| 1. |
- Bäckström, Åsa, 1966-, et al.
(författare)
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Knowing As "Känsla" : Accounting For Knowing As An Outcome Of Sensory Emplaced Learning
- 2015
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Konferensbidrag (refereegranskat)abstract
- Within education studies there have been calls for systematic attention to how learning is situated, to the notion of context and to experiential elements of learning. In recent decades theories of situated learning and cognitive learning theories have existed in a critical relationship to each other and by the twenty first century a major debate raged between the two positions (Sfard, 1998; Säljö, 2003, Hodkinson et al 2008). At a more sophisticated level situated learning theory offers an alternative to cognitive learning theories that draw on the root metaphor of acquisition. Instead it understands thinking as embedded in social and material practices and conceptualises learning through the metaphor of participation (Lave & Wenger, 1991).In this context there is an on-going search for new ways to understand the situatedness of learning as well as its experiential qualities. In our recent work we have addressed this need by developing a framework that builds on Lave and Wenger’s ideas of situatedness and Hodkinssons’et. al (2008) call for moving on from the recent debate between cognitive and sociocultural theorists informed by theories of place, perception and the senses. Theories of place, perception and knowledge in human geography and anthropology, offer an ideal route through which to respond to this call. They offer accounts of place that acknowledge the relationship between spatial and temporal process (Massey 2005), and the embodied nature of learning, while advancing the agenda further to suggest that the senses and the environment are central to how we learn (e.g. Ingold 2000, Pink 2009).We call this framework sensory emplaced learning (Fors, Bäckström & Pink, 2013), through which we conceptualize how learning is situated in the dynamics between body– senses – material environments.In this paper we draw from our respective ethnographic research projects on social and cultural informal learning among young people in two very different, albeit Swedish, contexts. Through our field work with people on the one hand publishing and talking about images and texts on a particular website and on the other hand practicing skateboarding, we have come to question the idea of knowledge as acquisition. This mainly cognitive metaphor for learning and knowing applies poorly to the practices of learning and knowing that we have studied. Instead, we argue for a theoretical development around the Swedish term “känsla”, (pronounced shensla). This Swedish word encompasses feeling, sensation, affect, emotion and style and derives from the verb känna – to feel, to sense. Etymologically the word is closely related to one of the Swedish words for knowledge – “kännedom” (Wessén, 1982). Hence, the main objective of this paper is to develop the theoretical thinking that revolve around the Swedish conceptualisation of “känsla” which, we argue, could provide useful for analysing how we know, handle and make meaning of everyday life in and through our sensorial bodies emplaced in material contexts.Methodology, Methods, Research Instruments or Sources Used The empirical material analysed in this paper emanates from two different sets of data that was produced in two different research projects with a similar methodological ethnographic approach; sensory ethnography (as developed by Pink 2009/2012). A sensory ethnography approach has the advantage of focusing the experiences of lived space, i.e. the crossroads between people’s bodies, their minds and place. In other words, it may be used to describe and analyse what we have previously labelled sensory emplacement (Fors, Bäckström & Pink, 2013; Pink, 2011). The first research project focused on informal learning processes in women skateboarding contexts mainly including unregulated skateboarding, but also contests, skate camps and a skate tour at indoor and outdoor skateparks. Addressing didactic issues of verbal and non verbal expressions of teaching and learning a sensory ethnography approach made bodily un/knowing apparent. The kinesthetic experience of explosiveness, defined as enforcement and transformation of energy, was remembered and also implicitly imagined as part of movement (Bäckström, 2014). For the purpose of this paper data from the first project predominately consist of written field notes, photographs, as well as interview and video transcripts. During the second project, we spent time with the research participants sharing the same computer screen when they used the Internet to gain an appreciation of how they embed these technologies in the routines and habits of their everyday life (Fors, 2013). We were specifically inspired