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- Arewang, Carl Johan, et al.
(författare)
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Synthesis of urine drug metabolites : glucuronic acid glycosides of phenol intermediates
- 2007
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Ingår i: Carbohydrate Research. - : Elsevier BV. - 0008-6215 .- 1873-426X. ; 342:7, s. 970-974
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Tidskriftsartikel (refereegranskat)abstract
- The investigation of drug metabolism requires substantial amount of metabolites. Isolation from urine is tedious, therefore, the material obtained by synthesis is preferred. Substantial amounts of three tentative drug metabolites, phenolic glucuronides, have been prepared using easily available glycosyl donors. The final products [3(2-N-methyl-N-isopropylaminoethoxy)phenyl] beta-D-glucopyranosiduronic acid, 4-amino-3,5-dimethylphenyl beta-D-glucopyranosiduronic acid and [2(S)-propanoyl-6-O-naphthyl] beta-D-glucopyranuronic acid are useful as, for example, reference material in metabolite investigations.
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| 4. |
- Larsson, Håkan, et al.
(författare)
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Bedömningsstöd idrott och hälsa årskurs 4-6
- 2014
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Annan publikation (populärvet., debatt m.m.)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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| 5. |
- Tidén, Anna
(författare)
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Bedömningar av ungas rörelseförmåga : En idrottsvetenskaplig problematisering och validering
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of this thesis is to investigate, discuss and problematise different aspects of movement ability. The four sub-studies of the thesis deal with various issues concerning assessment of movement ability. First, the focus is on how the concept of physical literacy has influenced the steering document of the subject physical education and health (PEH) in Sweden. The question is: What kind of tensions and conflicts arise when different approaches and interpretations of movement ability are used in an educational context? Second, a structural validation is conducted of the NyTid test, an assessment tool developed to assess basic and complex movement skills at the ages of 12-16 years. The question is: Which categories of movement skills are identified through the validation of the NyTid test? Third, the study examines how ‘ability’ is conceptualised, configured and produced in movement tests and movement assessment tools. Finally, an investigation of how or whether an assessed low or high movement ability at the age of 15 matters for developing an interest in, or taste for, sport and physical activities nine years later, in young adulthood.Movement ability is studied from different perspectives, including a multidisciplinary sport science approach using mixed methods. The theoretical standpoint in the sociocultural analyses is inspired by Bourdieu’s theories and concepts of habitus, capital, field and doxa, which are used as analytical tools. Different theories relating to the evaluation of movement abilities as product- or process oriented assessment are also made use of.Movement abilities tests and assessment tools are also found to construct a specific and narrow form of physical capital strongly related to traditional sports. Accordingly, the social construction of movement ability through assessment tools is far from neutral and could affect how children see themselves and their sense of ‘ability’. Furthermore, the assumption that an acquired high level of movement ability plays a central role for being physically active is challenged in the thesis. Even though pupils at the age of 15 had a low level of assessed movement ability, it did not prevent them from acquiring a taste for sport and physical activity later in life. However, more studies on movement ability and the underlining mechanisms and factors for engaging in physical activities are necessary.
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| 7. |
- Tidén, Anna, 1963-, et al.
(författare)
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Movement Assessment Tools: A Critical Examination
- 2015
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Konferensbidrag (refereegranskat)abstract
- IntroductionIn contemporary society there are calls to increase young people’s physical activity. In the wake of this concern we find a growing interest in studying and assessing children’s and adolescents’ movement abilities. Consequently, there are a number of tools developed for assessing children’s movement abilities. However, many scholars have suggested that ability is far from a neutral concept and the notion of ability is often taken for granted as simply a measureable and observable capacity. The aim with this study is to critically examine assessment tools used for healthy and typically developed children. (Evans, 2004; Hay & Macdonald, 2013; Wright & Burrows, 2006).MethodsThe examination comprises ten tools from six different countries. In the study we pay special attention to selected movement tasks in the tools and the evaluation methods. The theoretical framework is inspired by Bourdieu’s concepts of habitus and capital, (Bourdieu, 1988) which are used as analytical tools. The analysis explores and discusses what kind of movement ability the tools may construct.ResultsThe findings show both a great variation of concepts and evaluation methods and a narrow view of what is regarded as valuable to assess. The assessment tools are strongly related to traditional sports and represent a specific form of physical capital. Rhythm and dance, for example, are never or seldom assessed, neither movements in a broader perspective as open skills or movement tasks taking place in an outdoor environment. The examined tools and tests assess a limited number of decontextualised movements and produce a narrow view of movement ability.DiscussionThe study gives an overview of what kind of movements and abilities that is valued and promoted in movement assessment. Evaluation processes often promotes a child who is physically mature and benefits those who have experience of traditional sports. In other words, the assessed ‘taste for sport’ and the ‘embodied physical capital’ construct what is considered to be legitimate knowledge in relation to movement culture. Accordingly, the construction of movement ability through assessment tools could affect how children see themselves and their ‘ability’. The results raises questions about how the assessments influence children’s desire to move or their interest for physical activity in broader perspectives.ReferencesBourdieu, P. (1988). Program for Sociology of Sport. Sociology of Sport Journal, 5, 153-161.Evans, J. (2004). Making a difference? Education and ‘ability’ in physical education. European Physical Education Review, 10, 95-108.Hay, P.J., & Macdonald, D. (2013). Evidence for the social construction of ability in physical education. Sport Education and Society, 15, 1-18.Wright, J. & Burrows, L. (2006). Re-conceiving ability in physical education: a social analysis. Sport Education and Society, 11, 275-291.
