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1.	Aasland, Erik, et al. (författare) Enacting a new physical education curriculum : a collaborative investigation 2024 Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. 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.
2.	Achberger, Christine, et al. (författare) Future rainfall and flooding in Sweden: an integrative project to support climate-adaptation actions 2013 Konferensbidrag (refereegranskat)
3.	Ahlstrand, Pernilla, et al. (författare) Learning Study as a way to inquire the meaning of knowing what is to be known : The meaning of knowing how to move in specific ways 2013 Ingår i: WALS - World Association of Lesson Studies, International conference 2013: Lesson and Learning Study as teacher research, 5-9 september. ; , s. 82-82 Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract The Learning Study inquires teaching and learning in relation to a specific object of learning. The meaning of knowing the specific object of learning is specified in the research process – in the planning and analysis of the pre-test as well as in designing and analysis of research lessons. In this symposium the focus will be on different aspects of the knowledge generation in a Learning Study concerning the meaning of knowing what is expected to be known. By inquiring teaching and learning of a specific content our knowledge regarding that content will be differentiated and deepened. The meaning of knowing a specific object of learning is a dynamic knowledge object – depending on the specific group of students in interaction with a specific content. Each new group of students will make it possible to discern new aspects of the learning object. By analyzing student difficulties as well as interactions in the classroom new aspects of the learning object will be discerned. In the symposium four different Learning Studies from different school subjects will be presented. The meaning of knowing will be explored and discussed from different angles – from the perspective of the learners (in the pre-tests) and the teachers (in the teacher discussions) as well as from how it is constituted in the classroom interaction (documented in the videos from the research lessons).Chair: Ingrid CarlgrenDiscussant: Ference Marton Contributions:Pernilla Ahlstrand – Learning Study as a way to inquire about progress in acting and presence on stage.Theatre is a subject in upper secondary school in Sweden as part of the national aesthetic program. The new kind of syllabus is organized in relation to content areas as well as subject specific capabilities for the students to develop. The syllabus also includes criteria for the assessment of students’ capabilities – to be used when giving marks to the students and working with formative assessment or assessment for learning (Black & Wiliam, 1998, Gipps 1995. The criteria are expressed in general, non-subject specific terms. This is for example formulated as the difference between a simple and complex way of being able to express something in the theatre syllabus. In my research I investigate how learning study as a research approach and phenomenography as a method of analyzing pretests can be used as another and deepened way to describe different levels of knowing in relation to the national criteria.Theatre knowledge and the way knowledge is transferred is in previous research to a great extent described as tacit (Lagerström 2005, Järleby 2003, Johansson 2012). This gives theatre teachers even further challenges, trying to formulate what is described as tacit knowing (Polanyi 1958/1998 &1967/2009, Johannessen 1988, 1999, 2002, Janik 1995, 1996, Schön 1983).The capability of being present was found suitable as an object of learning, as it is something that teachers have experienced difficulties with when teaching and instructing. Presence is a core quality in acting and it is one of the criteria teachers agree on being of great importance when assessing a student but in what way can the knowing of the capability of being present be described?It will be discussed whether an outcome space (in relation to filmed material) can be a way to develop teachers and students understanding of the meaning of knowing as a help to work with assessment for learning. Eva Björkholm - The meaning of knowing how to construct a linkage mechanism. Discerning aspects of the object of learning by analyzing classroom interactions This presentation describes a Learning Study within primary technology education focusing on the capability to construct a specific linkage mechanism. What one has to know in order to be able to construct a linkage mechanism is, however, not self-evident. The study reported here explores the meaning of this specific knowing. The study was conducted in collaboration with two primary school teachers and their two classes (children aged 6-7 years). Throughout the whole study step by step, starting with the analysis of the pre-test, followed by three cycles of planning and evaluation of research lessons, and the analysis of post-test, the meaning of the object of learning was specified (Marton & Pang, 2006; Carlgren, 2012). The presentation will focus on knowledge generated from the video recorded lessons by analyzing the classroom interactions and students’ difficulties that were made visible through these interactions. Teacher-student interactions as well as student-student interactions were analyzed. By analyzing students’ difficulties regarding the specific object of learning, critical aspects of the expected knowing were discerned and in this way the meaning of knowing what is expected to be known was made explicit.The results are presented in the form of critical aspects of what it means to know how to construct a linkage mechanism for this group of students. The critical aspects identified in the pre-test were further elaborated in the research lessons and by analyzing the classroom interactions in terms of student difficulties, additional aspects that were critical for students’ learning were identified. By gradually identifying the critical aspects, the collective understanding of the meaning of the object of learning was developed and specified. Jenny Frohagen – The meaning of knowing how to make expressions in artifacts: generating knowledge through designing lesson tasks The school subject sloyd derives from a practical knowledge tradition which covers knowing in craft and art (Mäkelä, 2011; Hasselskog, 2010; Borg, 2001). However, sloyd teachers express difficulties when trying to explain and deal with aesthetic aspects when teaching sloyd (Fransson, 2010; Borg, 2007). There has been a tendency of trivializing the subject content into a shallow form of craft knowledge understood as ‘merely’ working with traditional craft techniques (Borg, 2008; Skolverket, 2005). There is a need to articulate the aesthetical features of knowing in sloyd. In my contribution I will present results from a Learning Study in sloyd focusing on the knowing of interpreting symbolic expressions in sloyd artefacts.In my presentation I will focus on how the iterative process of designing (short) lesson tasks given to the students during the research lessons and also in pre- and post-tests in each cycle, can be a way of understanding the object of learning. Since explicit tests of the students knowing are rarely found in sloyd education, conducting Learning Studies in sloyd can be a meaningful way of developing subject specific tasks. In this Learning Study different designs of tasks has been explored during the process as a way to inquire the knowing of interpreting symbolic expressions in sloyd artefacts. The results from this study show how the articulation of an object of learning in sloyd can be specified and validated throughout the process of designing and carrying out subject specific tests and lesson tasks. Depending on how the object of learning was articulated, the tasks/tests changed focus and the meaning of the knowing differed. By analyzing the students learning outcomes and redesigning the pre- and post-test in a Learning study as well as the given lesson tasks, new aspects of the learning object can be discerned. Gunn Nyberg – The meaning of knowing how to move in specific ways: embodied understanding as somatic graspingThe subject physical education has a tradition of being a ‘practical’ subject. However, practical forms of knowing such as for example bodily awareness and capability to move (e.g. jumping, running or dancing) do not, neither for teachers nor pupils, seem to be a main issue of learning in PE (Tinning, 2010; Redelius et al, 2009,). The knowing involved in moving is not easily articulated and may, according to Polanyi (1954), “often result in explaining away quite genuine practices or experiences” (p. 385). The aim of this study is to explore and articulate the meaning of knowing how to move in a specific way exemplified through a movement called ‘house hop’.The study takes as it’s starting point an epistemological perspective on capability to move corresponding with Ryle’s (1949) “knowing how”, not separating mental and physical skills. Accordingly, a phenomenographic analysis of students’ experiencing of the learning object (‘house hop’) have been used. The paper draws mainly on data from video recordings of the pre-test and transcripts of two video recorded lessons from a Learning Study in upper secondary school. The findings show the meaning of knowing house hop as different ways of knowing the movement as well as several aspects to discern in order to know the movement in a powerful way.This presentation will focus on how students’ experiencing of a movement are expressed in their way of moving. Taking this as a starting point when teaching and learning movements can contribute to an approach to capability to move as comprising mental and physical processes as one process. Conceiving the knowing involved in ‘house hopping’ (as well as other ways of moving) this way could also contribute to a discussion concerning subject specific knowledge in PE and particularly it’s ‘practical’ dimension.
