| 1. |
- Barker, Dean, 1977-, et al.
(författare)
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Body image in physical education : a narrative review
- 2023
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 28:7, s. 824-841
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Forskningsöversikt (refereegranskat)abstract
- Physical education (PE) has significant potential to shape how young people experience their own and others’ bodies. This potential has not always been realized in positive ways and some research suggests that experiences in PE have contributed to young people’s dissatisfaction with their appearances. The broad aim of this review is to provide a comprehensive understanding of body image as a pedagogical issue within PE. A narrative approach to the review is adopted that enables us to summarize, compare, explain and interpret various types of research relevant to our aim. From the databases ERIC, SCOPUS and PsycInfo, 25 articles were identified that deal with either body image in typical PE lessons or researcher-led attempts to influence students’ body image (what we have termed ‘pedagogic interventions’). Main findings are that: (1) PE has been presented as both part of the cause and a potential site of intervention to the problem of negative body image; (2) Researchers have based pedagogic interventions on four types of guiding principles; and (3) Researchers have made an array of recommendations for practitioners relating to gender, time, professional development and the characteristics of the pedagogical interventions. Findings are discussed in relation to broader research on body image in society and in PE with a focus on how the findings might inform further scientific practice.
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| 2. |
- Barker, Dean, et al.
(författare)
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Metaphors of Movement Learning
- 2021
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Ingår i: Learning Movements. New Perspectives of Movement Education. Håkan Larsson (Red.). - : Routledge. - 9780367356811
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Bokkapitel (refereegranskat)
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| 3. |
- Barker, Dean, 1977-, et al.
(författare)
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What would physical educators know about movement education? A review of literature
- 2017
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Ingår i: Quest (National Association for Physical Education in Higher Education). - : Routledge. - 0033-6297 .- 1543-2750. ; 69:4, s. 419-435
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Forskningsöversikt (refereegranskat)abstract
- This review article identifies the conceptual underpinnings of currentmovement research in physical education. Using a hermeneuticapproach, four analogies for movement education are identified:the motor program analogy, the neurobiological systems analogy, theinstinctive movement analogy, and the embodied exploration analogy.Three issues related to logical consistency and its relevance for movementeducation are raised. The first relates to tensions between theanalogies and educational policy. The second concerns differencesamong the four analogies. The third issue relates to the appropriatenessof specific analogies for dealing with certain movement contexts.In each case, strategies for improvement are considered. Thearticle concludes with a brief summary, along with reflections onissues that require further attention.
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| 4. |
- Barker, Dean, 1977, et al.
(författare)
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What would physical educators know about movement education? A review of literature, 2006-2016
- 2017
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Ingår i: Quest (National Association for Physical Education in Higher Education). - : Informa UK Limited. - 0033-6297 .- 1543-2750. ; 69:4, s. 419-435
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Tidskriftsartikel (refereegranskat)abstract
- This review paper identifies the conceptual underpinnings of current movement research in Physical Education. Using a hermeneutic approach, four analogies for movement education are identified: the motor program analogy, the neurobiological systems analogy, the instinctive movement analogy, and the embodied exploration analogy. Three issues related to logical consistency and its relevance for movement education are raised. The first relates to tensions between the analogies and educational policy. The second concerns differences among the four analogies. The third issue relates to the appropriateness of specific analogies for dealing with certain movement contexts. In each case, strategies for improvement are considered. The paper is concluded with a brief summary along with reflections on issues that require further attention.
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| 10. |
- Bergentoft, Helene, 1964
(författare)
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Lärande av rörelseförmåga i idrott och hälsa ur ett praktikutvecklande perspektiv : Movement capability. Development of teaching practice in physical education and health
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this investigation was to explore how the connections between teaching and learning about movement capability in the school subject physical education and health can be developed and transferred through research in practice development. Three research questions guided the investigation (1) What areas regarding teaching of movement capability in the school subject physical education and health have been studied in relation to teachers’ teaching assignment? (2) What necessary prerequisites are required to systematize and transfer research in practice development on movement capability between educational contexts? (3) What linkages are made visible between the treatment of learning content, the teaching design and students’ learning through variation in lesson design? Cultural-historical perspective and variation theory were used as frameworks and the methodology, mixed method research. The empirical data consists of published articles, video-observed lessons, recorded meetings with teachers and students, pre- and post-tests. The findings position the thesis in a guided teaching perspective. Moreover, findings show how the connection between teaching and learning about movement capability systematically can be developed and transferred between teaching contexts through iterative processes with revised lessons based on students’ knowledge. By the use of variation theory, understanding of the meaning of movement capability became more nuanced and itemized. The results also illustrate how the collaboration between teachers and researchers generated development of science-based teaching of movement capability.
