| 1. |
- Barker, Dean, 1977-, et al.
(författare)
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Exploring movement learning in physical education using a threshold approach
- 2020
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Ingår i: Journal of teaching in physical education. - Champaign, USA : Human Kinetics. - 0273-5024 .- 1543-2769. ; 39:3, s. 415-423
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The aim of this investigation was to describe student learning when physical education teacher and students attempted to develop movement capability.Method: The paper reports on the implementation of a 10-lesson pedagogical sequence. Data were generated using observations, interviews and student diaries with one grade nine class (26 students aged approximately 15 years) as they developed juggling capabilities. Data were analyzed using the notion of corporeal thresholds.Results: Results show that: (a) a ‘throw-throw-catch-catch’ pattern emerged as a corporeal threshold for juggling within the sequence; (b) most learners had crossed the threshold at the outset and were able to experiment with different forms of juggling during the sequence; (c) some students crossed the threshold during the sequence. These students experienced liminal phases, characterized by frustration and an initial feeling that they were juggling in the ‘wrong’ way; and (d) some learners became stuck, pretended to know what to do, and did not cross the threshold during the 10 lessons.Discussion/conclusion: Three issues related to the threshold approach are discussed, student identity and group membership, the process of learning, and the emotional dimensions of movement learning. The paper is concluded with reflections on the implications of the results for scholarship.
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| 2. |
- Barker, Dean, 1977-, et al.
(författare)
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Group Work in Physical Education : Exploring the Interconnectedness of Theoretical Approaches and Practice
- 2017
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Ingår i: Journal of teaching in physical education. - : Edizioni Minerva Medica. - 0273-5024 .- 1543-2769. ; 36, s. 50-60
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Tidskriftsartikel (refereegranskat)abstract
- Student group work is a central feature of many contemporary pedagogical approaches to teaching physicaleducation. Despite this proliferation, our understanding of the teaching-learning dynamics inherent in groupwork remains limited and has tended to be under-theorized. The purpose of this paper was to examine differenttheoretical approaches to group work to identify similarities and differences and consequently provide insightsand recommendations into ways of using group work as a pedagogical strategy. Four theoretical approaches togroup work models were described in detail with brief empirical examples used to illustrate aspects to whicheach approach draws attention. The examination demonstrates conceptual overlap, elaboration and distinctionsbetween the theoretical approaches related to: (i) content knowledge; (ii) engaging learners; (iii) theteacher’s role; and (iv) group composition. Meta-theoretical discussions of teaching strategies such as groupwork generate important discourse on the potential for the development of effective pedagogical practice.
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| 3. |
- Barker, Dean, 1977-, et al.
(författare)
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How Movement Habits Become Relevant in Novel Learning Situations
- 2024
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Ingår i: Journal of teaching in physical education. - : Human Kinetics. - 0273-5024 .- 1543-2769. ; 43:1, s. 152-160
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: To (a) present a theoretical framework that describes how learners' movement habits become relevant in the development of movement capability and (b) present data that illustrate how this process occurs in practice. Method: An investigation with preservice physical education teachers was conducted in two phases. The first phase involved examining participants' movement habits, and the second phase involved examining the participants' development of novel capabilities in the context of unicycling. Results: Empirical materials from two participants are presented as case studies. The cases demonstrate how different sets of movement habits interact with novel tasks, making the demand for creative action more or less likely. The cases also demonstrate how subjective and physical elements are interwoven. Finally, the cases provide insights into potentially productive habits for movement learning. Discussion/Conclusion: The paper is concluded with pedagogical implications, including a consideration of how crises might be managed in educational contexts.
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| 4. |
- Barker, Dean, 1977-, et al.
(författare)
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Physical Education Teachers and Competing Obesity Discourses : An Examination of Emerging Professional Identities
- 2021
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Ingår i: Journal of teaching in physical education. - : Human Kinetics. - 0273-5024 .- 1543-2769. ; 40:4, s. 642-651
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Tidskriftsartikel (refereegranskat)abstract
- Aim: To provide insight into how physical education teachers use discursive resources related to obesity to create particular professional identities.Method: Data come from focus group and individual interviews with physical education teachers in Sweden. Discourse theory on teacher identities frame the analysis of the empirical material.Results: Data suggest that teachers in Sweden make use of six distinct but related discursive contributions to produce three professional identities: the caring practitioner, an identity concerned with ensuring all pupils irrespective of size participate in physical education; the activity luminary, an identity that focuses on inspiring pupils toward activity across the lifespan, and; the body rationalist, an identity concerned with challenging unrealistic media discourses and reassuring pupils that they have “normal” bodies.Discussion: The identities appear more inclusive, sensitive, and critical than current physical education literature on obesity suggests, however they also contain elements that are fundamentally unsympathetic to overweight individuals.
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| 5. |
- Jansson, Alexander, et al.