by the notion of how visual experience is part of the multisensory process of moving through the digital, paying attention to “the ways the body is engaged in imagining and remembering” the localities and persons that Internet content represent and there by “move beyond the notion of ‘looking at’ images on a screen” (Pink, 2012:122). The data produced for the analysis presented in this paper consist of interview transcripts, photographs and entries/comments from the photo diaries, and video-recorded interviews during the sessions when the participants guided us through their use of these digital diaries.Conclusions, Expected Outcomes or Findings Our analysis made clear that it is possible to deepen our understanding of how learning becomes situated in human practice through identifying alternative and multisensory categories of routes to knowing. In this research, the research participants described their learning experiences through qualities deeply embedded in embodied and emplaced practices. Through a sensory ethnographic approach we identified one specific quality that highlights both embodied and emplaced aspects of learning and may be used to move further sensory emplaced implications on theories of situated learning. We call this quality “känsla”. As mentioned above, this Swedish word includes multiple meanings where feeling, sensation, affect, emotion and style are the most important. Moreover, our analysis shows that “känsla” is a concept that is constituted of multiple aspects of knowing. It engages the senses, it unfolds in the interface between body and the material environment, it engages the body through affect, and it is situated within, and thereby characterized by, distinct social and cultural settings. It is also a concept that becomes evident in both material and digital contexts, and both embodied, emplaced and virtual practices.References Ingold, Tim. 2000. The Perception of the Environment: Essays on Livelihood, Dwelling and Skill. London: Routledge. Lave, Jean and Wenger, Etienne. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. Marchand, Trevor. 2007. “Crafting Knowledge: The Role of ‘Parsing and Production of Skill-Based Knowledge among Masons.” In: M. Harris (ed.), Ways of Knowing: New Approaches in the Anthropology of Knowledge and Learning. New York: Berghahn Books. Pink, Sarah. 2009. Doing Sensory Ethnography. London: Sage.Intent of Publication This is an original paper which will be submitted to the Scandinavian Journal of Educational Research.
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| 2. |
- Clement, Damien, et al.
(författare)
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Investigating the influence of intra-individual changes in perceived stress symptoms on injury risk in soccer.
- 2018
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Ingår i: Scandinavian Journal of Medicine and Science in Sports. - Chichester : John Wiley & Sons. - 0905-7188 .- 1600-0838. ; 28:4, s. 1461-1466
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Tidskriftsartikel (refereegranskat)abstract
- Research has shown that high levels of stress and stress responsivity can increase the risk of injuries. However, most of the research that has supported this notion has focused on between-person relationships, ignoring the relationships at the within-person level. As a result, the objective of this study was to investigate if within-person changes in perceived stress symptoms over a one-month time period could predict injury rates during the subsequent three months. A prospective design with two measurement points (Time 1 - at the beginning of the season and Time 2 - one month into the season) was utilized. A total of 121 competitive soccer players (85 males and 36 females; Mage = 18.39, SD = 3.08) from Sweden and the United States completed the Kessler Psychological Distress Scale (KPDS) and a demographic sheet at Time 1. The KPDS was also completed at Time 2 and all acute injuries that occurred during the subsequent three-month period were recorded. A Bayesian latent change scores model was used to determine if within-person changes in stress symptoms could predict the risk of injury. Results revealed that there was a credible positive effect of changes in stress symptoms on injury rates, indicating that an increase in reported stress symptoms was related to an increased risk for injury. This finding highlights the importance of creating caring and supportive sporting environments and relationships and teaching stress management techniques, especially during the earlier portion of competitive seasons, to possibly reduce the occurrence of injuries. This article is protected by copyright. All rights reserved.
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| 3. |
- Clement, Damien, et al.
(författare)
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Profiles of psychosocial factors : Can they be used to predict injury risk?
