| 1. |
- 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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| 2. |
- 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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| 3. |
- Gellerstedt, Martin, 1966-, et al.
(författare)
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Det blandade samhället ger blandade känslor
- 2022
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Ingår i: Denna sköna nya värld. - Göteborg : Folkuniversitetets Akademiska Press. - 9789185359226 ; , s. 77-88
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- 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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| 5. |
- 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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| 6. |
- Maivorsdotter, Ninitha, 1966-, et al.
(författare)
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Students’ Aesthetic Experiences of Playing Exergames: A Practical Epistemology Analysis of Learning
- 2015
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Ingår i: International Journal of Games Based Learning. - USA : IGI Global. - 2155-6849 .- 2155-6857. ; 5:3, s. 11-24
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to explore Swedish junior high school students meaning-making of participating in exergaming in school based on their aesthetic judgments during game play. A transactional approach, drawing on the work of John Dewey, was used in the study and the data consisted of video- and audio recordings of ongoing video gaming. A practical epistemology analysis (PEA) was used in order to explore the students’ meaning-making in depth. When analyzing the data, the importance of performing well in relation to the challenges the game offers; developing techniques suitable for the game; and interacting socially with one’s peers emerged as main themes in the students’ meaning-making and learning. It was clear that the students’ taste for gaming played a crucial role in how they proceeded in the activity and that meaningful gaming included an intrinsic combination of pleasure and displeasure.
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| 7. |
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| 8. |
- Maivorsdotter, Ninitha, 1966-, et al.
(författare)
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The act of running : a practical epistemology analysis of aesthetic experience in sport
- 2012
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Ingår i: Qualitative Research in Sport, Exercise and Health. - Oxon, United Kingdom : Routledge. - 2159-676X .- 2159-6778. ; 4:3, s. 362-381
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to explore aesthetic experiences in sport and how people – in this case a marathon runner – are ‘bodying’ the world aesthetically as part of their participation in sport. Aesthetic experiences in sport are mostly lived through the senses of the body, and even if there is a need to focus on people making sense of bodily movements, there is still the problem of transforming bodily movements and aesthetic experiences into words. In order to try to bridge this gap we suggest that a professional author could have tools for fruitfully articulation of non-linguistic aspects of corporeal existence in words. We therefore use a memoir What I talk about when I talk about running, written by the author and marathon runner Haruki Murakami, as empirical data in order to explore aesthetic experiences in sport through narratives of what we term aesthetic events. Using a practical epistemology analysis (PEA), a tool developed for analyzing meaning making and learning, the study shows that aesthetic experiences during the act of running involve different ways of ‘bodying’ the world in transaction. The major theme is moving and the importance of keeping moving and the two minor themes are moving across a race and moving along the continuum of physical capacity. The study shows how aesthetic experiences play a part of meaning-making and in fulfilling the purposes of running. The study accordingly contributes to a discussion about meaning-making in sport in a non-dualistic manner where emotional aspects of experiences can be taken into account.
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| 9. |
- Maivorsdotter, Ninitha, 1966-, et al.
(författare)
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Young people’s aesthetic experience of playing Wii
- 2014
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Konferensbidrag (refereegranskat)abstract
- Recently, scholars in physical education have begun to explore how young people experience exergames. The research is often undertaken in the light of increasing public health problem among young people. The purpose of this study was to investigate students’ experiences when playing the exergame Wii in an educational context. Questions that have guided the analysis were: (1) Which meanings do the students make when playing Wii exergames? (2) How are aesthetic experiences in terms of likes and dislikes used in this meaning-making process?Drawing on the work of John Dewey, the later works of Ludwig Wittgenstein and socio-cultural approaches, a practical epistemology analysis (PEA) with focus on aesthetic judgments was used as approach in order to investigate situated learning.The empirical data consists of video recordings of two groups of 15 year olds (3 boys and 3 girls) playing different exergames once a week for ten weeks.When analyzing the data three themes emerged as essential to students’ meaning-making. The major theme was to interact socially with their peers, and the two minor themes were to participate in a struggle and to develop technical skills suitable for the game. By analyzing the aesthetic judgments used by the students during gaming it was clear that participating could not be reduced as just being “fun”, instead the students showed feelings ranging from enjoyment, engagement, isolation to frustration. Conclusions: To understand the healthy aspects of exergaming we must broaden the definition of health, not to only interpret health in terms of physiological benefit, but as psychological and sociological benefit as well. It is also clear that the understanding of “fun” must be problematized. It is not appropriated to only understand young people’s gaming in terms of enjoyment, but as a complex social interaction were young people form their identity in relation to the social situation as well as the game.
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| 10. |
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