| 1. |
- Brolin, Magnus, et al.
(författare)
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A salutogenic strengths-based approach in practice : an illustration from a school in Sweden
- 2018
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Ingår i: Curriculum Studies in Health and Physical Education. - : Routledge. - 2574-2981 .- 2574-299X. ; 9:3, s. 237-252
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Tidskriftsartikel (refereegranskat)abstract
- Despite an extensive debate and an openness of teachers to a strength-based approach to health and physical education, it is not always clear what a salutogenic strengths-based approach might look like in practice, at least not in the day-to-day work in schools. The purpose of this article is to present a salutogenic strengths-based school initiative in Sweden and to identify health discourses in the school's practice. An insider perspective is used to explore health in the school through Brookfield's four lenses for exploring one's own teaching practice. Two health discourses are identified: (1) an individual health discourse rooted in the fostering of personal development, and (2) a value-based health discourse build up around social relations and the fostering of democratic values. The individual health discourse can be understood as based in a pathogenic norm, and in the investigated school practice the individual health discourse dominated the school health initiative despite the salutogenic intentions.
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| 2. |
- Bäckström, Åsa, 1966-, et al.
(författare)
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Routes and roots to knowing in Shaun White’s snowboarding road trip : A mycorrhizaic approach to multisensory emplaced learning in exergames
- 2019
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Ingår i: Scandinavian Sport Studies Forum. - Malmö : Department of Sport Sciences, Malmö University. - 2000-088X. ; 10, s. 251-278
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Tidskriftsartikel (refereegranskat)abstract
- This article explores learning during game-play of a snowboarding video game intrigued by questions raised in the wake of the increasing mediatisation and digitisation of learning. Correspondingly, we answer to calls for more suitable metaphors for learning to cater for the entangled learning processes that changes related to the increase of digital media may infer. Using a short term sensory ethnography approach, we elaborate on the idea of multisensory emplaced learning and propose an organic metaphor – mycorrhiza – to both methodology and learning. Mycorrhiza refers to a symbiotic relationship between fungi and roots of plants in its environment where fungi are the visible effects of the mycorrhiza. The metaphor provides a way to start to unpack sensory, visual and embodied aspects of learning in the complexities of the digital age. By elaborating on the mycorrhizaic concepts fungus, soil, growth, mycelia and symbiosis we show three interrelated ways of moving through this game: (i) a social and cultural route, (ii) a competitive route, and (iii) an experiential route. With help of the metaphor we discern the symbiotic relations between what appeared in our empirical material as visual and other human and non-human aspects of emplacement.
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| 3. |
- Kalén, Anton, et al.
(författare)
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The influence of initial selection age, relative age effect and country long-term performance on the re-selection process in European basketball youth national teams
- 2021
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Ingår i: Journal of Sports Sciences. - Oxon : Routledge. - 0264-0414 .- 1466-447X. ; 39:4, s. 388-394
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Tidskriftsartikel (refereegranskat)abstract
- The aims of the study were to: (a) analyse the re-selection patterns in European youth basketball national teams, and (b) investigate how the chance of re-selection is influenced by the initial selection age and relative age of the players, as well as the long-term performance of the country at the youth level. The sample consisted of 8362 basketball players (5038 men, 3324 women) born 1988-1997 who have participated in at least one U16, U18 or U20 European youth basketball championship between 2004 and 2017. The results from the survival analysis showed that around 75% of male and 80% of female players participating in a championship were re-selected the following year. Also, initial selection age, relative age effect, and the country long-term performance influenced the re-selection rates, with relationships being different between men and women. To conclude, the results of the present study show that the re-selection process by which players progress in European youth national basketball teams is complex and influenced by several different factors.
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| 4. |
- Kalén, Anton, et al.
