| 1. |
- Aarskog, Eirik, et al.
(författare)
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What were you thinking? A methodological approach for exploring decision-making and learning in physical education
- 2019
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 24:8, s. 828-840
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Tidskriftsartikel (refereegranskat)abstract
- The broad purpose of this paper is to consider the relationship betweendecision-making and learning. Specifically, our aim is to propose amethodology that provides a theoretical framing along with proceduresfor investigating this relationship in Physical Education (PE). By utilizingselected parts of John Dewey’s educational theories, the paper presentsa theoretical exposition of decision-making as an individual processcontaining both ‘practical’ and ‘cognitive’ aspects. By combining thistheoretical conceptualization with a description of concrete researchmethods, the paper proposes a methodological approach enablingresearchers to get empirically closer to the phenomenon of individualdecision-making within PE learning. We argue that by doing so,researchers in the field of PE can study certain aspects of learning notexplicitly emphasized within existing methodological approaches.
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| 2. |
- Aasland, Erik, et al.
(författare)
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Enacting a new physical education curriculum : a collaborative investigation
- 2024
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243.
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Tidskriftsartikel (refereegranskat)abstract
- Previous research shows that enacting a new curriculum is a complex process. Teachers can be enthusiastic and committed to new curricular objectives, but they can also experience frustration and disappointment. Scholars have suggested that teachers who perceive lack of support, or tensions between their personal philosophies and the educational principles underpinning a new curriculum, struggle to enact new curricula in line with their intent. Our purpose in this article is to illustrate how two Physical Education (PE) teachers experienced the enactment of a new official curriculum. An action research approach was used as design of the study. Researchers cooperated with two PE teachers for 18 months. The empirical material consisted of 50 sets of field notes from the two teachers' teaching lessons, transcripts from one semi-structured qualitative interview with both teachers following the completion of the school year. The material also consisted of reflection logs produced by the teachers containing written notes about their experiences of the curriculum enactment. We used literature on educational change (Fullan, M., & Hargreaves, A. (1991). What's worth fighting fore? Working together for your school. Ontario Public School Teachers' Federation) as our theoretical framework. Our findings show that the teachers experienced the curriculum enactment in contradictory ways. Shifting from previous PE practices that focused on sports activities and emphasized teacher instruction, to pedagogical practices informed by the new PE curriculum (including sociocultural perspectives of learning and assessment), led to uncertainty, surprise, satisfaction, as well as distrust. Our findings also showed that the teachers' experiences of the enactment were influenced by perceived gender biases. We argue that teachers' beliefs and the teaching culture were particularly influential dimensions regarding the two PE teachers' experiences of the curriculum enactment. Practitioners and researchers attempting curriculum enactment in the future should pay careful attention to such dimensions, especially given that tensions and uncertainty often occur during any educational change.
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| 3. |
- Alsarve, Daniel, 1976-
(författare)
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Addressing gender equality : enactments of gender and hegemony in the educational textbooks used in Swedish sports coaching and educational programmes
- 2018
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 23:9, s. 840-852
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Tidskriftsartikel (refereegranskat)abstract
- Sport is often described as a field containing competitive and hierarchy shaping activities. However, in Sweden and elsewhere, this field is also permeated by democratic principles where, for example, everybody has the right to participate in children’s and youth sports regardless of gender, ethnicity or physical ability. In Sweden, there are distinct objectives for gender equality, where women/girls and men/boys should ideally be treated and recognised equally. The aim of this paper is twofold: to examine how gender is enacted in the textbooks used in Swedish sports coaching and educational programmes and to identify whether any of the enactments reflect a hegemonic masculinity. The textbooks used in two of the most extensive courses arranged by the Swedish Sports Confederation, ‘The Platform’ [Plattformen] and ‘Basic Coach Education’ [Grundtränarutbildning] are in focus. The theoretical framework and methodological approach are inspired by research on sport, gender and the hegemonic masculinity thesis. In the process of analysis, the hegemonic perspective is central. During the analysis, four themes are identified as expressions of a hegemonic masculinity and, thus, as obstacles to gender equality. Firstly, the binary sex norm poses a real challenge for the implementation of gender equality because it helps to shape a hierarchy that privileges men and masculinities. Secondly and thirdly, the themes ‘puberty’ and ‘the coach’ appear to be important, in that they support and contest a gendered hierarchy. Finally, there are examples of men, like sport coaches, appearing as genderless, which is interpreted as a hegemonic acceptance of the category of men (as universal and genderless subjects). By critically illuminating these themes, the paper adds to the wider research field of sport, coaching and education programmes and the complexity of gender mainstreaming in sport.
