible to think and act in relation to statements concerning the body.The analysis shows how the logic of the game, its animations, instructions and feedback to the player, constitutes the ideal body as a physically active, well-balanced, slim and strong body. The use of the game, the balance board and the hand control, makes it possible to measure and register how the player follows this logic. The analysis also shows how the way the player is supposed to learn about the body is strongly influenced by behaviorism. In the paper we argue that this way of learning about the body is narrow and limited and that it is important to critically discuss the effects of the use of these games in schools.ReferencesAlmqvist, Jonas (2005). Learning and artefacts. On the use of information technology in educational settings. Uppsala: Acta Universitatis Upsaliensis.Cuban, Larry (1986). Teachers and machines. The classroom use of technology since 1920. New York: Teachers College Press.Evans, John, Rich Emma & Davies Bryan (2008). Education, disordered eating and obesity discourse: Fat fabrications. London: RoutledgeFoucault, Michel (1980). Power/knowledge. Selected interviews & other writings 1972-1977. New York: Pantheon Books.Laclau, Ernesto & Mouffe, Chantal (1985). Hegemony and socialist strategy. Towards a radical democratic politics. London: Verso.Papastergiou, Marina (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education, 53(3), 603-622.Quennerstedt, Mikael, Almqvist, Jonas & Öhman, Marie (in press). Keep your eye on the ball. Investigating artifacts in physical education. Interchange.Vander Schee, Carolyn J. & Boyles, Deron (2010): ‘Exergaming,’ corporate interests and the crisis discourse of childhood obesity. Sport, Education and Society, 15(2), 169-185.
|
|
| 5. |
- Meckbach, Jane, et al.
(författare)
-
Exergames som läromedel i Idrott och hälsa?
- 2013
-
Ingår i: SVEBIs konferens 2013.
-
Konferensbidrag (refereegranskat)abstract
- TV-spel, så kallade exergames, där kroppsrörelse är i fokus har under senare år ökat i popularitet. Kan detta spel användas i undervisningen i idrott och hälsa? I denna artikel presenteras lärares uppfattning om och inställning till exergames. Bakgrunden till denna studie är att en ny typ av TV-spel (exergames) har trätt in på marknaden, t. ex. Wii sports, Dance Dance Revolution, Your Shape. I dessa spel utgör fysiska aktiviteter och kroppsrörelser det centrala inslaget och utförs genom användandet av balansplattor, step-up brädor, motionscyklar, dansmattor eller genom att en handkontroll används som racket vid exempelvis tennisspelande. Under de senaste åren har spelen i allt större utsträckning lyfts fram i flera länder, t. ex. England, Kanada, Australien och USA, som en möjlig aktivitet att använda i skolans undervisning i idrott och hälsa.Avsikten med forskningsprojektet TV-spel som hälsofostran är att studera spelen i termer av dess utbildningsvärde. I denna studie är syftet att beskriva svenska lärares uppfattning om och användning av exergames i idrott och hälsa samt de hinder och motiv som finns med att använda spelen i undervisningen utifrån en enkätstudie. Ett första led i detta projekt var att presentera projektet i tidskriften Idrott & Hälsa under hösten 2011. Till detta nummer av tidskriften bifogades även en enkät, som vände sig till lärare i idrott och hälsa i både grund- och gymnasieskolan. Enkäterna nådde med andra ord de som prenumererar på tidningen och de som tar del av tidningen i landets samtliga skolor. Enkätsvaren har kodats och förts in i statistikprogrammet SPSS och därefter har den statistiska bearbetningen, tabeller och analyser genomförts i nämnda program. I huvudsak använder vi oss av deskriptiv data och korstabellsanalyser i resultaten.Totalt har enkäten besvarats av 493 lärare (40% män 60% kvinnor), vilket