(författare)
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The Role of Domain-Specific and Domain-General Cognitive Functions and Skills in Sports Performance: A Meta-Analysis
- 2021
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Ingår i: Psychological Bulletin. - Washington, DC : American Psychological Association (APA). - 0033-2909 .- 1939-1455. ; 147:12, s. 1290-1308
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Tidskriftsartikel (refereegranskat)abstract
- Cognition plays a key role in sports performance. This meta-analytic review synthesizes research that examined the relationship between cognitive functions, skills, and sports performance. We identified literature by searching Cochrane Library, APA PsycINFO, PubMed, and Web of Science. We included studies conducted on competitive athletes, assessed cognitive prerequisites, and included performance measures related to the sport. Of the 9,433 screened records, 136 reports were included, containing 142 studies, 1,227 effect sizes, and 8,860 participants. Only 11 studies used a prospective study design. The risk of bias was assessed using the Risk of Bias Assessment Tool for Nonrandomized Studies. The multilevel meta-analysis showed a medium effect size for the overall difference in cognitive functions and skills, with higher skilled athletes scoring better than lower skilled athletes (Hedges' g = 0.59, 95% CI [0.49, 0.69]). The moderator analysis showed larger effect size for tests of cognitive decision-making skills (g = 0.77, 95% CI [0.6, 0.94]) compared to basic (g = 0.39, 95% CI [0.21, 0.56]) and higher cognitive functions (g = 0.44, 95% CI [0.26, 0.62]), as well as larger effect for sport-specific task stimuli compared to general ones. We report that higher skilled athletes perform better on cognitive function tests than lower skilled athletes. There was insufficient evidence to determine whether cognitive functions and skills can predict future sport performance. We found no evidence to support claims that tests of general cognitive functions, such as executive functioning, should be used by practitioners for talent identification or player selection. Public Significance Statement This meta-analysis indicates that testing cognitive functions or skills using sport-specific stimuli has the potential to differentiate between elite and nonelite athletes. There is, however, no evidence for the usefulness of using general, non-sport-specific cognitive function tests to predict future sport performance.
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| 5. |
- Lundvall, Suzanne, 1957-, et al.
(författare)
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Environing as Embodied Experience - A Study of Outdoor Education as Part of Physical Education
- 2021
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Ingår i: Frontiers in Sports and Active Living. - : Frontiers Media S.A.. - 2624-9367. ; 3, s. 1-12
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Tidskriftsartikel (refereegranskat)abstract
- The development of a re-understanding or re-investigation of body pedagogy is currently prominent in the field of physical education (PE) and sport pedagogy. This goes for the learning of movement capability and health but also in relation to outdoor education (OE). The latter a criticized area for having a one-size-fits-all approach to curriculum, with less attention to what to learn in OE, including aspects of everyday practices of being outdoors. The aim of this study was to explore students aged 15 years, and their meaning making of being outdoors expressed in written stories about a favorite place. Two school year eight classes in a Swedish compulsory school situated in an area with high diversity participated. Through this theory-generated empirical study, written stories were explored as one way of evaluating students' meaning making of outdoor places. By using practical epistemology analysis (PEA) to examine experience operationalized through aesthetic judgements attention is paid to the relation between the student and the situation (their favorite place). The analysis make it possible to discern a sense and meaning making of “being” outdoors as an embodied experience, as a relational whole of the self, others and the environment. Descriptions of aesthetic experiences were analyzed leading to dimensions of environing described as “calm and privacy,” “community and togetherness” and “feelings and senses.” A favorite place was by all students described as a very local and nearby place accessible in everyday life. The analysis generated understandings of feelings of “fulfillment” and different embodied experiences of what an encounter with an outdoor place or being outdoors could mean. Furthermore, how personal and diverse the meaning making place tends to be and how experience and habits contribute to the students' creation of microenvironments. Dimensions of environing become part of an embodied process. The analysis of the written stories calls for an alternative understanding of what OE can or should consist of. The findings encourage teachers and researchers to consider alternative understandings and practices of OE that highlight and educate students' overall embodied (individual) experiences and learning in OE and PE.
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| 6. |
- Maivorsdotter, Ninitha, 1966-, et al.
(författare)
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Being a competent athlete or a competent teacher? : Aestetic experiences in physical education teacher education
- 2014
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Ingår i: European Physical Education Review. - London : Sage Publications. - 1356-336X .- 1741-2749. ; 20:3, s. 407-422
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to explore physical education teacher education students’ meaningmaking of participating in lessons – in this case gymnastics and basketball – based on their aesthetic judgements, expressed in written stories. A transactional approach, drawing on the work of John Dewey, was used in the study and the empirical data was generated through observations and collection of students’ written stories. A practical epistemology analysis was used in order to explore the students’ meaning-making in-depth. The purposes that the students ascribed to participating in the lessons were to develop both as athletes and as teachers. When analysing the stories, the importance of being a competent athlete emerged as the main purpose of participating in the lessons, and the majority of the students never included the purpose of developing as a teacher in their stories at all. By making the competent athlete the centre of their participation, other positions of participation were excluded or marginalized. However, even if all the students’ stories contribute to the collective appropriation of the type, the majority did not include the projected, ideal type in all respects. In their stories, it was clear that many of the students expressed a tension between doing gymnastics or basketball within the context of competitive sport and doing the same activities within the context of physical education teacher education. Even if the students did not fulfil this awareness of contrasting ideals by undoing ‘the competent athlete’ completely, many of them did highlight the conflict.