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| 4. |
- Andersson, Erik, 1979-
(författare)
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Parent-created educational practices and conditions for players’ political socialisation in competitive youth games : a player perspective on parents’ behaviour in grassroots soccer
- 2020
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 25:4, s. 436-448
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Tidskriftsartikel (refereegranskat)abstract
- By recognising young athletes as active socialising agents in their own right and how they experience parents’ behaviour, the article contributes knowledge about parent-created educational practices and conditions for players’ political socialisation in competitive youth games in grassroots soccer. Parents play an important role in the creation of educational practices and the conditions for young people’s political socialisation in sport. Young people’s formation of political identities, values, attitudes and norms, their adaption to, learning about and sometimes changes in the political culture of a community are dimensions that have hitherto not been explored to any great extent in youth sport research. Three types of educational practices are identified in which the conditions for political socialisation are shown to be marked by social cohesion, security and respectability; group segregation, selfishness and manipulation; disrespect, hostility and blame.
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| 5. |
- Andersson, Joacim, PhD, 1978-, et al.
(författare)
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I am sailing : towards a transactional analysis of 'body techniques'
- 2015
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Ingår i: Sport, Education and Society. - Abingdon, England : Routledge. - 1357-3322 .- 1470-1243. ; 20:6, s. 722-740
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Tidskriftsartikel (refereegranskat)abstract
- In recent years there has been a growing interest in questions related to embodiment and learning. Within the field of ‘body pedagogics’ great efforts have been made to develop theory and methodology that can deal with the corporeal aspects of experience and knowledge without adopting any form of dualistic conceptions of body/mind and organism/environment. This article connects to this body of research. The purpose is to first present a synthesis of James’ radical empiricism, Dewey’s transactional understanding of experience and learning and Marcel Mauss’ concept of ‘body techniques’ and the notion of education embedded in it. Against the background of this theoretical development, and with a Transactional Model of Analyzing Bodying (TMAB), we then show how we can analytically come to terms with different dualistic problems that research into ‘body pedagogics’ has to deal with. We use an empirical example of dinghy sailing to create knowledge about what we learn when learning embodied knowledge, and how this learning takes place. We argue that experience is an important concept for understanding the acting knowing human being, describing how experience is organized and developed and outlining how this organization can be understood as learning. We hold that situations where someone learns to embody certain knowledge are cases of overt actions, in which we can see what kinds of relations are created and how these relations become meaningful for further action.
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| 6. |
- Andersson, Joacim, 1978-, et al.
(författare)
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I am sailing : towards a transactional analysis of 'body techniques'
- 2013
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Ingår i: Sport, Education and Society. - 1357-3322 .- 1470-1243.
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Tidskriftsartikel (refereegranskat)abstract
- In recent years there has been a growing interest in questions related to embodiment and learning.Within the field of ‘body pedagogics’ great efforts have been made to develop theory andmethodology that can deal with the corporeal aspects of experience and knowledge withoutadopting any form of dualistic conceptions of body/mind and organism/environment. This articleconnects to this body of research. The purpose is to first present a synthesis of James’ radicalempiricism, Dewey’s transactional understanding of experience and learning and Marcel Mauss’concept of ‘body techniques’ and the notion of education embedded in it. Against the backgroundof this theoretical development, and with a Transactional Model of Analyzing Bodying (TMAB),we then show how we can analytically come to terms with different dualistic problems that researchinto ‘body pedagogics’ has to deal with. We use an empirical example of dinghy sailing to createknowledge about what we learn when learning embodied knowledge, and how this learning takesplace. We argue that experience is an important concept for understanding the acting knowinghuman being, describing how experience is organized and developed and outlining how thisorganization can be understood as learning. We hold that situations where someone learns toembody certain knowledge are cases of overt actions, in which we can see what kinds of relationsare created and how these relations become meaningful for further action.
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| 7. |
- Andersson, Joacim, PhD, 1978-, et al.
(författare)
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Physical education teaching as a caring act : techniques of bodily touch and the paradox of caring
- 2018
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 23:6, s. 591-606
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we investigate “no touch policies” as a practical teacher concern that includes the body as a location, a source, and a means in educational activity. We argue that to understand issues regarding physical touch within school practice we must conceive it as deeply associated with specific teaching techniques. Thus, the didactical challenge is not found in argumentations about the pro and cons of physical touch, but through analysis of how teachers handle student interaction and teaching intentions.We consider teaching as a caring profession. Caring, as a practical teacher concern, requires wisdom regarding the right time to use bodily touch and to refrain from such use. This wisdom involves the ability to discern people’s needs, desires, interests, and purposes in particular situations and act appropriately. From a body pedagogical perspective we approach intergenerational touch not only as a discursive and power related question but as an essential tension in the intersection of the; ambiguity attendant to any intentional act such as teaching, the conflict between the ethics of care and the ethics of justice, and finally, the paradox of caring.We draw on interviews with PE-teachers in Swedish primary, secondary, and upper-secondary schools and analyses of a collection of techniques of bodily touch that are established and practiced with specific pedagogical purposes. The results shows PE teacher’s competence in handling different functions of intergenerational touch in relation to three different techniques of bodily touch; 1) Security touch, which is characterized by intentions to handle the fragile; 2) Denoting touch, which is characterized by intentions to handle learning content; 3) Relational touch, which is characterized by caring intentions. Each of these is of importance for the teachers in carrying out their call to teach and each of these relies on professional assessments whether or not it meets its intended purpose.