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| 11. |
- Bergentoft, Helene, 1964
(författare)
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Lärande i rörelse. Utveckling av kroppslig förmåga ur ett icke-dualistiskt perspektiv
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Uppsatsens ambition är att genom en learning study av undervisningsmomentet kroppshållning vid löpning påvisa hur ett innehåll i skolämnet idrott och hälsa kan behandlas på ett icke dualistiskt sätt. Syftet är därmed att studera hur ett specifikt innehåll gestaltas och konstitueras i undervisningspraktiken i idrott och hälsa. Totalt deltog 95 gymnasieelever från två olika gymnasieskolor. Vidare deltog sju lärare uppdelade i vardera en studie. Variationsteorin utgjorde teoretiskt ramverk för lektionsdesignen och dess antaganden testades genom den iterativa forskningsmodellen, learning study. Studien bestod av två olika interventionsstudier som genomfördes hösten 2012 respektive hösten 2013. Resultaten från den första studien beaktades av lärarna i den andra studien, då resultaten användes i den nya gruppen av lärare och elever för att i den andra studien ytterligare utveckla antaganden från den första. Lärarnas kunskap om vad som krävs för att lära sig det avsedda innehållet och elevernas förståelse av innehållet, visade sig både genom utformning av mer kraftfull lektionsdesign och ökat lärande hos eleverna. Resultatet visar även att elevernas lärande i den andra studien utvecklades på ett mer kvalitativt sätt än i den första. Förmågan till kroppshållning utifrån ett mer optimalt sätt, vid löpning, ökade i alla fem klasserna. Lektion B:1 visar på högst ökning med +2,1 av medelvärdet, denna grupp visar en optimal placering av kroppsdelar motsvarande 4,6 av 5 möjliga. Resultaten indikerar att lektionsdesign som konstruerats av en lärargrupp kan användas av en ny grupp lärare i en kumulativ process, skapar möjligheter för eleverna att öka personligt meningsskapande som har en positiv inverkan på lärandet. Variation av lärandeobjektets aspekter skapar en process där elevens agerande och tänkande interagerar med varandra och användandet av kontraster visar sig vara ett kraftfullt sätt att skapa kropps-medvetenhet. Designen av denna variation är signifikant. Synkron simultanitet förefaller oftare ge alla elever ett helhetsperspektiv på innehållet, som i sin tur ger en mer differentierad och djupare kroppsmedvetenhet och möjlighet att alternera mellan lärandeobjektets innebörd och struktur.
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| 12. |
- Bergentoft, Heléne, 1964-
(författare)
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Regulation of tenseness : an object of learning to achieve self-awareness for students in Upper Secondary School
- 2012
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Ingår i: Abstracts book. ; , s. 127-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The key objective of this study has been to study how upper secondary school students develop knowledge about how tenseness affects their health and performing capacity. The way the students are offered to understand the object of learning, i.e. regulation of tenseness, is designed and analyzed by variation theory learning study. The design of the first lesson (A) was based on interviews. The remaining three lessons (B, C and D) were based on the analysis of the lessons and learning outcomes in the previous lessons (A, B and C). Students' understanding of regulation of tenseness depends on which critical aspect they are aware of. The students did not intentionally discern different responses of bodily tension, and had a limited number of ways to influence the levels of tenseness. The results show an increased learning outcome in all four groups. Results from the last lesson, D, show a very healthy increase (129%) in learning outcomes, and all students in that lesson improved their results. The effect of varying only the most important aspects appears in the last cycle, where the features (e.g. heart rate, respiration, muscle tension) contrasted more clearly, which developed the students' learning of the object of learning. The physical activities were kept invariant, and different responses of the sympathetic nervous system were contrasted, one at time, to establish knowledge of different bodily responses to tenseness. It appears sufficient to vary two critical aspects in one lesson to achieve the most powerful learning. Awareness about how the body responds to different kinds of pressure, physically or psychologically, is important for understanding the impact tenseness has on health and performing capacity. However, how the students are offered the aspects critical for developed understanding is crucial to increase their learning. The results show how the teachers, during the iterative process, discover what it takes to learn progressively during the learning study. The students´ results increase due to the more precise way the teachers pinpoint what is critical for the students´ understanding. The more familiar with how to design learning situations based on variations theory the teachers were, the more fruitful it was for the students` learning outcome.