4.	Andrée, Maria, et al. (författare) Undervisning som praktik - om undervisningens innehåll som konstituerat i skolämnespraktiker 2021. - 1 Ingår i: Ämneslärarens arbete. - Stockholm : Natur och kultur. - 9789127828902 ; , s. 261-293 Bokkapitel (övrigt vetenskapligt/konstnärligt)
5.	Backman, Erik, 1972-, et al. (författare) Activating students as resources in physical education – a complex process making symbolic, social and physical capital visible 2022 Konferensbidrag (refereegranskat)abstract It is well established that Assessment for Learning (AfL) is a model for assessment that strengthens young peoples’ learning in schools as well as in higher education. This is also the case in school physical education and in physical education teacher education (PETE). One of the key learning strategies in AfL is to activate peers as resources for learning, often operationalized as peer assessment. In physical education, peer assessment has proven to strengthen learning for both the observer and the observed.One dimension of peer assessment, that has only scarcely been covered in the physical education context, but that is more highlighted in research of peer assessment in general teacher education, is the tensions inherent in giving feedback to peers, and perhaps friends, on their work. It has been argued that teacher students do not feel comfortable when critiquing other teacher students, and that peer assessment could reflect friendships more than learning outcomes.In the physical education context, studies have shown that peer assessment is one area that physical education teachers are sceptical about. Further, it has been argued that pupils can be mean to each other if implementing peer assessment during physical education teaching. In this paper we aim to dig deeper into this problematic aspect of peer assessment in physical education.More specifically, drawing on the French sociologist Pierre Bourdieu’s concept of capital and using qualitative methodology, the question that will guide our analysis reads:What capabilities and behaviours among students are by PETE students and physical education teachers acknowledged as legitimate and valuable when peer assessment is implemented in physical education teaching? Preliminary results show that in order for peer assessment to be successful in physical education teaching questions regarding who gives feedback on what needs to be considered.
6.	Backman, Erik, 1972-, et al. (författare) Activating students as resources in physical education teacher education – a complex process making social and physical capital visible. 2023 Konferensbidrag (refereegranskat)abstract It is well established that students in higher education need to develop evaluative skills in order to become effective learners (Guest & Riegler 2022). Assessment for Learning (AfL) is a model for assessment that strengthens learning in schools as well as in higher education (Black et al 2002). This is also the case in physical education teacher education (PETE) (Eather et al 2017, Macken et al 2020) and in school physical education (Leirhaug 2016). One of the key learning strategies in AfL is to activate peers as resources for learning, often operationalised as peer assessment. In PETE, peer assessment (or peer-assisted learning in a broader meaning) has proven to strengthen learning for both the observer and the observed (Lamb et al 2012). One dimension of peer assessment, that has only scarcely been covered in the PETE context (Macken et al 2020) but that is more highlighted in research of peer assessment in general teacher education (see e.g. Kilic 2016, Tait-McCutcheon & Bernadette Knewstubb 2018), is the tensions inherent in giving feedback to peers on their work, peers who might also often be friends. According to Kilic (2016, 137) preservice teachers “do not feel comfortable when critiquing another student” and Tait-McCutcheon and Knewstubb (2018, 773) argues that “peer assessment could reflect friendships more than learning outcomes”. Research demonstrates a complexity with regards to the potential for peer assessment in PETE. On the one hand, preservice teachers have expressed that giving feedback to peers creates a positive, safe, equal and relaxed learning environment (Lamb et al., 2012) and peer assessment has been reported to improve competence, confidence and self-efficacy among preservice teachers (Eather et al., 2017). On the other hand, a study by Macken et al. (2020) reported that preservice teachers believe their students would be mean to each other if implementing peer assessment during their school placement practice in PETE.In this paper, we aim to further explore the complexity involved in peer assessment in PETE to get a deepened and more differentiated picture of this phenomenon. Our overall aim is to contribute to more knowledge about how to involve preservice teachers in PETE and students in school physical education as resources for learning without risking to cause harm. Drawing on the call from Scanlon et al. (2022) for more studies on how assessment is taught in PETE, our specific aim in this paper is to investigate preservice teachers’ views on what as well as how peer assessment is taught in PETE, to be used in school physical education. We will use Pierre Bourdieu’s (1990) concept of capital, as well as the work of Hay and Penney (2013) on how accountability mechanisms functions in assessment, in order to analyse what is assigned value in peer assessment. The two questions that will guide our analysis in this paper reads: What mechanisms are assigned value in peer assessment according to preservice teachers in PETE? And: How do the mechanisms that are assigned value in peer assessment in PETE function according to preservice teachers? More knowledge about the what and the how in teaching of assessment practices in PETE can improve these practices within school physical education.MethodologyThe study presented in this paper is conducted as part of a greater project with the aim of exploring how PETE matters for school physical education. In the overall project we have recruited preservice teachers, with physical education as one of their subjects, during their last year in teacher education. During this last year, one campus-placed course in assessment and one school placement course, constituted the contexts from which we collected empirical material to this study (Authors 2021). The participants in this study were 21 preservice teachers from two different PETE institutions in Sweden (10 from uni A and 11 from uni B). The empirical material analysed in this study compriced of: Three audio-recorded seminars (90-120 min each) from the campus-based assessment courses (one seminar from uni A and two from uni B) conducted before the preservice teachers’ school placement studies.Seven individual semi-structured interviews (40-70 min each) (Kvale 1996) conducted during visits at the preservice teachers’ school placement studies (all from uni A).Five individual Stimulated Recall (SR)-interviews conducted during visits at the preservice teachers’ school placement studies (one from A, four from B).Two audio-recorded and semi-structured group interviews (40-60 min each) (Kvale 1996) from the campus-based assessment courses (both from A) conducted after the school placement studies. After having had the empirical material transcribed by an external part, a thematic content analysis was initiated by a process of familiarisation in which all four researchers were engaged (Braun et al 2017). Inspired by an abductive approach (Alvesson & Sköldberg 2017), we allowed ourselves to be open to alternative theories that could help explain the empirical material. The choice of research object was initiated by the impression from the interviews that giving feedback to peers is surrounded by a complexity, both in PETE and in school physical education. The identification of social relationships and certain types of bodies and movements as assigned with value when giving feedback to peers guided our attention towards Bourdieu-inspired interpretations of the social capital (Beames & Atencio 2008) and the physical capital (Redelius & Hay 2010). Educational challenges following when ‘the what’ is reflected in ‘the how’The findings indicate that when the what-aspect of ‘social relationships’ is to be implemented into an how-aspect, the preservice teachers calls for continuous interaction ‘over time’ in order to build a safe and an allowing