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| 8. |
- Tidén, Anna, 1963-, et al.
(författare)
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The social construction of ability in movement assessment tools
- 2014
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Konferensbidrag (refereegranskat)abstract
- THE SOCIAL CONSTRUCTION OF ABILITY IN MOVEMENT ASSESSMENT TOOLS Anna TidénKarin RedeliusSuzanne LundvallThe Swedish School of Sport and Health Studies, Stockholm, Sweden (GIH)The notion of ability is often taken for granted as simply a measureable and observable capacity. Consequently, there is a number of assessment tools developed for evaluation children’s movement abilities. However, many scholars have suggested that ability is far from a neutral concept. The aim with this study is to investigate how ability is conceptualized and socially configured in a number of movement tests. Questions of particular interest are: What are the purposes of the tests? What kinds of evaluation methods are used and what movement ‘abilities’ are valued? Different assessment tools used in research and education have been examined regarding purpose, content, and assessment orientation. The tests have been analyzed from a sociocultural perspective and Bernstein’s models of pedagogies and Bourdieu’s concept of physical capital have been used. Preliminary findings indicate that the kind of abilities or physical capital that renders high scores on many tests is integral to traditional sports. Rhythm and dance, for example, are never or seldom assessed, neither movements in a broader perspective. The construction of ability in the tests seems to be related to Bernstein’s hierarchical model of pedagogy, performance codes, rather than to competence codes which relates to a more holistic perspective on human movement. The study gives a picture about what kind of movements and abilities that is valued in movement assessment. It raises question about which child benefits from the testing and which child does not. How will the testing influence children’s desire to move or their interest for physical activity in a broader perspective?References Burton, A. W., & Miller, D. E. (1998). Movement Skill Assessment. Champaign. IL: Human Kinetics.Bernstein, B. (1990). The Structuring of Pedagogic Discourse. London: Routledge.Bourdieu, P. (1988). Program for Sociology of Sport. Sociology of Sport Journal.5, 153-161.Evans, J. (2004). Making a difference? Education and ‘ability’ in physical education. European Physical Education Review, 10, 95-108.Evans, J., & Penney, D. (2008). Levels on the playing field: The social construction of physical ‘ability’ in physical education curriculum. Physical Education and Sport Pedagogy, 13(1), 31-47.Hay, P.J., & Macdonald, D. (2013). Evidence for the social construction of ability in physical education. Sport Education and Society, 15(1), 1-18.Wright, J. & Burrows, L. (2006). Re-conceiving ability in physical education: a social analysis. Sport Education and Society, 11(3), 275-291.Anna Tidén – anna.tiden@gih.se
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| 9. |
- Tidén, Anna, et al.
(författare)
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The social construction of ability in movement assessment tools
- 2017
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Ingår i: Sport Education and Society. - : Informa UK Limited. - 1357-3322 .- 1470-1243. ; 22:6, s. 697-709
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Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on how ability' is conceptualised, configured and produced in movement assessment tools. The aim of the study was to critically analyse assessment tools used for healthy and typically developed children. The sample consists of 10 tools from 6 different countries. In the study, we pay special attention to content and evaluation methods. The theoretical analysis explores and discusses what kind of movement ability the tools construct. The theoretical framework is inspired by Bourdieu's concepts of habitus, capital and field which are used as analytical tools to explore how the testing processes and content shape what is regarded as ability. Our findings show both a great variation of concepts and evaluation methods and a narrow view of what is regarded as valuable to assess. The assessed movements are strongly related to traditional sports and construct a specific form of physical capital. None of the tasks assessed take place in natural outdoor environments. Open skills, rhythmical movements to music or tasks including a wider range of flexibility are also absent in the assessment tools. The explored tools and tests assess a limited number of decontextualised movements and produce a narrow view of ability'. Hence, the testing process itself often promotes a child who is physically mature and benefits those who have experience of traditional sports. In other words, the assessed taste for sport' and the embodied physical capital' construct what is considered to be legitimate knowledge in relation to movement and physical culture. Accordingly, the social construction of movement ability through assessment tools is far from a neutral concept and could affect how children see themselves and their ability'.
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