motsvarar 10 procent av samtliga lärare i idrott och hälsa. Nästan 80% av lärarna var bekanta med spelen Nintendo Wii, Kinect eller Move. Var sjätte lärare spelade själva på fritiden och 17 lärare (3%) hade provat på att använda exergames i sin undervisning; som en valbar aktivitet, stationsträning, ett moment där hela klassen deltog framför en skärm, en möjlighet för elever som ej vill delta i storklass eller för elever med funktionsnedsättning. Hinder för att använda spelen är:att spelen kostar för mycket men också att lärarna själva har för dåliga kunskaper om spelen samt att de prioriterar andra aktiviteter. Det främsta motivet till att använda spelen i undervisningen är att spelen har ganska eller stora möjligheter att stimulerar eleverna till fysisk aktivitet.Vid analysen av resultaten framkommer att majoriteten har en positiv inställning till spelen, dock behöver troligtvis lärarnas egna kunskaper om spelen öka för att möjliggöra en implementering av ett nytt läromedel inom ämnet idrott och hälsa. För lärare handlar undervisningssituationer om att planera, genomföra och följa upp undervisningen. Det handlar således om att göra urval av olika lärsituationer med stöd av olika läromedel och till detta krävs en didaktisk reflektion. Forskning kan här bidra med att problematisera användandet av exergames som läromedel för att visa på om och i så fall hur spelen kan användas i en lärsituation. Det centrala vid införandet av alla läromedel i skolan är således dess utbildningsvärde, och inte som en del forskning framhåller dess värde för individers energiförbrukning.Quennerstedt, M. et.al. (in review). Why do Wii teach physical education in school?Meckbach, J. et al. (in review). Exergames as a teaching tool in physical education?
|
|
| 6. |
- Meckbach, Jane, et al.
(författare)
-
Wii Teach Movement Qualities in Physical Education
- 2014
-
Ingår i: Sport Science Review. - : Walter de Gruyter GmbH. - 2066-8732 .- 2069-7244. ; 23:5-6, s. 241-266
-
Tidskriftsartikel (refereegranskat)abstract
- In Sweden, the PE curriculum states that students are expected to develop a number of abilities, a variety of movement activities and qualities. Interesting to explore is then if exergames (video games that includes physical activity) can be seen as a teaching resource to learn different movement’s qualities. With a new teaching tool that has been introduced in education and new policy documents emphasising development of different movement qualities, the purpose of this article is accordingly to investigate students’ use of different movement qualities when playing various exergames during PE. For this we use a version of Laban Movement Analysis (LMA) adapted for exploring exergames in PE practice. The empirical data include video-recordings from PE lessons. The games offered were of three different characters; sports games, exercise games and dance games. We are inspired by the LMA framework and explore students’ movement qualities on the basis of four aspects; body, effort, space and relations. Further, with socio-cultural learning theory, recognition of artefacts, other people and the offered content of the exergames are also involved in the analysis. Our findings show that exergames are creating opportunities for PE teachers and students to pay attention to different movement qualities. In PE the player is accordingly involved in a complex context of movement qualities, interacting with the game and with other students.
|
|
| 7. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
-
Climate change education
- 2010
-
Ingår i: <em></em>.
-
Konferensbidrag (refereegranskat)
|
|
| 8. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
-
LEXIS : Learning and Exergames in School
- 2013
-
Ingår i: SVEBIs Utbildnings och forskningskonferens, Stockholm 20 november 2013..