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| 13. |
- Bergentoft, Helene, 1964
(författare)
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Running: A way to increase body awareness in secondary school physical education
- 2020
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Ingår i: European Physical Education Review. - 1356-336X .- 1741-2749. ; 26:1, s. 3-21
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Tidskriftsartikel (refereegranskat)abstract
- Research suggests that young people’s understanding of how their bodies move in space and time is deteriorating. The aim of this study was to examine how students learn to analyse sensations and feelings while running. In total, 94 students aged 16–19 years and seven physical education (PE) teachers from two different secondary schools participated in the study. Five different PE lessons were designed, conducted and analysed based on the tenets of variation theory. Two questions guided the investigation: (a) What aspects of the running movement do students discern as critical for increased awareness of body posture in running? (b) In what way do lesson designs and teaching techniques affect students’ identification of critical aspects of body posture in running? The paper provides examples of how embodied exploration of body awareness can be used as an educational means to enhance movement capabilities. Two themes are identified and described: tentative critical aspects of body posture for running, and differences in students’ ways of developing movement capability. The paper concludes with a summary of the main results along with reflections on issues that require further attention.
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| 14. |
- Bergentoft, Helene, 1964, et al.
(författare)
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Teachers’ actor-oriented transfer of movement pedagogy knowledge in physical education
- 2022
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Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786.
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Tidskriftsartikel (refereegranskat)abstract
- Background: Physical education (PE) teachers in practically all countries are expected to help their students develop movement capability. To achieve this objective, teachers need certain knowledge and competencies. The question of how PE teachers should develop their capacities to achieve this task has received only limited research attention. Aim: The broad objective of this paper is to contribute to the literature on how PE teachers can develop knowledge and competencies in the area of movement capability related to students’ learning. The specific aim is to identify aspects of the design of instruction in physical education that enhance teachers’ actor-oriented transfer of movement pedagogy knowledge, during a collaborative professional development intervention. Method: The study is an analysis of three conducted learning studies in PE at upper secondary schools in Sweden. The studies involved seven PE teachers from two different schools. Our empirical material consists of (a) notes from team meetings (n = 14), (b) lesson plans (n = 9), (c) video-recorded and transcribed lessons (n = 9), and (d) results of students’ learning outcomes (n = 9). Findings: PE teachers’ analysis of their own teaching sequences in teams supported their actor-oriented transfer of movement pedagogy knowledge, which developed their abilities to further elaborate their instruction in new teaching situations. Moreover, teachers gained insights into how to further develop the quality of instructional design as expansions of earlier experiences. Lastly, a relationship between PE teachers’ actor-oriented transfer and students’ increased learning of movements was found. Conclusion: Our conclusion is that collaborative professional development for PE teachers, which supports actor-oriented transfer, should be offered to enhance teachers’ movement pedagogy knowledge.
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| 15. |
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| 16. |
- Bergentoft, Helene, 1964
(författare)
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Teachers’ learning: Interventions based on previous teaching experiences.