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| 7. |
- Maivorsdotter, Ninitha, 1966-, et al.
(författare)
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Exploring gender habits : A practical epistemology analysis of exergaming in school
- 2019
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Ingår i: European Physical Education Review. - : Sage Publications. - 1356-336X .- 1741-2749. ; 25:4, s. 1176-1192
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Tidskriftsartikel (refereegranskat)abstract
- Digitisation is an ongoing process in society as well as in physical education (PE) and research has identified digital technologies as a trend that influences the PE curriculum. A number of studies have explored the topic from different angles, although very few have empirically looked at the critical aspects of digitised PE in educational practice. This is particularly striking when it comes to issues of gender. Against this background, the aim of the paper is to explore gender habits in a digitised PE practice. A transactional approach, drawing on the work of the pragmatist feminist Shannon Sullivan, is used in the study. The data consists of video- and audio-recordings of ongoing video gaming organised by the PE teacher. A practical epistemology analysis is employed to explore the teenagers’ gender habits in depth. In the analysis, it is clear that the use of exergames in school reinforces traditional gender habits, rather than weakening them. This is particularly evident when the teenagers play in single sex groups. This is also the case when playing in mixed gender groups, although here some changes in gender habits can be identified. However, gender habits are not easily transformed and the findings support the argument that deliberate teaching is important when issues of gender are raised in practice.
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| 8. |
- Thorén, Anna, 1963-, et al.
(författare)
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What physical education becomes when pupils with neurodevelopmental disorders are integrated : a transactional understanding
- 2021
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Ingår i: Physical Education and Sport Pedagogy. - United Kingdom : Routledge. - 1740-8989 .- 1742-5786. ; 26:6, s. 578-592
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Tidskriftsartikel (refereegranskat)abstract
- Background: Previous research on inclusive physical education (PE) has often focused on pupils with visible physical disabilities and how best to facilitate and adapt PE so that they can play an active role in the educational situation. Many lessons about inclusion have emerged from this important field. However, less is known about more ‘invisible’ variations. In Sweden, many pupils who are diagnosed with neurodevelopmental disorders (NDD), such as Attention Deficit Hyperactivity Disorder (ADHD) or Autism Spectrum Disorder (ASD), are integrated into mainstream classes. These pupils are often more sensitive to demands and stressful situations and struggle to decode social interactions. When it comes to lessons in PE, little is known about how pupils with NDD experience the educational situation and what they need to do to be successful in PE.Purpose: The aim of this article is to explore what PE practices become in classes in which pupils with NDD are integrated in terms of inclusion or exclusion processes. Drawing on the work of John Dewey, we suggest a transactional perspective on inclusion. This facilitates a non-dualistic exploration of inclusive PE and makes it possible to take the experiences of pupils with NDD and their peers into account.Methods: In the article we use a transactional framework with a focus on experience, meaning-making and habits using the following analytical questions: (i) What are the experiences of integrated PE? (ii) How do these events appear as inclusive? (iii) How do they appear as exclusive? The data generation consisted of 9 field observations and 13 individual interviews with pupils aged between 10 and 11 years in three classes in two different schools in one municipality. The municipality was awarded a grant by the Swedish authorities to work towards the creation of more favourable school situations for pupils with NDD. Three classes in which pupils with NDD diagnoses were integrated in PE were selected.Findings: The study identified four PE practices in which inclusion and exclusion processes were prominent: (i) to organise, (ii) to cooperate, (iii) to sweat and (iv) to win. ‘To organise’ is a comprehensive practice that is transactionally identified and foregrounded by teachers’ actions. The other three are embedded in the practice ‘to organise’, which foregrounds pupils’ actions. The study shows that pupils are included in a certain kind of PE practice when it becomes an organised practice of sweating, competing and cooperating.Conclusion: The study reveals that some of the inclusive practices that are designed to support pupils with NDD exclude other pupils with or without NDD. Accordingly, working in an integrated way can be both inclusive and exclusive. It would thus seem that successful inclusive education in PE is as much about group dynamics as about ‘individual pupils with problems’. In order to achieve inclusion, teachers need to focus on actively communicating with pupils, colleagues and parents, on how and what to teach and on what students are supposed to learn.
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