- 2022
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Ingår i: Scandinavian Journal of Medicine and Science in Sports. - Chichester : John Wiley & Sons. - 0905-7188 .- 1600-0838. ; 32:4, s. 782-788
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Tidskriftsartikel (refereegranskat)abstract
- The creation of risk profiles using the model of stress and athletic injury (J Appl Sport Psychol. 1998;10(1):5) represents a proposed shift from the reductionism paradigm to the complex sport approach in an attempt to formulate prevention strategies to combat the increasing number of injuries being reported in sporting populations. As a result, the primary purpose of this study was to: (a) identify different risk profiles based on psychosocial factors associated with the Williams and Andersen's model of stress and athletic injury model; and (b) examine potential differences in the frequency of injuries across these risk profiles. A prospective research design was utilized with a sample of 117 competitive soccer players (81 males and 36 females) from Sweden and the United States of America. Data was collected at two time points over the course of three months. At time 1 (beginning of the season) - a demographic information sheet, the Life Event Survey for Collegiate Athletes (LESCA), Sport Competitive Anxiety Test (SCAT), and Brief Cope were administered. At time two (T2), three months after the initial data collection, participants' traumatic injuries were recorded. Latent profile analysis (LPA) showed that 3 profiles solution showed best fit to data. Players in profile 1 and 2 reported fewer injuries compared to players in profile 3. However, whereas individuals in profile 1 had a lower predictive risk of sustaining an injury when compared to those in profile 3, both profiles had similar anxiety levels and use of coping strategies with differing stress levels. These findings suggest that the interaction between different proposed risk factors might influence injury risk.
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| 4. |
- Fors, Vaike, 1969-, et al.
(författare)
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Multisensory Emplaced Learning : Resituating situated learning in a moving world
- 2013
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Ingår i: Mind, culture and activity. - Philadelphia, PA : Routledge. - 1074-9039 .- 1532-7884. ; 20:2, s. 170-183
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Tidskriftsartikel (refereegranskat)abstract
- This article outlines the implications of a theory of "sensory- emplaced learning" for understanding the interrelationships between the embodied and environmental in learning processes. Understanding learning as multisensory and contingent within everyday place-events, this framework analytically describes how people establish themselves as "situated learners." This approach is demonstrated through three examples of how culturally constructed sensory categories offer routes to knowing about the multisensoriality of learning experiences. This approach, we suggest, offers new routes within practice-oriented educational theories for understanding how human bodies become situated and embedded in cultural, social, and material practices within constantly shifting place-events. © 2013 Regents of the University of California on behalf of the Laboratory of Comparative Human Cognition.
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| 5. |
- Fors, Vaike, 1969-, et al.
(författare)
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Visuella metoder
- 2015. - 1:1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med den här boken är att bidra till en ökad användning och utveckling av det visuella i samhällsvetenskapligt forskningsarbete på alla nivåer. Vi har många års erfarenhet av handledning av samhällsvetenskapliga studentarbeten på både grundnivå och avancerad nivå, och vi har kunnat konstatera att visuella metoder inte alls utnyttjas i den utsträckning som skulle kunna vara möjlig. Det märks om inte annat när vi söker i nationella databaser på examensarbeten, kandidatuppsatser och masteruppsatser inom samhällsvetenskapliga områden. Det är ett försvinnande litet antal som anger att de använt sig av visuella metoder. En anledning kan vara att svenska böcker om visuella metoder som vänder sig till en bred publik inom samhällsvetenskaplig kvalitativ forskning är lätt räknade. Det kan också vara så att dessa metoder – om de över huvud taget uppmärksammas i undervisningen och i kurslitteraturen – inte ges samma tyngd som de mer konventionella, som intervjuer, observationer och enkäter. Vi hoppas att denna bok kan medverka till en förändring. Som vi har försökt visa med alla de exempel på forskning som vi presenterar i boken så används visuella metoder ganska flitigt på forskarnivå, och därigenom sker även en hel del experimenterande och utveckling. Och med tanke på den teknologiska och teoretiska utvecklingen i relation till visuella metoder som vi ser framför oss, och som vi också beskriver i boken, så är det ett spännande och dynamiskt fält väl värt att pröva. Kort sagt, med hjälp av