climate for learning. While this interaction can be implemented in PETE and in school physical education, allowing for school children to build social capital (Beames & Atencio 2008), a result from this study that calls for further discussion is how PETE can make continuous interaction between preservice teachers and school students possible during school placement studies. When the what-aspect of ‘articulating what to learn’ is mirrored in relation to the how-aspect of giving ‘correct feedback’ in peer assessment, this displays that physical capital in school physical education is strongly connected to standards of excellence and norms of right and wrong movement technique (Redelius & Hay 2010). These golden norms seem to be upheld by the displayed lack a common language for learning (Larsson & Redelius 2008). A question following from this study is what resources preservice teachers are offered within PETE to embody a language for learning in school physical education? This study also made visible that ‘the emphasis of certain forms of knowledge ’ is highly valued when preservice teachers are to give feedback to their peers, to their students (during school placement) or when they engage students to give feedback to each other. The preservice teachers claim to handle this ‘what-aspect’ of peer assessment by focus their attention on ‘managing the sensitivity’ arising when themselves or their students are to comment on each others’ bodies in movements. In conclusion, the combination of social and physical capital decides what is possible to say to whom when preservice teachers and students are to give feedback to peers in PETE and in school physical education.ReferencesAlvesson M and Sköldberg K (2017) Tolkning och Reflektion. Vetenskapsfilosofi och Kvalitativ Metod [Interpretation and Reflection. Philosophy of Science and Qualitative Method]. Lund: Studentlitteratur. [In Swedish.]Beames, Simon and Atencio, Matthew (2008)'Building social capital through outdoor education', Journal of Adventure Education & Outdoor Learning,8:2,99 — 112Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. 2002. Working Inside the Black Box. Assessment for Learning in the Classroom. London: GL AssessmentBourdieu, P. (1990). The logic of practice. (Richard Nice, Trans.). Cambridge, MA: Polity Press.Eather, N., Riley, N., Miller, D., Jones, B. (2017) Evaluating the Effectiveness of Using Peer-Dialogue Assessment for Improving Pre-Service Teachers' Perceived Confidence and Competence to Teach Physical Education. Australian Journal of Teacher Education, Guest J & Riegler R (2022) Knowing HE standards: how good are students at evaluating academic work?, Higher Education Research & Development, 41:3, 714-728Hay, P. J., and D. Penney. 2013. Assessment in Physical Education. A Sociocultural Perspective. London: Routledge.Kilic, D. (2016) An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education, Higher Education Studies, 6(1), 136-144. Kvale, Steinar (1996). Interviews. An Introduction to Qualitative Research Interviewing. California: Sage Publications.Lamb P Lane K & Aldous D (2012) Enhancing the spaces of reflection: A buddy peer-review process within physical education initial teacher education, European Physical Education Review 19(1) 21–38Larsson H & Redelius K (2008) Swedish physical education research questioned—current situation and future directions, Physical Education and Sport Pedagogy, 13:4, 381-398, DOI: 10.1080/17408980802353354Leirhaug 2016 Exploring the relationship between student grades and assessment for learning in Norwegian physical education, European Physical Education Review, 22(3) 298–314Macken S, MacPhail, A & Calderon, A (2020) Exploring primary pre-service teachers’ use of ‘assessment for learning’ while teaching primary physical education during school placement, Physical Education and Sport Pedagogy, 25:5, 539-554Redelius, K. & Hay, P. (2010) Defining, acquiring and transacting cultural capital through assess
7.	Backman, Erik, 1972-, et al. (författare) Assessment of movement in Swedish PETE : A matter of learning or just ticking a box? 2017 Konferensbidrag (refereegranskat)abstract The general knowledge base of Health and Physical Education Teacher Education (HPETE) is growing stronger. As a part of that knowledge base there is an ongoing discussion of the meaning of HPETE students’ movement capabilities (Brown 2013, Capel et al 2011, Johnson 2013, Siedentop 2009, Tinning 2010). Lee Shulman’s (1987) framework of Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) have been used by scholars to examine how students’ ability to move and their ability to teach are valued in HPETE (Backman & Pearson 2016, Herold & Waring 2016, Ward et al 2015). However, the students’ own voices about these issues have rarely been acknowledged. The aim with this paper is therefore to examine how HPETE students at one university in Sweden experience the assessment of movement knowledge in and about aquatics, dance and ice-skating. Semi-structured interviews with two groups including a total of seven students were performed by the one researcher at three different occasions. The interviewing researcher’s regularly work is not at the same university as the participating students. The interviews focused specifically on the teaching and assessment of aquatics, dance and skating within the first semester of HPETE. The transcription of the six interviews was performed by external assistance and the students were all anonymized in the transcribed material. The following analysis, performed by two researchers stationed at the same university as the participating students, focused on how the transcribed material related to the aim and the concepts of Shulman. Preliminary results show several expressions of that the students in our study were not sure of what kinds or what level of movement knowledge were expected of them as they entered HPETE. Further, several students expressed limited possibilities to develop movement ability merely through HPETE teaching but at the same time, practicing unfamiliar movements outside HPETE teacher-led teaching was rare. Although assessment of movement knowledge were most commonly expressed as a qualitative process, some students mentioned that they occasionally experienced assessment of movement knowledge as “a-tick-in-a-box”. Interestingly, the cognitive aspects of movement knowledge (i.e. describe, observe, analyse, discuss, etc.) were on the one hand expressed as vital, but on the other as less characterized by learning compared to the practice of movement skills. The results will be analysed and discussed in relation to research within the field and in relation to Lee Shulman’s framework of CK and PCK. Although making no claims to generalize the results in this study based on the limited number of participants, they might contribute to the discussion of what forms of knowledge to prioritise in HPETE, and thereby also help develop HPE on a school level.ReferencesBackman, E. & Pearson, P. 2016. “We should assess the students in more authentic situations”. Swedish PE teacher educators’ views of the meaning of movement skills for future PE teachers. European Physical Education Review. 22(1): 47-64.Brown, T.D. 2013. “A vision lost? (Re)articulating an Arnoldian conception of education ‘in’ movement in physical education.” Sport, Education and Society 18 (1): 21-37.Capel, S., Hayes, S., Katene, W. and P. Velija. 2011. “The interaction of factors which influence secondary student physical education teachers’ knowledge and development as teachers.” European Physical Education Review, 17 (2): 183–201.Herold, F. and M. Waring. 2016. “Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education.” Physical Education and Sport Pedagogy. Advance online publication. doi: 10.1080/17408989.2016.1192592Johnson, T.G. 2013. “The value of performance in Physical Education teacher education.” Quest 65 (4): 485-497.Shulman, L.S. 1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1-21.Siedentop, D. 2009. “Content Knowledge for Physical Education. In The Routledge Physical Education Reader, edited by R. Bailey and D. Kirk, 243-253. Abingdon: RoutledgeTinning, R. 2010. Pedagogy and human movement: theory, practice, research. Abingdon: Routledge.Ward, P., Kim, I., Ko, B. and W. Li. 2015. “Effects of Improving Teachers’ Content Knowledge on Teaching and Student Learning in Physical Education.” Research Quarterly for Exercise and Sport 86 (2): 130–139.