(författare)
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Gender Differences and Inequality? A 20-Year Retrospective Analysis Based on 39,980 Students' Perceptions of Physical Education in Sweden
- 2023
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Ingår i: Journal of Teaching in Physical Education. - : Human Kinetics. - 0273-5024 .- 1543-2769. ; 42:2, s. 371-382
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The aim of this study was to critically examine previous studies' claims about the magnitude of gender differences and gender inequality in physical education (PE) in Sweden. Method: The data were based on students' (N = 39,980) perceptions of PE and were gathered from four large research projects in Sweden. Three effect size measures (Cramer's V, r squared, and Cohen's d) were calculated for gender differences. Results: In general, there are small gender differences; and after controlling for students' grade, "sports capital," and parents' "educational capital," the differences are practically irrelevant. Conclusion: This study provides compelling evidence that there are small, or even irrelevant, gender differences in students' perceptions of PE in Sweden. Moreover, given that previous research asserts that large gender differences can be used as an indicator of inequality, this study suggests that gender inequality issues related to students' perceptions of PE are relatively small.
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| 6. |
- Nyberg, Gunn, et al.
(författare)
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Physical Education Teachers' Content Knowledge of Movement Capability.
- 2017
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Ingår i: Journal of teaching in physical education. - : Human Kinetics. - 0273-5024 .- 1543-2769. ; 36:1, s. 61-69
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article is to explore physical education (PE) teachers' content knowledge of the emerging concept movement capability. Interviews with eight PE teachers were conducted, partly using a stimulated recall technique which involved watching and commenting on video recorded PE lessons. A phenomenographic analysis was used to outline the different ways of conceptualizing movement capability. Five different ways of conceptualizing movement capability were identified, which indicates the complexity of the concept movement capability. However, the result also provides a structure for developing a systematic and structured way of conceiving movement capability. In this study we have highlighted a multifaceted, nuanced and differentiated picture of movement capability to see moving as educationally valuable. We conclude by emphasizing that movement capability should not be restricted to only its constitutive parts as teachers' plan PE teaching, but should be approached as a whole. ABSTRACT FROM AUTHOR
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| 7. |
- Quennerstedt, Mikael
(författare)
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Studying the institutional dimension of meaning making : a way to analyse subject content in Physical Education
- 2008
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Ingår i: Journal of teaching in physical education. - 0273-5024 .- 1543-2769. ; 27:3, s. 434-444
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Tidskriftsartikel (refereegranskat)abstract
- A theoretical framework for analyzing and discussing subject content in physical education that takes both learning content and teaching content into consideration is presented. For this purpose, John Dewey’s transactional approach on meaning making (Altman & Rogoff, 1987; Bentley & Dewey, 1991) as well as a discourse theoretical position (Foucault, 1988, 2002; Wetherell, Taylor & Yates, 2001) are used. On the one hand, this makes it possible to analyze the institutional content and conditions of meaning making in physical education, and on the other to discuss the content offered as one aspect of pupils’ meaning making. An empirical example of the outlined approach is also given from a previous study of local curriculum documents in Swedish physical education (Quennerstedt, 2006a, 2006b). The example illustrates how we can understand aspects of meaning making in physical education and also the research claims made possible using a transactional approach.
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| 8. |
- Romar, Jan-Erik, et al.
(författare)
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The Influence of a Methods Course in Physical Education on Preservice Classroom Teachers' Acquisition of Practical Knowledge
- 2020
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Ingår i: Journal of teaching in physical education. - : Human Kinetics. - 0273-5024 .- 1543-2769. ; 39:3, s. 374-383
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: This study was framed with an explorative approach in which preservice classroom teachers (PCTs) participated in physical education learning activities. The purpose was to investigate the construction of their practical knowledge.Methods: Data collection was integrated into a methods course and included a written text assignment in which 28 PCTs described significant didactical milestones (practical knowledge) that will guide their future teaching in physical education. The qualitative analysis of the didactical milestones involved identifying the content of and arguments for their milestones and categorizing them based on common themes and categories.Results: The results showed that the content of the PCTs' practical knowledge was mainly pedagogical and focused most often on instructional strategies; the reasons were related to students and their learning processes.Conclusion: By exploring and understanding PCTs' learning of practical knowledge, teacher educators can help to bridge the gap between theory at university and the practice of teaching.
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| 9. |
- Wiklander, Petter, 1981, et al.
(författare)
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Experiences, Attitudes, and Perceived Competence Regarding Sustainable Development Among Physical Education and Health Teachers in Sweden
- 2024
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Ingår i: Journal of teaching in physical education. - 0273-5024 .- 1543-2769.
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: Literature suggest that physical education and health (PEH) may contribute to the sustainable development (SD) agenda, yet little is known how PEH teachers relate SD to their teaching practices. This paper explores Swedish upper secondary PEH teachers’ experiences and perceived competence regarding teaching SD as part of PEH. Method: An online questionnaire was used to examine SD competence. Data from 702 PEH teachers were analyzed descriptively and inferentially. Results: PEH teachers perceive higher competence regarding the social dimension of SD compared to the economic and environmental dimensions. Female teachers and those with more than 15 years teaching experiences reported the highest perceived competence. Seventy percent of the respondents perceived that they lacked competence to teach SD. Discussion/Conclusion: PEH teachers struggle to relate SD to PEH practice and call for support to increase their competence in terms of how to conceptualize and transform SD into PEH teaching practice.
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