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- Bourdieu, Pierre, et al.
(author)
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Leve idrottspedagogiken : En vänbok tillägnad Lars-Magnus Engström
- 2005
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Book (other academic/artistic)abstract
- Vem ägnar sig åt idrott? Vilken betydelse har fritiden i barns och ungdomars liv? Vad innebär hälsa i skolämnet idrott och hälsa?Leve idrottspedagogiken! tillägnas Lars-Magnus Engström. Texterna i boken speglar delar av det idrottspedagogiska forskningsområdet i Sverige, vars framväxt Lars-Magnus Engström varit den främste företrädaren för. Läsaren får här ta del av exempelvis idrottskulturen, fritidskulturen och skolans ämne idrott och hälsa. Genomgående handlar texterna om villkoren för barns och ungdomars deltagane och om de olika lärprocesser som sker i anslutning till idrottsutövning.Lars-Magnus Engström har gjort betydande insatser som forskare och lärare samt som professor vid Lärarhögskolan i Stockholm och vid Gymnastik- och idrottshögskolan. I snart fyrtion år har han arbetat med studier kring påverkans- och lärprocesser i idrott. Hans forskning har främst kretsat kring människors idrottsvanor och vilka som utvecklar en fysiskt aktiv livsstil. Idrotts- och motionsutövningar ger både ett så kallat egenvärde och investeringsvärde. Med dessa begrepp bland många andra har Lars-Magnus Engström bidragit till en fördjupad vetenskaplig förståelse av idrottskulturen.De flesta författarna har eller har haft Lars-Magnus Engström som handledare och tillhör forskningsgruppen för pedagogik, idrott och fritidskultur. Redaktörer för boken är Karin Redelius och Håkan Larsson.
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| 2. |
- Redelius, Karin, et al.
(author)
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Physical education and teacher education in Sweden
- 2019
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In: European physical education teacher education practices: initial, induction, and professional development. - : Meyer & Meyer Sport. - 9781782551775 ; , s. 379-396
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Book chapter (other academic/artistic)
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| 3. |
- Redelius, Karin, 1957-, et al.
(author)
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Physical education teacher education in Sweden
- 2019
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In: European physical education teacher education practices. - : Meyer & Meyer Sport. - 9781782551775 ; , s. 379-396
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Book chapter (other academic/artistic)
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| 6. |
- Engström, Lars-Magnus, et al.
(author)
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Pedagogisk forskning
- 2014
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In: Från Kungl. Gymnastiska Centralinstitutet till Gymnastik- och idrottshögskolan. - Stockholm : Gymnastik- och idrottshögskolan, GIH. ; , s. 210-239
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Book chapter (pop. science, debate, etc.)
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| 7. |
- Håkanson, Rickard, 1973-
(author)
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Vad betyder OK+? : En studie om lärares dokumentationsarbete i ämnet idrott och hälsa
- 2015
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Licentiate thesis (other academic/artistic)abstract
- Denna licentiatuppsats handlar om hur lärare dokumenterar elevers kunskaper i ämnet idrott och hälsa. Syftet med studien var att undersöka hur lärare arbetar med dokumentation, hur detta arbete upplevs utifrån olika förutsättningar samt om det finns skillnader i lärares erfarenheter av dokumentationsarbetet och vad dessa skillnader i så fall består i.I dagens skola ställs allt högre krav på dokumentation av elevernas kunskaper som underlag för en rättssäker bedömning och betygsättning. Många lärare upplever att det är ett problem i ämnet idrott och hälsa där det inte finns någon direkt tradition av skriftliga underlag för bedömning. De ökade kraven på dokumentation och att bedriva en traditionellt utformad undervisning i ämnet uppfattas av många lärare som en omöjlig ekvation.Studiens perspektiv är läroplansteoretiskt. Begrepp som transformering och realisering av undervisningsinnehåll, ramfaktorer för undervisningen samt former av pedagogik, har använts för att analysera problematiken kring dokumentation i idrott och hälsa.Studiens resultat visar att en stor andel av lärarna upplever dokumentation av elevers kunskaper som svårt. Det som framstår som lätt att dokumentera blir också lärarnas underlag för bedömning snarare än det som styrdokumenten stipulerar. En grupp lärare upplever dock inte alls samma problem med dokumentation, trots att de står inför samma utmaningar i form av undervisningstid, schema och elevgrupper som andra lärare. Vad som utmärker dessa lärare, de systematiska planerarna, är att deras undervisningspraktik, innefattande planering, undervisning och bedömning, i stora delar skiljer sig från övriga lärares vilket skapar andra möjligheter för dokumentation.
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| 8. |
- Larsson, Håkan, et al.
(author)
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Bedömningsstöd idrott och hälsa årskurs 4-6
- 2014
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Other publication (pop. science, debate, etc.)abstract
- Som stöd för bedömning i idrott och hälsa i årskurs 6 finns ett material som ger tydliga exempel på bedömningar av de kunskaper som eleverna visar upp utifrån kunskapskraven. Bedömningsstödet syftar till att konkretisera delar av kunskapskraven genom elevexempel och lärares samtal kring bedömning.
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| 9. |
- Larsson, Håkan, et al.
