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1.
  • Almqvist, Jonas, et al. (författare)
  • What do Wii teach in PE?
  • 2012
  • 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). MethodTo 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. Expected OutcomesThe 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: Routledge Foucault, 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.
2.
  • Andersson, Eva A, 1958-, et al. (författare)
  • Maximal Aerobic Power versus Performance in Two Aerobic Endurance Tests among Young and Old Adults
  • 2011
  • Ingår i: Gerontology. - 0304-324X. ; :Aug, s. 1-11
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: Aerobic fitness is of great value for reducing risk of mortality and cardiovascular diseases. Objective: This study evaluated the performance in and correlations between a new test (five-minute pyramid test, 5MPT), the six-minute walk-test (6MWT) and maximal oxygen uptake (VO(2max)) among old and young adults. Methods: Forty-four habitually active adults (females and males), 23 old (64-79 years) and 21 young (20-32 years) participated. In the 5MPT, the participants moved back and forth along a short walkway (5.5 m) over boxes (height: 'old people' 0.42 m, 'young people' 0.62 m) arranged like an elongated step pyramid for 5 min. Power in the pyramid test (5MPT(power)) was calculated as the product of numbers of laps, body weight, gravity and highest box level divided by time. A 6MWT and a maximal cycle ergometer test for direct measurements of VO(2max) were also performed. In all tests heart rate, with on-line electrocardiography, and perceived exertion were recorded. Results: There was a strong correlation between the 5MPT(power) and VO(2max) for the entire group studied (r = 0.98), and each of the four subgroups old and young females and males separately (r = 0.78-0.98). Contrary to several earlier studies, especially involving people with various diseases, the present data showed that 6MWT cannot be used to predict VO(2max) among old females and young adults. The correlation with VO(2max) was weaker for the 6MWT than for the 5MPT(power). The relative performance values for the old compared to the young (ratio old/young × 100) were considerably lower in 5MPT(power) and VO(2max) (47-55%) than in distance and 'work' in the 6MWT (82-86%). Conclusions: The results, with age and gender variations, can be valuable information in health-fitness contexts, since measuring physical aerobic capacity is very significant in connection with risk evaluations of mortality and various diseases. The 5MPT is a rapid, functional, easy and inexpensive tool for predicting assessed maximal aerobic power.
3.
  • Andersson, Eva A., et al. (författare)
  • Physical activity for persons with obesity—a health project reported
  • 2008
  • Ingår i: Forum on Public Policy Online. - Oxford Round Table. - 1938-9809. ; 4:Spring
  • Tidskriftsartikel (refereegranskat)abstract
    • In public health contexts, increased physical activity habits and fitness (aerobic and strength capacities) are positively related for promoting health and preventing  and treating common diseases/problems, including obesity and overweight. A strongly graded inverse association between physical activity and obesity has been shown both for adults and children. However, a lower mortality risk has been shown for those with greater weight but good aerobic capacity than for those of recommended weight but less fit. On the basis of a health project with physical activity for persons with or without obesity, the paper discusses evidence-based methods for promoting physical activity. General guidelines for the amount of physical activity for persons are described, as are the numerous physiological and medical advantages of physical activity. The economic benefits are also illustrated. The paper exemplifies methods of measuring physical activity habits and physical fitness. These two factors must be observed when showing improvements in public-health contexts, including groups with obesity. 
4.
  • Andersson, Helena M., et al. (författare)
  • Neuromuscular fatigue and recovery in elite female soccer
  • 2008
  • Ingår i: Medicine & Science in Sports & Exercise. - 0195-9131. ; 40:2, s. 372-380
  • Tidskriftsartikel (refereegranskat)abstract
    • PURPOSE: To investigate the time course of recovery from neuromuscular fatigue and some biochemical changes between two female soccer matches separated by an active or passive recovery regime. METHODS: Countermovement jump (CMJ), sprint performance, maximal isokinetic knee flexion and extension, creatine kinase (CK), urea, uric acid, and perceived muscle soreness were measured in 17 elite female soccer players before, immediately after, 5, 21, 45, 51, and 69 h after a first match, and immediately after a second match. Eight players performed active recovery (submaximal cycling at 60% of HRpeak and low-intensity resistance training at < 50% 1RM) 22 and 46 h after the first match. RESULTS: In response to the first match, a significant decrease in sprint performance (-3.0 +/- 0.5%), CMJ (-4.4 +/- 0.8%), peak torque in knee extension (-7.1 +/- 1.9%) and flexion (-9.4 +/- 1.8%), and an increase in CK (+ 152 +/- 28%), urea (15 +/- 2), uric acid (+ 11 +/- 2%), and muscle soreness occurred. Sprint ability was first to return to baseline (5 h) followed by urea and uric acid (21 h), isokinetic knee extension (27 h) and flexion (51 h), CK, and muscle soreness (69 h), whereas CMJ was still reduced at the beginning of the second match. There were no significant differences in the recovery pattern between the active and passive recovery groups. The magnitude of the neuromuscular and biochemical changes after the second match was similar to that observed after the first match. CONCLUSION: The present study reveals differences in the recovery pattern of the various neuromuscular and biochemical parameters in response to a female soccer match. The active recovery had no effects on the recovery pattern of the four neuromuscular and three biochemical parameters.
5.