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| 8. |
- Andreasson, Jesper, 1977-, et al.
(författare)
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‘Doing for group exercise what McDonald's did for hamburgers’ : Les Mills, and the fitness professional as global traveller
- 2016
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Ingår i: Sport, Education and Society. - : Informa UK Limited. - 1357-3322 .- 1470-1243. ; 21:2, s. 148-165
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Tidskriftsartikel (refereegranskat)abstract
- This article analyses fitness professionals’ perceptions and understanding of their occupational education and pedagogical pursuance, framed within the emergence of a global fitness industry. The empirical material consists of interviews with personal trainers and group fitness instructors, as well as observations in their working environment. In addition, printed material from different occupational organisations and educational companies has been included. The narratives of the fitness professionals and a case study of Les Mills are presented and analysed through the concept of the McDonaldisation of society, or more specifically of fitness culture. The results show that, even though gym and fitness franchises differ from hamburger restaurant chains, there are crucial similarities, but also differences. One can, for example, discern a tendency towards the construction of predesigned and highly monitored programmes, such as the one developed by Les Mills. Homogenisation is also apparent when looking at the body ideals produced, as fitness professionals work on their own or clients’ bodies, which makes it possible to anticipate a global body ideal. The social and cultural patterns of self-regulation and self-government found in gym and fitness culture can be understood and analysed in a global context. What we find is an intriguing and complex mixture of regulation, control and standardisation, on the one hand, and a struggle to express the body, to be ‘free’ and to transgress the boundaries set by the commercial global fitness industry, on the other.
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| 9. |
- Apelmo, Elisabet
(författare)
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What Is the Problem? : Dis/Ability in Swedish Physical Education Teacher Education Syllabi
- 2022
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Ingår i: Sport, Education and Society. - : Taylor & Francis. - 1357-3322 .- 1470-1243. ; 27:5, s. 529-542
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses dis/ability and physical education teacher education (PETE). The aim is twofold. First, I explore how dis/ability is problematised in PETE syllabi from nine Swedish universities. Bacchi's What's the problem represented to be? approach for analysing policy texts is used. The centre of attention thus shifts from a problem and its solution, to how a phenomenon is made into a problem and to the effects of this problematisation. Second, a theoretical framework that corresponds better with the aims of the steering documents advising Swedish compulsory schools and PETE is proposed.In the analysis, two dominant problem representations were discerned. First, pupils with impairment or special needs are constructed as the problem. When pupils with impairment are problematised, they risk being constructed as deviant and marginal in PE. This is reinforced by the fact that, in some cases, the subject is dealt with in only a few pages of text and as part of a single course. Second, power relations, norms or inequality are constructed as the problem. Thus, the focus shifts from the pupils’ reduced physical, cognitive or neuropsychiatric ability to the interactions with able-bodied teachers and peers. Bacchi also asks where the silences are in the texts. The notion of disability, caused by social barriers such as inaccessibility and prejudices, is completely missing. Moreover, ableism – discrimination that favours being able-bodied – is not explicitly dealt with, not even when the syllabi bring up power relations or norms.A change within PETE is required, with inclusive education as the goal. I suggest that both the effects of impairment and ableism, which lead to disabilities, need to be taken into account. Cripistemologies – that is, the knowledge of disabled people – would be useful in this process, as a way to dismantle ableism and appreciate differences.
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| 10. |
- Apelmo, Elisabet
(författare)
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‘You do it in your own particular way.’ : Physical education, gender and (dis)ability
- 2019
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Ingår i: Sport, Education and Society. - : Taylor & Francis. - 1357-3322 .- 1470-1243. ; 24:7, s. 702-713
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article was to explore, from a gender perspective, how young sporting women with physical impairments experience physical education (PE), and which strategies they use to manage situations that arise in the everyday interaction in connection with those lessons. Phenomenology provides a theoretical framework that includes the body. Ten semi-structured interviews were conducted with the women, aged 15–28. In addition, semi-structured interviews were held with three boys, aged between 10 and 15, and with one male coach. Those latter interviews are used in the article as material for comparison. The young women had a strong aspiration to appear normal. However, in relation to PE, the participants highlighted issues dealing with experiences of exclusion and special treatment. It appeared to be difficult for teachers to see these women as the sports-interested youths that they were. The young women used different strategies of resistance. Some of them did not participate in certain aspects of PE, or chose to quit the whole course. To receive a higher grade, another participant showed the teacher her medals from the Swedish national swimming championship, thus stressing her competence. When the women finally described the stigmatization that they had been subjected to, they avoided positioning themselves as victims, by downplaying the seriousness of a discriminatory situation or by using in the interview the word ‘we’ instead of ‘I’, thus describing the incident in collective terms. Previous research supports the suggestion that the students’ opportunities to show their capacities and strength during PE are dependent on the students’ gender. While one of the boys and a male coach gave examples of experiences of more inclusive PE, with a potential to challenge the able-bodied norm within the subject, the gender norm remained unquestioned.
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