8.	Backman, Erik, 1972-, et al. (författare) Att röra sig bortom rigida ortodoxier i undervisning och bedömning av rörelsepraktiker inom idrottslärarutbildning – ett studentperspektiv 2018 Konferensbidrag (refereegranskat)
9.	Backman, Erik, 1972-, et al. (författare) Does physical education matter? A methodological approach to understand transitions of content areas from PETE to PE 2021 Konferensbidrag (refereegranskat)
10.	Backman, Erik, 1972-, et al. (författare) From what to how in ‘formative’ assessment – tracing how physical education teacher education comes to matter for physical education practice. 2024 Ingår i: AIESEP book of abstracts. Konferensbidrag (refereegranskat)abstract Formative assessment strategies are often conceived as central within teacher edu-cation (Cañadas 2023). These strategies are to be learned as content during teacher education and then transformed into methods when newly graduated teachers (NQT) enter their occupational practice. The aim of this presentation is to contribute to knowledge of how content discourses in physical education teacher education (PETE) matter for physical education (PE) practice. We will do this by answering two research questions: 1. What components of formative assessment are made visible in PE by NQTs? 2. What components of the formative assessment discourse can be traced back to PETE? This study is part of a larger project investigating transitions of content discourses from PETE to school PE. Data was collected from participants when they were engaged in two different educational contexts: in PETE as preserv-ice teachers (PST) and in PE as NQTs. In the PETE context, a total of 26 PSTs stud-ying at two different Swedish PETE institutions (15 from A and 11 from B) partici-pated. In the PE context, a total of 13 PE teachers (from the group of 26 PSTs), having graduated from the two Swedish PETE institutions (9 from A and 4 from B), participated. Data collection methods from the two contexts were video-recorded and visual observations, group interviews, individual interviews, Stimulated Recall (SR)-interviews and text analysis of course handbooks. In the study we use the con-cept pedagogic discourse (Bernstein 1990) to describe how content is constructed, recontextualised and realised through text, talk and practice. The way in which the NQTs in this study talk about formative assessment thus illustrate what constitutes this discourse in school PE. In the preliminary analysis, four components (sharing learning objectives, feedback, using students as resources, and grading) have been discerned as dominating. Inspired by Foucault’s (1991) genealogical approach, we will also search for traces of dominating and marginalized components of the form-ative assessment discourse in the PETE context, and the PSTs talk about formative assessment. We will draw on research on didactics in PE (Quennerstedt & Larsson, 2015) to analyse what components the formative assessment discourse in PE and PETE is built of, how and why formative assessment is conducted in a certain way, and who the producers of the components building the formative assessment dis-course in PE and PETE are.ReferencesBernstein, B. (1990). The structuring of pedagogic discourse: London: Routledge.Cañadas L (2023) Contribution of formative assessment for developing teaching competencies in teacher education, European Journal of Teacher Education, 46:3, 516-532Foucault M (1991) Nietzsche, Genealogy, History. In: Rabinow P (Ed) The Foucault Reader. An Introduction to Foucault’s Thought.Quennerstedt M & Håkan Larsson (2015) Learning movement cultures in physical education practice, Sport, Education and Society, 20:5, 565-572
11.	Backman, Erik, 1972-, et al. (författare) How does physical education teacher education matter? : A methodological approach to understanding transitions from PETE to school physical education 2023 Ingår i: Physical Education and Sport Pedagogy. - : Routledge. - 1740-8989 .- 1742-5786. ; 28:4, s. 411-424 Tidskriftsartikel (refereegranskat)abstract Background: In this paper, we will address the question of how physical education teacher education (PETE) matters and suggest one way to explore the potential impact of PETE. A distinguishing feature of the studies of PETE's impact on physical education is that they either include perspectives from preservice teachers involved in PETE courses or perspectives from physical education teachers in schools looking back at their education. Longitudinal attempts to follow preservice teachers’ journey from education to workplace, in order to grasp how they perceive the relation between teacher education and teaching practice in schools, and the transition between these contexts, are few and far between. This gap of knowledge is a missing piece of the puzzle to further develop PETE, and to inform life-long professional development for teachers.Purpose: The purpose of this paper is twofold. First, we develop and present a methodological approach for investigating the transition of content areas from courses in PETE into teaching practice in school physical education. Second, we will illustrate the potential utility of this methodological approach in longitudinal studies by showing how one particular content area, Assessment for Learning (AfL), was investigated through the use of methods and theories described in the first part of this paper.Methodology: The suggested longitudinal approach involves Stimulated Recall (SR) interviews with pre- and postservice teachers, observations and communication with groups of students and teachers through social media. The construction, recontextualisation and realisation of pedagogic discourses regarding content areas are suggested to be analysed through a combination of Bernstein's concept of the pedagogic device and Ball's concept of fabrication.Results and Conclusions: The longitudinal design and the suggested methodology can provide answers to how content areas are transformed in and between PETE and school physical education. A combination of the theoretical perspectives of Bernstein and Ball enables us to say something not only about how pedagogic discourses regarding content areas are constructed, recontextualised and realised in PETE and school physical education, but also about what content areas become in terms of fabrications in the transition between these contexts. To conclude, we argue that the methodological research design can be used to explore different content areas in PETE and that this methodology can contribute to knowledge about how PETE matters for school physical education.
12.	Backman, Erik, et al. (författare) How does physical education teacher education matter? : A methodological approach to understand transitions of content areas from PETE to PE 2021 Ingår i: Book of Abstracts. ; , s. 193-193 Konferensbidrag (refereegranskat)abstract In this paper, we will address the question of how physical education teacher education (PETE) matters and suggest one way to explore the potential impact of PETE. A distinguishing feature of the studies of PETE’s impact on physical education is that they either include perspectives from preservice teachers involved in PETE courses or perspectives from physical education teachers in schools looking back at their education. Longitudinal attempts to follow preservice teachers’ journey from education to workplace, in order to grasp how they perceive the relation between teacher education and teaching practice in schools, and transitionsbetween these contexts, are few and far between. This gap of knowledge is a missing piece of the puzzle to further develop PETE, and to inform courses or life-long professional development for teachers. The purpose of this paper is to present a methodological approach for investigating transitions of content areas from courses in PETE into teaching practice in school physical education. This will be done trough combining the theoretical perspectives of Bernstein and Ball with a longitudinal study design. The theory of Bernstein enables us to say something about howpedagogic discourses are constructed, recontextualised and realised in PETE and in school physical education. The theory of Ball enables us to say something about about whatcontent areas become, in terms of fabrications, in the transition between these contexts. The longitudinal design will provide us with answers to how and what pedagogic discourses regarding content areas are transformed into in and between PETE and school physical education. The suggested methodology involves Stimulated Recall (SR) interviews, observations and communication with groups through social media. SR-interviews provides an immediateness in the reflection on teaching practice and content areas. Using social media groups is an effective strategy for maintaining contact with examined preservice teachers when they leave university.