visuellt material går det att hitta nya kreativa vägar för att studera och analysera det som samhällsvetenskaplig forskning intresserar sig för. Vi poängterar på flera ställen i den här boken att vår samtid kännetecknas av både ett ökat flöde av bilder (såväl som text) och en snabbare förändringstakt. Vi lever ”flytande liv i en flytande tid”, menar till exempel Zygmunt Bauman (2005). I denna rörliga omvärld med dess ständigt pågående förändringar kan det tyckas svårt att fånga något beskrivbart, och kanske framför allt att hävda någon betydelse som åtminstone delvis är beständig. Därför har vi skrivit fram vad vi menar är av största vikt för att hålla god kvalitet på sin forskning, nämligen att kontextualisera den. Med det menar vi att det är centralt att se till var det empiriska materialet kommer ifrån och hur det har konstruerats. Vi har också poängterat betydelsen av den vetenskapsteoretiska bakgrunden. Detta eftersom den fältforskande ingång som vi står för inte med lätthet kan separera teori och metod. I bokens andra del har vi koncentrerat oss på att ge handfasta förslag på och råd om utformandet av forskningsdesign och genomförandet av själva det empiriska arbetet med visuella metoder. Vår målsättning är att de många exemplen från både svensk och internationell forskning ska inspirera dig som läsare och öka lusten för användning av det visuella i forskningens alla olika faser. Vi avslutar med en framåtblick i bokens sista kapitel: vilka utmaningar står visuella metoder för i dag, och vart kan dessa utmaningar leda oss? Vi har inte försökt göra en metodbok som täcker hela det breda fält som skulle kunna betecknas visuella metoder. Av skäl som framgår i den första delen i boken har vi valt att lägga tyngdpunkten på visuella metoder så som de kan användas i deltagande, fältforskande och etnografiska ansatser. En forskare som återkommer i referenserna och som vi även vill rikta ett personligt tack till är professor Sarah Pink. År 2001 publicerades den första utgåvan av hennes bok Doing visual ethnography. Sedan dess har den kommit ut i flera reviderade upplagor. Genom forskarsamarbeten med professor Pink har vi blivit inspirerade att utforska visuell etnografi och liknande ansatser i vår egen forskning och i skrivandet av den här boken. Det är också på den vägen vi har närmat oss ”sensory ethnograhy” (Pink 2009) eller, som vi skulle vilja kalla det på svenska, tvärsinnlig etnografi. Vi vill också rikta ett särskilt tack till NNDV, Nordic Network for Digital Visuality, för inspirerande arbetsseminarier och konferenser som vi deltagit i de senaste åren, och för ett ekonomiskt stöd som gjorde att vi kunde avsätta ett par dagar till att göra det första utkastet till boken. Ett personligt tack vill vi rikta till projektledaren för detta nätverk, professor Karin Becker, som tagit sig tid att läsa och diskutera våra olika förslag på upplägg och innehåll. Dessa kommentarer och förslag har varit ovärderliga i utformandet av boken. Eventuella felaktigheter i boken ska dock tillskrivas oss själva.
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| 6. |
- Ivarsson, Andreas, 1984-, et al.
(författare)
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Associations between physical activity and core affects within and across days: a daily diary study
- 2021
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Ingår i: Psychology & Health. - Abingdon : Informa UK Limited. - 0887-0446 .- 1476-8321. ; 36:1, s. 43-58
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Tidskriftsartikel (refereegranskat)abstract
- Objective: The objective of the present study was to investigate (a) if daily physical activity at the within-person level is related to four different core affects the same evening, (b) if core affects in the evening predict physical activity the following day, and (c) if physical activity predicts core affects the following day. Design: A total of 166 university students were asked to complete the affect and physical activity measures once a day (in the evening), for seven days. Bivariate unconditional latent curve model analyses with structured residuals were performed to investigate the relations within days and across days between the core affects and physical activity. Main outcome measures: Core affects and physical activity. Results: Physical activity had positive within-day associations with pleasant-activated and pleasant-deactivated core affects and a negative within-day association with unpleasant-deactivated affective responses. There were, however, no statistically significant relations between core affects and physical activity across days. Conclusion: These results highlight that the measurement interval might be an important factor that influences the association between core affects and physical activity behaviors.
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| 7. |
- Ivarsson, Andreas, 1984-, et al.
(författare)
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Negative psychological responses of injury and rehabilitation adherence effects on return to play in competitive athletes : a systematic review and meta-analysis.