- 2015
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Ingår i: Teaching for tomorrow today. International Association of Teachers and Teaching (ISATT). - Auckland : Edify Ltd. - 9780473329068
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Bokkapitel (refereegranskat)abstract
- This chapter is about how teachers’ knowledge about student learning and lesson design of a specific content can be evolved through teacher collaboration in a cross-school setting. The learning content is illustrated with learning about body posture whilst running in the subject matter Physical education and health at grade 12. Students learning opportunities differ between classrooms and schools (OECD, 2007; Pianta, Belsky, Hours & Morrison, 2007; Raudenbush, 2009). Classroom practices are one of three identified key areas to regarding equity in education (OECD, 2007). Knowledge of best instructional practice is a mean to achieve educational equality (Raudenbush, 2009). The use of a system that centers on the creation of shared instructional product that guides classroom teaching is one way to solve the problem of variation in educational quality from one school to another (Morris and Hiebert, 2011). Learning studies is one model for such a system, since focus of the model is on constructing knowledge concerning objects of learning as well as teaching-learning relations (Holmqvist, 2011; Lo & Marton, 2012). The aim of this chapter is to describe how mediated means are shaped and aggregated into activity during a school development project where learning study is used as a model. The research questions asked are: 1. In what way can variation theory be used as mediated mean to design lessons? 2. How do the theoretical conjectures as mediated means shape the activity?
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| 21. |
- Holmqvist, Mona, et al.
(författare)
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Teacher researchers creating communities of research practice by the use of a professional development approach
- 2018
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Ingår i: Teacher Development. - : Informa UK Limited. - 1366-4530 .- 1747-5120. ; 22:2, s. 191-209
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Tidskriftsartikel (refereegranskat)abstract
- © 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group The aim of this article is to elucidate how teacher researchers use a theoretical framework as mediated tool to create boundaries in communities of research practices (CoRPs) and how this effects student learning. If, and in what way, knowledge developed in one practice can be used to inform the next is also examined. Two teacher researchers implemented two CoRPs each, one as internal participant and one as external participant. In total, 202 students, 22 teachers, 2 teacher researchers, and 1 researcher participated. The qualitative analysis is framed by Wenger’s three boundary dimensions: engagement, imagination, and alignment. The results show that teachers’ actions in the second practice, no matter if they were internal or external participants, are characterized by a higher degree of security and knowledge and the lessons implemented are more effective regarding the students’ learning outcomes than in the first. The results show that knowledge develops in an interaction order regardless of the internal or external community order. The result from the first team informs the starting point for the second team, and knowledge boundaries are transferred by the teacher researcher from one CoRP to the other.
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| 22. |
- Holmqvist Olander, Mona, 1961-, et al.
(författare)
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Theory-based instruction : a key to powerful improvements when learning to regulate body tension in an upper secondary school
- 2014
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Ingår i: International Journal for Lesson and Learning Studies. - 2046-8253 .- 2046-8261. ; 3:1, s. 24-45
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is to explore in what way gradually increasing teachers’ theory-based instruction affects the students’ learning outcomes, illustrated by the example of learning how to regulate body tension in the upper secondary school.Design/methodology/approach – In total, 72 students from four classes participated in the study. The way the students were offered to understand “regulation of tension” was designed by variation theory, and the method used was learning study, an iterative process whereby the results from the first lesson are the basis for the design of the next implementation in a new group of students.Findings – There is a significant increased learning outcome in all four lessons, but in Lesson D, where the highest increase (129 percent) was found, all students improved their results. The use of the theoretical framework had effect on the teachers to vary only the most important aspects in the instruction in the last cycle, where the features chiselled out during the study (e.g. heart rate, respiration, muscle tension) were contrasted more clearly, which had an impact on the students’ learning. Based on the theoretical framework, the teachers got more skilled at experiencing what should vary and what should be kept invariant in order to facilitate the students’ learning. In the last intervention, the teachers found one pattern of variation which was more powerful than the previous. In this one, the physical activities were kept invariant, but different responses of the sympathetic nervous system were contrasted, one at a time, to establish knowledge of different bodily responses to tension.Originality/value – Learning study has mainly been used in subjects such as Mathematics or other theoretical issues but this paper describes in what way learning study can be used in PE. So second, the result of this study contributes to knowledge about how students’ learning outcome in PEH can increase by directing focus on an object of learning rather than actual learning activity. The object of learning in this study is to learn to regulate tenseness and the learning outcomes have been analyzed in the perspective of variation theory.
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| 23. |
- Holmqvist Olander, Mona, 1961, et al.