13.	Backman, Erik, 1972-, et al. (författare) Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education : A student perspective 2020 Ingår i: European Physical Education Review. - : Sage Publications. - 1356-336X .- 1741-2749. ; 26:1, s. 111-127 Tidskriftsartikel (refereegranskat)abstract The purpose of this paper is to analyse and discuss physical education teacher education (PETE) students? conceptions of teaching and assessment of movement capability as a part of content knowledge in aquatics, dance and ice-skating at a university in Sweden. The theoretical perspective involves Shulman?s concept of content knowledge, the further elaboration of content knowledge into common content knowledge, and the theoretical perspective underpinning movement capability. The sample consists of two groups with a total of seven PETE students who volunteered to take part in group interviews. Semi-structured interviews with the two groups were conducted on three occasions. Findings display that the students? conceptions of movement capability seem to be focused around performance of movements. Further, the participants felt the messages to be unclear in terms of what they are to know regarding movement capability before entering PETE. There was also a contradiction in that the PETE students felt it to be obvious that they would ?know? certain movements, and at the same time they requested clear and distinct criteria when it came to the performance of movements. This study shows that expectations in terms of PETE students? levels of movement content knowledge need to be further investigated and discussed. This study also highlights the importance of conceptualising what PETE students need to learn if they are to see the need to develop their movement capability on their own. Assessments of students? reflections on what it means to master movements are discussed as an alternative to assessment of performance of movements.
14.	Backman, Erik, 1972-, et al. (författare) Peer assessment in physical education 2022 Konferensbidrag (refereegranskat)
15.	Backman, Erik, et al. (författare) Peer assessment in physical education 2022 Konferensbidrag (refereegranskat)abstract BAKGRUNNIt is well established that Assessment for Learning (AfL) is a model for assessment that strengthens young peoples’ learning in schools as well as in higher education. This is also the case in school physical education and in physical education teacher education (PETE). One of the key learning strategies in AfL is to activate peers as resources for learning, often operationalized as peer assessment. In physical education, peer assessment has proven to strengthen learning for both the observer and the observed.One dimension of peer assessment, that has only scarcely been covered in the physical education context, but that is more highlighted in research of peer assessment in general teacher education, is the tensions inherent in giving feedback to peers, and perhaps friends, on their work. It has been argued that teacher students do not feel comfortable when critiquing other teacher students, and that peer assessment could reflect friendships more than learning outcomes.In the physical education context, studies have shown that peer assessment is one area that physical education teachers are sceptical about. Further, it has been argued that pupils can be mean to each other if implementing peer assessment during physical education teaching. In this paper we aim to dig deeper into this problematic aspect of peer assessment in physical education.METODEMore specifically, drawing on the French sociologist Pierre Bourdieu’s concept of capital and using qualitative methodology, the question that will guide our analysis reads:What capabilities and behaviours among students are by PETE students and physical education teachers acknowledged as legitimate and valuable when peer assessment is implemented in physical education teaching? RESULTAT, KONKLUSJON: Preliminary results show that in order for peer assessment to be successful in physical education teaching questions regarding who gives feedback on what needs to be considered. REFERENCESBackman, E., Tolgfors, B., Nyberg, G., & Quennerstedt, M. (2021). How does physical education teacher education matter? A methodological approach to understanding transitions from PETE to school physical education. Physical Education and Sport Pedagogy, 1-14.Tolgfors, B., Quennerstedt, M., Backman, E., & Nyberg, G. (2022). Enacting assessment for learning in the induction phase of physical education teaching. European Physical Education Review, 28(2), 534-551.Tolgfors, B., Backman, E., Nyberg, G., & Quennerstedt, M. (2021). Between ideal teaching and ‘what works’: The transmission and transformation of a content area from university to school placements within physical education teacher education. European Physical Education Review, 27(2), 312-327.
16.	Backman, Erik, 1972-, et al. (författare) Peer assessment in physical education teacher education - a complex process making social and physical capital visible 2023 Ingår i: Curriculum studies in health and physical education. - : Taylor & Francis. - 2574-2981 .- 2574-299X. Tidskriftsartikel (refereegranskat)abstract Peer assessment has been proven to improve learning for both the observer and the observed. One dimension of peer assessment that has been given little attention in the context of physical education teacher education (PETE) is the tension that exists when peers give feedback on each other's work. In this paper, we report on Swedish preservice teachers' (PST) views on peer assessment used in PETE school placements. Our findings reveal four mechanisms of peer assessment assigned value in PETE: (i) building social relations, (ii) making 'what to learn' visible, (iii) giving correct feedback, and (iv) handling sensitive and gendered comments. Inspired by Bourdieu, we discuss learning potentials and complex challenges with peer assessment, where the combination of social capital and physical capital decides what is possible to say and to whom when peer assessment is used in the PETE school placement and in school physical education (PE).
17.	Backman, Erik, 1972-, et al. (författare) PETE students’ experiences of assessment of movement : A Shulmanian perspective 2017 Konferensbidrag (refereegranskat)abstract The general knowledge base of Health and Physical Education Teacher Education (HPETE) is growing stronger. As a part of that knowledge base there is an ongoing discussion of the meaning of HPETE students’ movement capabilities. Lee Shulman’s framework of Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) have been used by scholars to examine how students’ ability to move and their ability to teach are valued in HPETE. However, the students’ own voices about these issues have rarely been acknowledged. The aim with this paper is therefore to examine how HPETE students at one university in Sweden experience how movement knowledge in certain movement activities are valued in the assessment. Semi-structured interviews with two groups (3-4 students in each) with a total of seven students was performed at three different occasions focusing specifically on how aquatics, dance and skating was taught and assessed within the first semester of HPETE. Preliminary results of our first analysis of the students’ expressions of their education in aquatics show that the students experience qualitative dimension in the assessment of their performances in aquatics as well as a quantitative measurement. They also expressed a lack of teacher-led occasions for learning in and about aquatics before they assessed. Students were also uncertain of how their own practical performance was acknowledged in the assessment of aquatics in relation to their ability to observe and give feedback on their peers’ performance. The results will be analysed and discussed using Lee Shulman’s framework of CK and PCK. By extension, these results might contribute to the discussion of what forms of knowledge to prioritise in HPETE, and thereby also help develop HPE on a school level.