(author)
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Jämställda villkor i idrott och hälsa med fokus på flickors och pojkars måluppfyllelse : På pojkarnas planhalva
- 2010
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Reports (other academic/artistic)abstract
- Gender(ed) patterns in Swedish school physical education and health: a problem of equity?In the spring of 2009 the Swedish National Agency of Education commissioned the physical education and sport pedagogy research group at the Swedish School of Sport and Health Sciences in Stockholm to survey and problematize girls' and boys' conditions in Swedish physical education and health (PEH). The overarching theme of this symposium is to present the results from this project and to discuss different kinds of factors that influence gender equity in PEH.Gender and gender equity in PEH has been on the research agenda both in Sweden and in other countries for several decades, in particular the masculine and heteronormative character of the subject. What is specific, and perhaps new, about this project is that it takes its starting point in statistical data about 15-16 year old girls' and boys' distribution of grades, parents' educational level, and students' and parents' place of birth (Sweden/not Sweden). The Swedish National Agency of Education (SNAE) has access to statistics from every Swedish school about this kind of information.The project consist of three studies:- a survey, where questionnaires were sent to 350 secondary schools to be answered by a PEH teacher (with questions about aims and content of PEH teaching, gender equity, assessment, etc.);- an interview study with 17 PEH teachers in mid-Sweden (focusing on how teachers reason about their subject and about gender equity issues in the subject);- an observation study of PEH lessons with 6 classes at different schools in a big-city area (focusing possible relation between the school’s socio-economic and ethnic conditions, gender patterns during class, and content and organisation of PEH teaching)The survey study has added information from teachers about PEH teaching that can be related to the previously mentioned statistical information about the pupils and the distribution of grades. The teachers and classes participating in the interview and observations studies were selected based on the same statistical information. Each paper to be presented at the symposium will deal with one of the three studies.
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| 10. |
- Meckbach, Jane, et al.
(author)
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Gender(ed) patterns in Swedísh school physical education and health: a problem of equity : PE teacher’s talk about girls and boys in Physical Education and Health in a Swedish context
- 2010
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In: Making a difference.
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Conference paper (peer-reviewed)abstract
- PE teacher’s talk about girls and boys in Physical Education and Health in a Swedish context Jane Meckbach, Håkan Larsson, Suzanne Lundvall & Karin Redelius, The Swedish School of Sport and Health Sciences, Stockholm Statistics from the Swedish National Agency of Education (SNAE) reveal that Physical Education and Health (PEH) is the only subject where boys receive higher grades than girls. Previous research indicate that the subject “in practice” is constituted in a sports discourse (in contrast to the health discourse that constitutes the national curriculum for PEH) and that teaching in PEH is conducted on boys’ terms. According to the latest national evaluation of the subject, teaching in PEH is dominated by ball games and fitness training, activities that most boys and some of the girls favour. The overall aim of the symposium is to study girls' and boys' conditions in Swedish PEH. The purpose of this particular presentation is to look upon factors related to PEH teachers´ ways of reasoning about aims, teaching and assessment in the subject, and their view of equity issues. 17 PEH teachers from schools in the region of Stockholm and Lake Mälaren were selected for interviews. The selection was based on statistics from SNAE presented in the symposium overview. There were four selection criteria: that the school had: - a high share of students (boys or girls) acquiring Passed with special distinction (the highest grade) in PEH, - a high share of students that did Not pass in PEH, - an equal share of girls and boys acquiring Passed with special distinction in PEH, - an unequal share of boys and girls acquiring Passed with special distinction in PEH (boys or girls acquiring the highest grade). Our analytical framework is inspired by Pierre Bourdieu. Through the interviews we want to highlight the logic of PEH in the eyes of PEH teachers and what they assign value in the subject, and how they reason about girls and boys – and girls’ and boys’ conditions – in relation to how they describe their subject. The results from the interviews suggest that teachers from schools with a high share of students acquiring Passed with special distinction in PEH seem to focus a lot on learning processes and their students’ reflections about what they learn. These teachers depicted their students as ‘sporty types’. They also seem well aware about gender issues in PEH. Teachers from schools with a high share of students that did Not pass in PEH report that many students are frequently absent and that a lot of those who fail to pass cannot swim. Gender issues seem not to be of primary concern to these teachers, and the teachers seem to focus on keeping the students active (they are activity oriented). Teachers from schools with an equal share of girls and boys acquiring Passed with special distinction in PEH seem to reason about the subject and girls’ and boys’ conditions in the subject in the same way as the teachers in the first category. They seem to be aware of gender issues in the subject, they are task oriented (rather than activity oriented) and they include activities that are often left out by other teachers (e.g. creative movements). Teachers from schools with an unequal share of boys and girls acquiring Passed with special distinction in PEH depict their students as ‘sporty types’. They seem, however, not to reflect upon equity issues to the same extent as the teachers in the previous category. It must be emphasised that these findings also mirror the general social conditions of the schools in question. In effect, PEH teachers working in schools with a lot of the students having a privileged social background seem to emphasise learning processes and equity issues more than those working in schools with a lot of students with a less privileged background. In effect, gender equity issues can, paradoxically, be described as something of the icing of the cake in PEH. References Bourdieu, P. (1984) Distinction. Cambridge, MA: Harvard University Press. Bourdieu, P. (1990) The logic of practise. Cambridge: Polity Press Lundvall, S. & Meckbach, J. (2008). Mind the Gap – Physical Education and Health and the Frame Factor Theory as a Tool for Analysing Educational Settings, Physical Education and Sport Pedagogy, 2008:4, pp. 345– 364. Redelius, K., Fagrell, B. & Larsson, H. Symbolic capital in physical education and health: To be, to do or to know? That is the gendered question, Sport, Education and Society, 2009:2, pp. 245-260. SNAE http://www.skolverket.se/sb/d/193/url/
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