(författare)
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Theory-based instruction – a key to powerful improvements when learning to regulate body tension in an upper secondary school
- 2014
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Ingår i: International Journal of Lesson and Learning Studies. - : Emerald Group Publishing Ltd.. - 2046-8253 .- 2046-8261. ; 3:1, s. 24-45
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The purpose of this paper is to explore in what way gradually increasing teachers’ theory-based instruction affects the students’ learning outcomes, illustrated by the example of learning how to regulate body tension in the upper secondary school. Design/methodology/approach – In total, 72 students from four classes participated in the study. The way the students were offered to understand “regulation of tension” was designed by variation theory, and the method used was learning study, an iterative process whereby the results from the first lesson are the basis for the design of the next implementation in a new group of students. Findings – There is a significant increased learning outcome in all four lessons, but in Lesson D, where the highest increase (129 percent) was found, all students improved their results. The use of the theoretical framework had effect on the teachers to vary only the most important aspects in the instruction in the last cycle, where the features chiselled out during the study (e.g. heart rate, respiration, muscle tension) were contrasted more clearly, which had an impact on the students’ learning. Based on the theoretical framework, the teachers got more skilled at experiencing what should vary and what should be kept invariant in order to facilitate the students’ learning. In the last intervention, the teachers found one pattern of variation which was more powerful than the previous. In this one, the physical activities were kept invariant, but different responses of the sympathetic nervous system were contrasted, one at a time, to establish knowledge of different bodily responses to tension. Originality/value – Learning study has mainly been used in subjects such as Mathematics or other theoretical issues but this paper describes in what way learning study can be used in PE. So second, the result of this study contributes to knowledge about how students’ learning outcome in PEH can increase by directing focus on an object of learning rather than actual learning activity. The object of learning in this study is to learn to regulate tenseness and the learning outcomes have been analyzed in the perspective of variation theory.
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| 24. |
- Schubring, Astrid, et al.
(författare)
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Overweight and ideal bodies : a tricky educational matter in contemporary Physical Education
- 2021
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Ingår i: Book of Abstracts. ; , s. 212-212
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Konferensbidrag (refereegranskat)abstract
- In contemporary times, young peoples’ bodies have become a focal point of attention both outside and inside of school. In physical education (PE), the body has always been central to the pedagogical encounter. However, given the rise of normative discourses on healthy and ideal bodies on the one hand and the diversity in students’ identities and sociocultural backgrounds on the other, the body has become a tricky educational matter for PE teachers. In this symposium, we bring together three papers that explore from different angles how PE teachers relate to overweight bodies and body ideals in their pedagogical practice. The papers come from Sweden, where the PE curriculum encompasses education on health and body ideals. Based on the three papers, we will discuss needs and possibilities for improvement in contemporary teaching practices.Paper 1: Obesity Discourse among Swedish Physical Education TeachersPresenters: Korp, P.; Johansson, A.; Barker, D. & Quennerstedt, M.Paper 2: Physical Education Teachers and Competing Obesity Discourses: An Examination of Emerging Professional IdentitiesPresenters: Barker, D.; Quennerstedt, M.; Johansson, A. & Korp, P.Paper 3: Teaching on Body Ideals in Physical Education: Didactic Possibilities and ChallengesPresenters: Schubring, A. Bergentoft, H. & Barker, D..
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| 25. |
- Schubring, Astrid, et al.
(författare)
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Teaching on body ideals in physical education: a lesson study in Swedish upper secondary school
- 2021
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Ingår i: Curriculum Studies in Health and Physical Education. - : Informa UK Limited. - 2574-2981 .- 2574-299X. ; 12:3, s. 232-250
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Tidskriftsartikel (refereegranskat)abstract
- ‘Characteristics and consequences of different body ideals’ are a mandatory curriculum content in Swedish physical education (PE). Didactic strategies for teaching on body ideals are, however, scarce. In this paper, we introduce a classroom-based teaching unit on body ideals and present didactic possibilities and challenges of the unit. We used a lesson study approach, drawing on Nutbeam’s concept of health literacy. Our methodology involved focus group interviews with students and teachers, lesson observations and minutes of meetings which we analysed thematically. We found teaching on body ideals to be highly meaningful to students but their engagement differed based on personal backgrounds, school context and didactic design. The gendered nature of body ideals and a lack of embodied didactics constituted challenges, while the use of storied cases emerged as a potent didactic strategy. We conclude with practical recommendations for teaching on body ideals in PE.
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