18.	Backman, Erik, 1972-, et al. (författare) Transitions from Physical Education Teacher Education to teaching practices in Physical Education 2019 Konferensbidrag (refereegranskat)abstract Research display mixed results regarding the impact that teacher education have on teaching practices in schools. While some studies indicate weak influence of teacher education, others display that some content and perspectives in teacher education seem to find their expressions in school practice. Despite the lack of research about the impact of physical education teacher education (PETE), a few existing studies display the same twofold result as for teacher education in general. In this study, we have chosen a certain content, assessment of learning (AFL) in order to investigate the influence that PETE can have for newly qualified teachers (NQT) in physical education (PE). The aim of the project is twofold. Firstly, inspired by Bernstein’s theory of the pedagogic device, the aim is to investigate how AFL is constructed in university courses, re-contextualised in practicum courses, and realised in teaching practice in school PE. Secondly, and inspired by Ball’s theory of performativity, the aim is to analyse fabrications of AFL in the transitions from PETE to PE teaching practice. The design of the project is to follow a total of 10 PETE students recruited from two different PETE universities in Sweden to study how their understanding and teaching practice of AFL is transformed from PETE to PE. Empirical material will be gathered from recordings of seminars, observations for teaching, stimulated-recall-interviews, and participation in social media.
19.	Barker, Dean, 1977-, et al. (författare) Coaching for skill development in sport : a kinesio-cultural approach 2022 Ingår i: Sport Coaching Review. - : Taylor & Francis. - 2164-0629 .- 2164-0637. ; 11:1, s. 23-40 Tidskriftsartikel (refereegranskat)abstract Skill development was traditionally seen through a positivist lens. Research was based on mind-body, individual-environment, and performer-skill dualisms, and researchers assumed that universal principles would ensure optimal development. Metaphorically, these assumptions represented a target hitting understanding of skill development. The goal was for the performer to hit the target of optimal performance as reliably as possible. Such an understanding commits researchers and practitioners to practical and methodological approaches. The aim of this paper is to reconsider skill development and think beyond a target hitting metaphor. To achieve this aim, we outline a kinesio-cultural exploration approach to skill development. This approach is based on a metaphoric understanding of skill development as familiarizing oneself with a landscape. Attaining familiarity in movement landscapes, or "kinescapes", requires spending time in these fields, attending to critical aspects, and remaining flexible. From this perspective, skilled performers are qualitatively different to "target hitting" performers.
20.	Barker, Dean, 1977-, et al. (författare) Exploring movement learning in physical education using a threshold approach 2020 Ingår i: Journal of teaching in physical education. - Champaign, USA : Human Kinetics. - 0273-5024 .- 1543-2769. ; 39:3, s. 415-423 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.
21.	Barker, Dean, 1977-, et al. (författare) How Movement Habits Become Relevant in Novel Learning Situations 2024 Ingår i: Journal of teaching in physical education. - : Human Kinetics. - 0273-5024 .- 1543-2769. ; 43:1, s. 152-160 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.
22.	Barker, Dean, et al. (författare) How movement habits can affect learning in novel learning situations 2022 Konferensbidrag (refereegranskat)abstract Movement pedagogy researchers claim that people’s existing ways of moving influence their possibilities for developing new movement capabilities. Relatively little research, however, has focused on how movement habits influence individuals’ learning in new situations. The aim of this investigation was thus to provide and understanding of how individuals’ movement habits can affect their learning in novel learning situations. To achieve this aim, we developed an investigation with 11 preservice physical education teachers in two phases. The first phase involved examining the participants’ movement habits and involved the production of data through: (1) a qualitative movement analysis session that contained ten movement tasks and that was video recorded, (2) semi-structured interviews based on the participants’ movement backgrounds and responses during the movement analysis session, and (3) an open survey containing questions related to the participants’ experiences of movement learning. The second phase involved examining how the participants developed new capabilities in a novel movement learning situation. The novel situation involved the participants exploring the practice of unicycling for 1.5 hours per day for five consecutive days. In the second phase, data were produced using three methods: (1) observations conducted using video cameras and video conferencing software, (2) ethnographic-type interviews focusing on the participants’ ongoing experiences of unicycling, and (3) participant diaries that participants logged electronically on the university’s online learning platform. In this paper, findings from two participants are presented as case studies using Shilling’s (2008) work on habits, crises and creativity as an analytic framework. Habits are understood as are acquired predispositions to respond to environmental conditions in certain ways. Crises are situations where a person’s habits no longer provide an effective way of interacting with the world. Creativity is understood as the actions undertaken to resolve crisis and regain effective ways of interacting with one’s environment. The two cases demonstrate how different sets of movement habits can interact with novel tasks, making the occurrence of crises and the demand for creative action, more or less likely. The cases also demonstrate how subjective and physical elements are interwoven in the experience of crisis. Finally, the cases provide insights into potentially productive habits for movement learning. The paper is concluded with pedagogical implications, including a consideration of how crises might be managed in educational contexts.
23.	Barker, Dean, 1977-, et al. (författare) Introduction to the PESP special issue : 'Developing movement capability in physical education' 2021 Ingår i: Physical Education and Sport Pedagogy. - : Routledge. - 1740-8989 .- 1742-5786. ; 26:3, s. 225-229 Tidskriftsartikel (refereegranskat)
24.	Barker, Dean, et al. (författare) Joy, fear and resignation : investigating emotions inphysical education using a symbolic interactionist approach 2019 Konferensbidrag (refereegranskat)
25.	Barker, Dean, 1977, et al. (författare) Joy, fear and resignation: investigating emotions in physical education using a symbolic interactionist approach 2020 Ingår i: Sport Education and Society. - : Informa UK Limited. - 1357-3322 .- 1470-1243. ; 25:8, s. 872-888 Tidskriftsartikel (refereegranskat)abstract Emotional dimensions of physical education have garnered attention from scholars in the last two decades. Many scholars claim that emotions significantly affect learning and that positive emotions such as joy and pleasure are necessary for continued participation in movement activities beyond the classroom. Much of the existing literature, however, is based on the idea that emotions comprise internal mental states that are retrospectively oriented. In the current paper, we work with alternative principles that can create new understandings of the affective dimensions of PE and specifically, movement learning. We draw on symbolic interactionist principles, framing emotions as multimodal communicative resources that are performed in social contexts. From this perspective, we demonstrate how emotions: (1) can be investigated as part of the production of broader sequences of pedagogical action and (2) relate to issues of knowledge, identity and authority. We present observational material generated with PE teacher education students as they develop movement capability. We focus on three interactional episodes in which fear, joy and resignation are performed by students interacting with either peers or an observing researcher. In each case, we demonstrate how emotions: affiliate or dis-affiliate the actor with the movement knowledge in focus, index an institutionally recognizable identity and influence the subsequent actions of the participants in the interactional sequence. The key thesis developed in the paper is that as symbolic resources, emotions have important consequences for actors within movement learning environments. The paper is concluded with reflections on the implications of the approach for practitioners along with a consideration of questions in need of further scientific attention.