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Forskning framhåller ofta att ungdomar blir fysiskt inaktiva och överviktiga av att de spelar för mycket dator- och TV-spel. Samtidigt är datorer en viktig källa till kunskap, och IT-kompetens ses som en nödvändig kunskap i framtiden. Mitt i denna paradox introduceras ett nytt sorts datorspel där fysisk aktivitet utgör det centrala inslaget, och inte enbart stillasittande framför en skärm. Dessa spel, så kallade ’exergames’ är spel där kroppsrörelse ingår genom användandet av balansplattor, ’step-up bänkar’, motionscyklar, dansmattor eller att en fjärrkontrollen används som racket vid exempelvis tennisspelande.Exergames lyfts nu i allt större utsträckning fram i flera länder som ett potentiellt läromedel i skolan, bl a för att i utbildning stimulera barns och ungas vilja att vara fysiskt aktiva, samt för att tackla överviktsfrågor. Inte minst har de lyfts fram som intressant i framtidens skolämne idrott och hälsa.De problem som lyfts fram i debatten med användandet av exergames i skolan är främst av teknisk eller ekonomisk art, dvs att det är dyrt att köpa in eller att teknik lätt går sönder. På intet sätt syns en diskussion om vad införande av exergames i skolan innebär för elevers kunskaper och lärande, utan de framhålls istället som ett modernt sätt att motionera. Frågan om hur och till vad exergaming kan användas i undervisningen görs därmed främst till en fysiologisk fråga om energiförbrukning snarare än en fråga om utbildning, kunskaper och lärande.Projektet LEXIS – Learning and EXergames In School – består av flera delstudier som undersöker användandet av exergames som läromedel i skolan. I projektet riktas blicken mot vad ungdomarna lär sig när de spelar TV-spelen samt hur detta lärande sker. I projektet studerar vi därmed samspelet mellan ungdomars erfarenheter, de sociala relationerna mellan deltagarna samt mellan deltagarna och det innehåll som spelet erbjuder.Vid presentationen på konferensen kommer vi att presentera, diskutera och problematisera det lärande avseende kropp, rörelse, fysisk aktivitet och hälsa som sker i ungdomars spelande av exergames i olika undervisningssituationer. Vi kommer också presentera en processtudie från en skola där dansspel har använts som läromedel och där skapandet av danser i grupp samt användandet av olika rörelsekvaliteter i dans står i fokus.
|
|
| 9. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
-
Why do Wii teach physical education in school?
- 2013
-
Ingår i: Swedish Journal of Sport Research. - : Swedish Association for behacioural and social research in sport. - 2001-6018 .- 2001-9475. ; 2
-
Tidskriftsartikel (refereegranskat)abstract
- Videogames including bodily movement have recently been promoted as tools to be used in school to encourage young people to be more physically active.The purpose of this systematic review has been to explore the arguments for and against using exergames in school settings and thus facilitate new insights into this field. Most of the arguments for and/or against these of exergames can be organised in relation to health and sport. In relation to health, the dominant theme is about fitness and obesity. In relation to sport, the two main themes were skill acquisition, and exergames as an alternative to traditional PE. Theidea why Wii teach PE in schools is that children are becoming more obese, which in turn threatens the health of the population. Schools seem to be an appropriate arena for this intervention, and by using exergames as an energy consuming and enjoyable physical activity a behaviour modification and the establishment of good healthy habits is argued to be achieved
|
|
| 10. |
- Öhman, Marie, 1958-, et al.
(författare)
-
Competing for ideal bodies : a study of exergames used as teaching aids in schools
- 2014
-
Ingår i: Critical Public Health. - Abingdon, United Kingdom : Routledge. - 0958-1596 .- 1469-3682. ; 24:2, s. 196-209
-
Tidskriftsartikel (refereegranskat)abstract
- Since the development of the welfare state, the Swedish school subject Health and Physical Education (HPE) has been regarded as an important site for public health work, and still assumes a central role in promoting the health of the coming generation. A specific type of health intervention, promoted by researchers in recent years, is the use of so-called exergames. In some countries, these fitness games are used as teaching aids in physical education classes and can be seen as examples of how public health issues and popular culture are shaping HPE in schools. The aim of the study reported in this paper is to examine which messages about health and body are offered, and how these are expressed in some of the fitness games used as teaching aids in school. The results of the study highlight the dangers of using exergames in the teaching of HPE in schools. The messages communicated by the games have a number of potentially harmful consequences, particularly with regard to the creation of specific health and bodily norms based on a measurable ideal. The use of this tool in education is thus far from value free, and the problems that might be solved when using the games are not necessarily the ones that education should privilege.
|
|