  • Arvidson, Elin, et al. (författare)
  • The level of leisure time physical activity is associated with work ability-a cross sectional and prospective study of health care workers
  • 2013
  • Ingår i: Bmc Public Health. - 1471-2458. ; 13:855
  • Tidskriftsartikel (refereegranskat)abstract
    • BACKGROUND: With increasing age, physical capacity decreases, while the need and time for recovery increases. At the same time, the demands of work usually do not change with age. In the near future, an aging and physically changing workforce risks reduced work ability. Therefore, the impact of different factors, such as physical activity, on work ability is of interest. Thus, the aim of this study was to evaluate the association between physical activity and work ability using both cross sectional and prospective analyses.METHODS: This study was based on an extensive questionnaire survey. The number of participants included in the analysis at baseline in 2004 was 2.783, of whom 2.597 were also included in the follow-up in 2006. The primary outcome measure was the Work Ability Index (WAI), and the level of physical activity was measured using a single-item question. In the cross-sectional analysis we calculated the level of physical activity and the prevalence of poor or moderate work ability as reported by the participants. In the prospective analysis we calculated different levels of physical activity and the prevalence of positive changes in WAI-category from baseline to follow-up. In both the cross sectional and the prospective analyses the prevalence ratio was calculated using Generalized Linear Models.RESULTS: The cross-sectional analysis showed that with an increased level of physical activity, the reporting of poor or moderate work ability decreased. In the prospective analysis, participants reporting a higher level of physical activity were more likely to have made an improvement in WAI from 2004 to 2006.CONCLUSIONS: The level of physical activity seems to be related to work ability. Assessment of physical activity may also be useful as a predictive tool, potentially making it possible to prevent poor work ability and improve future work ability. For employers, the main implications of this study are the importance of promoting and facilitating the employees' engagement in physical activity, and the importance of the employees' maintaining a physically active lifestyle.
6.
  • Backman, Erik (författare)
  • Friluftsliv
  • 2011
  • Ingår i: Journal of Curriculum Studies. - London : Taylor & Francis. - 0022-0272. ; 43:2, s. 269-288
  • Tidskriftsartikel (refereegranskat)abstract
    • During the last decade, expanding research investigating school subject Physical Education (PE), indicates a promotion of inequalities regarding which children benefit from PE teaching. Outdoor education and its Scandinavian equivalent friluftsliv, is a part of the PE curriculum in many countries and these practices have been claimed to have the potential to contribute to more equity in PE teaching. Through an investigation of how stipulations regarding friluftsliv in the national Swedish PE curriculum are transformed and interpreted into 31 local PE syllabus documents, this paper investigates the possibilities for friluftsliv to fulfil this potential. In an analysis inspired by educational sociologist Basil Bernstein, I claim that Swedish PE teachers’ marginalised interpretation of friluftsliv indicates its weak classification when a part of PE. When friluftsliv is addressed in PE, the strong dominance of a performance code transforms it into mere sport activities. The results of this study highlight questions regarding PE teachers’ interpretation of learning aims and their work with text documents. It also discusses alternatives to implementing friluftsliv through PE and the role of teachers in curriculum reforms. 
7.
  • Backman, Erik, 1972- (författare)
  • To acquire a taste for friluftsliv – a part of becoming a PE teacher?
  • 2009
  • Ingår i: Movning Bodies. - Oslo : Norges Idrettshøgskole. - 1503-6065. ; 7:1, s. 9-26
  • Tidskriftsartikel (refereegranskat)abstract
    • Teacher students’ own biographies and early experiences of teaching have proven to have a major significance for their future teaching, compared to perspectives and content in teacher education. This is also the case for Physical Education (PE) teacher students, whose preferences for physical activity are often constituted by their experiences of sport. Based on the values assigned to friluftsliv (or its anglicised equivalents, “outdoor recreation” or “outdoor education”) in Swedish Physical Education Teacher Education (PETE), the disparity between the taste of Swedish PE teacher educators’ and that of their students’ for friluftsliv is analysed. The lack of teaching in friluftsliv in Swedish schools seems to be an example of that PE teaching is mainly based on PE teachers’ taste for physical practices, rather than on the PE curriculum. In this article the potential to change this condition by developing the teaching in friluftsliv at Swedish PETE is discussed.  
8.
  • Backman, Erik (författare)
  • What is valued in friluftsliv within PE teacher education?
  • 2008
  • Ingår i: Sport, Education and Society. - London : Taylor & Francis. - 1357-3322. ; 13:1, s. 61-76
  • Tidskriftsartikel (refereegranskat)abstract
    • The value assigned to friluftsliv (activities similar to outdoor education) in Physical Education Teacher Education (PETE) and in the PE syllabus in Sweden does not seem to result in the implementation of friluftsliv in the practice of teaching in Swedish schools. This study investigates how the identified values of friluftsliv, expressed in interviews with 17 PE teacher educators in Sweden, reflect struggles for legitimate and privileged knowledge in PETE. The exploration of friluftsliv within PETE reveals positions that appear to be an effect of the dominating logic of sport within Swedish PETE and the limited influence of the academic field. The educational consequences of the identified values are analysed and discussed from a socio-cultural perspective.
9.
10.
  • Carlson, Rolf (författare)
  • The Development to Success in Swedish Biathlon 
  • 2010
  • Ingår i: Baltic Sport Society Journal. - Riga, Lettland : Latvian Academy of Sport Education. ; 1:1
  • Tidskriftsartikel (refereegranskat)abstract
    • The purpose of the study was to contribute to an explanation why Swedes of both sexes achieved great international success simultaniously in a small national sport such as biathlon. The elite group consisted of the male and female national team. A control group matched in pairs was identified in variables age, sex and athletic performance. All investigated athletes were products of the swedish Sport Academy System (RIG, upper secondary education). Data were collected via interviews with athletes, coaches and managers. Compared to the controls, elite athletes were more often born during the first quadrupal of the year, less injured and less sick during RIG years and experienced coaches more favourable in terms of acting and individualisation.
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