26.	Barker, Dean, et al. (författare) Metaphors of Movement Learning 2021 Ingår i: Learning Movements. New Perspectives of Movement Education. Håkan Larsson (Red.). - : Routledge. - 9780367356811 Bokkapitel (refereegranskat)
27.	Barker, Dean, et al. (författare) Movement habits and learning in novel learning situations 2022 Konferensbidrag (refereegranskat)
28.	Barker, Dean, 1977-, et al. (författare) What would physical educators know about movement education? A review of literature 2017 Ingår i: Quest (National Association for Physical Education in Higher Education). - : Routledge. - 0033-6297 .- 1543-2750. ; 69:4, s. 419-435 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.
29.	Barker, Dean, 1977, et al. (författare) What would physical educators know about movement education? A review of literature, 2006-2016 2017 Ingår i: Quest (National Association for Physical Education in Higher Education). - : Informa UK Limited. - 0033-6297 .- 1543-2750. ; 69:4, s. 419-435 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.
30.	Björkholm, Eva, et al. (författare) Learning study as a way to inquire the meaning of knowing what is to be known 2013 Ingår i: Lesson and learning study as teacher research. - Gothenburg : Faculty of Education, University of Gothenburg. ; , s. 82-82 Konferensbidrag (refereegranskat)
31.	Björkholm, Eva, et al. (författare) The meaning of knowing what is to be known 2015 Ingår i: Éducation & didactique. - Rennes : Presses Universitaires de Rennes. - 1956-3485. ; 9:1, s. 143-160 Tidskriftsartikel (refereegranskat)
32.	Carlgren, Ingrid, et al. (författare) Från ord till rörelser och dans : en analys av rörelsekunnandet i en dansuppgift 2015 Ingår i: Forskning om undervisning och lärande. - 2000-9674 .- 2001-6131. ; :14, s. 24-40 Tidskriftsartikel (refereegranskat)abstract I artikeln redovisar vi ett exempel på hur kunnande, som kommer till uttryck då elever redovisar en dansuppgift, kan analyseras och bidra till vår förståelse av detta kunnande såväl som till ett artikulerat språk att använda vid utvecklingen av undervisningen. En utgångspunkt är att kunskaper om kunnande är en nödvändig grund för att förbättra undervisningen. En annan utgångspunkt är att det råder brist på sådan kunskap. Eleverna (ca 12 år gamla) var indelade i tre grupper som fick en uppgift där de med utgångspunkt i två meningar skulle skapa en dans genom att översätta varje ord till en rörelse och därefter sammanfoga ord-rörelserna. Vi presenterar resultaten av en fenomenografisk analys som grundar sig på en videoinspelning av dessa redovisningar.
33.	Carlgren, Ingrid, et al. (författare) The meaning of knowing what is to be known 2015 Ingår i: Education et Didactique. - Rennes : Presses Universitaires de Rennes. - 2111-4838 .- 1956-3485. ; 9:1, s. 193-220 Tidskriftsartikel (refereegranskat)abstract The aim of this article is to contribute to an articulated language of knowing, which we consider as a key aspect of teachers professional work. We describe three examples of how the meaning of knowing some specific learning objects can be studied and described. The three learning objects are: to be able to evaluate technical solutions, to be able to perform a house-hop and to be able to act with presence.Phenomenographic analyses of data from the pre-tests carried out within the frame of so called Learning Studies resulted in descriptions of different ways of knowing as well as different aspects of the specific knowns that must be discerned in order to develop the knowing.
34.	Hysing, Mari (författare) Visuella möten i klassrummet : Bilddidaktiska konstruktioner av kunskap och positioner i gymnasieskolan 2021 Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract Due to developments in visual technology, teachers and students are exposed to an increasing number of images in their everyday life, which also finds its way into the classroom. This study aims to contribute to further understanding of how knowledge and positions are constructed in visual meetings in the classroom by problematizing the discursive practice of visual art education in upper secondary school. The study investigates how art teachers construct positions when talking about their choices of images for teaching and what kind of knowledge thereby is constructed as valuable. The study also analyzes how art teachers and students construct positions in visual meetings in the classroom and what kind of knowledge thereby is constructed as valuable. The study is theoretically framed by theories and concepts in visual culture and Foucauldian discourse analysis. The concept visual meetings refers to how art teachers and students interact and make meaning when using images that the art teachers have chosen. The perspective of discourse analysis involves that classroom interactions are seen as expressions of knowledge and power in general and of prevailing views on visual art education in particular. Data production is carried out through ethnography, which involves interviews with two art teachers and observations of eleven lessons in visual art classes at two upper secondary schools. The results show that a dominating overall school discourse regulates how the art teachers and students are constructed as active/adult/experienced and passive/child/unexperienced subjects. One of the classroom practices is shown to prioritize position and knowledge constructions related to production of aesthetically pleasing images. The other classroom practice is shown to prioritize position and knowledge constructions related to image interpretation in terms of understanding cultures and contexts. Both classroom practices also show that despite the art teachers’ stated intentions in constructing independent and critically examining positions for the students, looking practices are formed in the classrooms that do not allow such positions for the students to any great extent. The study concludes that the dominating discourses in these two classroom practices reveal régimes of truth that regulate what kind of knowledge constructions that are valued within these two examples of visual art education.
35.	Isgren Karlsson, Andreas, 1982-, et al. (författare) Exploring physical education teachers’ perceptions and attitudes towards digital technology in outdoor education 2023 Ingår i: Journal of Adventure Education and Outdoor Learning. - : Informa UK Limited. - 1472-9679 .- 1754-0402. ; 23:4, s. 510-524 Tidskriftsartikel (refereegranskat)abstract In the Swedish educational system, there has been a recent push for digital technology in different school subjects. This paper investigates what regulates Swedish physical education teachers’ perceptions of digital technology in outdoor education. The results is reflected in a number of rules that govern Swedish physical education teachers’ perceptions and use of digital technology in outdoor education. Findings suggest that teachers’ views on the relevance of digital technology in outdoor education depends partly on curriculum formulations, but of significant importance are also other factors such as: the addressed knowledge area, grade level, choice of digital device, needs of students, and teachers’ ideological beliefs. These rules are discussed in relation to the construction of outdoor education as knowledge area within physical education and in relation to the ways in which Swedish physical education teachers relate to curriculum changes.