- 2017
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Ingår i: Open Access Journal of Sports Medicine. - Macclesfield : Dove Medical Press Ltd. (Dovepress). - 1179-1543. ; 8, s. 27-32
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Forskningsöversikt (refereegranskat)abstract
- Previous research offers evidence that psychological factors influence an injured athlete during the rehabilitation process. Our first objective was to conduct a systematic review and meta-analysis of the results from all published studies that examined the relationships among negative affective responses after sport injuries, rehabilitation adherence, and return to play (RTP). The second objective was to use a meta-analytic path analysis to investigate whether an indirect effect existed between negative affective responses and RTP through rehabilitation adherence. This literature review resulted in seven studies providing 14 effect sizes. The results from the meta-analysis showed that negative affective responses had a negative effect on successful RTP, whereas rehabilitation adherence had a positive effect on RTP. The results from the meta-analytic path analysis showed a weak and nonsignificant indirect effect of negative affective responses on RTP via rehabilitation adherence. These results underline the importance of providing supportive environments for injured athletes to increase the chances of successful RTP via a decrease in negative affective responses and increase in rehabilitation adherence.
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| 8. |
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| 9. |
- Johansson, Susanne, et al.
(författare)
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Desires and taboos : Sexual relationships between coaches and athletes
- 2016
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Ingår i: International journal of sports science & coaching. - Stockholm : SAGE Publications. - 1747-9541 .- 2048-397X. ; 11:4, s. 589-598
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Tidskriftsartikel (refereegranskat)abstract
- Coach–athlete sexual relationships constitute ethical, behavioral, social, and emotional quandaries that are rarely addressed openly. Most of the current body of research in this area focuses on coaches’ sexual harassment and abuse of children and female athletes. In the present article, we discuss legal coach–athlete sexual relationships and adopt a coach perspective. As dual relationships, coach–athlete sexual relationships blur the boundaries between professional roles circumscribed (usually) by ethical codes of conduct and private spheres of love and desire. We explore the problems associated with the limitations of dichotomous right/wrong ethical decision making and discuss additional ways to understand these relationships, accounting for coaches’ and athletes’ well-being, performance, gendered sexual agency, power, ethical dilemmas, sport policy, and legal implications. Our discussion raises questions about how to open up dialogue and transparency regarding coach–athlete sexual relationships and how to facilitate functional, healthy coach–athlete relationships. Finally, we provide implications for future research that include legal and consensual coach–athlete sexual relationships and advocate transparency, open discussion, and coach education about coach–athlete sexual relationship dilemmas.
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| 10. |
- Johnson, Urban, 1961-, et al.
(författare)
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An ultra-runner's experience of physical and emotional challenges during a 10-week continental run
- 2016
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Ingår i: International Journal of Sport and Exercise Psychology. - New York, NY : Taylor & Francis. - 1612-197X .- 1557-251X. ; 14:1, s. 72-84
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Tidskriftsartikel (refereegranskat)abstract
- The main purpose of this study was to investigate relationships between self-report measures such as mood state, emotional recovery, and perceived exertion for a runner during a continental run. Second, the purpose was to examine psychological factors that enable an ultra-distance runner during an event. A case study report from a 49-year-old female ultra-distance runner, running a 3641 kilometre adventure event during a 10-week period was made. Data were collected during 15 weeks with three self-report questionnaires – more specifically, an initial report 3 weeks prior to the run, a weekly report during the 10 weeks of running, and, finally, a report 2 weeks after the run. In addition, a follow-up narrative interview was performed nine months after the run was completed. The main result showed that perceived exertion level had a statistically significant negative relationship with negative mood and a positive statistically significant relationship with positive mood. Results also showed a statistically significant difference between the three measurement points based on the variable perceived exertion level. In addition, the runner's narration suggested four main categories of psychologically assisting attributes: motivation, group cohesiveness, self-awareness, and mental stamina. The findings highlight the complex balance between extreme physical load and feelings of comfort and elevated mood. Another finding is that the joint effect of different psychological factors – especially the runner's high self-awareness, strong-minded attitude, and ability to use humour in problematic situations – was helpful during the run. Practical and methodological implications, as well strategies for further research, are provided. © 2015 International Society of Sport Psychology
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