36.	Karlsson Isgren, Andreas, 1982-, et al. (författare) Exploring physical education teachers’ perceptions and attitudes towards digital technology in outdoor education 2022 Konferensbidrag (refereegranskat)
37.	Larsson, Hakan, et al. (författare) Creative dance - practising and improving … what? : A study in physical education teacher education 2024 Ingår i: European Physical Education Review. - : Sage Publications. - 1356-336X .- 1741-2749. Tidskriftsartikel (refereegranskat)abstract Creative dance, that is to say, movements, with or without music, which allow participants to express ideas, thoughts, and feelings, are sometimes accompanied by a 'there is no right or wrong way to move' rhetoric. This may reinforce the impression among physical education teacher education (PETE) students, who often have limited experience of (creative) dance, that there is nothing to practise in creative dance and that this activity is merely directionless movement. In this paper, however, based on Aggerholm's notion of practising movements, we explore an occasion in a PETE course where a magic moment occurred, indicating that the students had practised and 'figured out' something that made this moment possible. The purpose of the paper is to explore the knowledge in movement that PETE students were practising as they participated in creative dance. The purpose is also to shed light on what pedagogical practice contributed to enabling such practising. Video documentation and short interviews with students in one PETE course and one continuing professional development course for physical education teachers indicate that the magic moment was made possible as the students' practised making sense of moving in non-predetermined - creative - ways and appreciating the expressive dimension of movement. Laban's movement analysis framework seemed, along with the teachers' knowledge of movement, to be an important element in the pedagogical practice that made the magic moment possible.
38.	Larsson, Håkan, 1967-, et al. (författare) Creative dance – practising and improving … what? A study in physical education teacher education 2024 Ingår i: European Physical Education Review. - : Sage Publications. - 1356-336X .- 1741-2749. Tidskriftsartikel (refereegranskat)abstract Creative dance, that is to say, movements, with or without music, which allow participants to express ideas, thoughts, and feelings, are sometimes accompanied by a ‘there is no right or wrong way to move’ rhetoric. This may reinforce the impression among physical education teacher education (PETE) students, who often have limited experience of (creative) dance, that there is nothing to practise in creative dance and that this activity is merely directionless movement. In this paper, however, based on Aggerholm's notion of practising movements, we explore an occasion in a PETE course where a magic moment occurred, indicating that the students had practised and ‘figured out’ something that made this moment possible. The purpose of the paper is to explore the knowledge in movement that PETE students were practising as they participated in creative dance. The purpose is also to shed light on what pedagogical practice contributed to enabling such practising. Video documentation and short interviews with students in one PETE course and one continuing professional development course for physical education teachers indicate that the magic moment was made possible as the students’ practised making sense of moving in non-predetermined – creative – ways and appreciating the expressive dimension of movement. Laban's movement analysis framework seemed, along with the teachers’ knowledge of movement, to be an important element in the pedagogical practice that made the magic moment possible.
39.	Larsson, Håkan, 1967-, et al. (författare) Genuine Movement Learning Through a Deleuzian Approach. 2021 Ingår i: Frontiers in Sports and Active Living. - : Frontiers Media S.A.. - 2624-9367. ; 3 Tidskriftsartikel (refereegranskat)abstract The purpose of the article is to outline how Deleuzian concepts, notably the notions of apprenticeship in signs based on a pedagogy of the concept, can stimulate thinking and understanding of movement learning, and provide insights about pedagogical implications in various movement educational settings. Methodologically, the article falls somewhere in between theoretical exposition and presentation of original empirical research, i.e., a "theoreticoempirical" exposition. We borrowed some ideas formulated by Deleuze (and Guattari), which have been further developed by educational researchers, about "an apprenticeship in signs" based on "a pedagogy of the concept," to analyse situations where students explore new movements. We use material generated from pedagogical interventions comprising of exploration of kinescapes. In these interventions, school and university students are encouraged to explore, and learn, juggling, unicycling and dancing. Findings indicate how students pass through interpretative illusions until some of them grasp difference in itself in what could be called its immanent differentiation of the actual, i.e., they learn how to juggle, unicycle or dance. This is what we designate genuine learning. The triadic relation between concepts, percepts and affects offer us clues to what juggling, unicycling or dancing mean to learners (concepts), what learners pay attention to while practising (percepts), and what gets them moving (affects). Importantly, through viewing learning as an apprenticeship in signs, the Deleuzian approach reminds us that the triadic relation is open-ended, meaning that concepts, percepts and affects are never final but always a potential actualisation. Concepts, percepts and affects are constantly in the process of becoming. Since genuine learning is not about narrowing down how a movement should be executed and experienced, the task of a movement educator could, then, be to accompany learners in explorative pursuits. In this way, teachers can help learners escape preconceptions about movements (who can do what and when) and instead explore new movement opportunities.
40.	Larsson, Håkan, et al. (författare) Genuine movement learning through apprenticeship and a pedagogy of the concept 2021 Ingår i: Frontiers in Sports and Active Living, section Physical Education and Pedagogy. - 2624-9367. Tidskriftsartikel (refereegranskat)
41.	Larsson, Håkan, et al. (författare) ‘It doesn't matter how they move really, as long as they move.’ Physical education teachers on developing their students’ movement capabilities 2017 Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 22:2, s. 137-149 Tidskriftsartikel (refereegranskat)abstract Background: Movement is key in physical education, but the educational value of moving is sometimes obscure. In Sweden, recent school reforms have endeavoured to introduce social constructionist concepts of knowledge and learning into physical education, where the movement capabilities of students are in focus. However, this means introducing a host of new and untested concepts to the physical education teacher community.Purpose: The purpose of this article is to explore how Swedish physical education teachers reason about helping their students develop movement capability.Participants, setting and research design: The data are taken from a research project conducted in eight Swedish secondary schools called ‘Physical education and health – a subject for learning?’ in which students and teachers were interviewed and physical education lessons were video-recorded. This article draws on data from interviews with the eight participating teachers, five men and three women. The teachers were interviewed partly using a stimulated recall technique where the teachers were asked to comment on video clips from physical education lessons where they themselves act as teachers.Data analysis: A discourse analysis was conducted with a particular focus on the ensemble of more or less regulated, deliberate and finalised ways of doing things that characterise the eight teachers’ approach to helping the students develop their movement capabilities.Findings: The interviews indicate that an activation discourse (‘trying out’ and ‘being active’) dominates the teachers’ ways of reasoning about their task (a focal discourse). When the teachers were specifically asked about how they can help the students improve their movement capacities, a sport discourse (a referential discourse) was expressed. This discourse, which is based on the standards of excellence of different sports, conditions what the teachers see as (im)possible to do due to time limitations and a wish not to criticise the students publicly. The mandated holistic social constructionist discourse about knowledge and learning becomes obscure (an intruder discourse) in the sense that the teachers interpret it from the point of view of a dualist discourse, where ‘knowledge’ (theory) and ‘skill’ (practice) are divided.Conclusions: Physical education teachers recoil from the task of developing the students’ movement capabilities due to certain conditions of impossibility related to the discursive terrain they are moving in. The teachers see as their primary objective the promotion of physical activity – now and in the future; they conceptualise movement capability in such a way that emphasising the latter would jeopardise their possibilities of realising the primary objective. Should the aim be to reinforce the social constructionist national curriculum, where capability to move is suggested to be an attempt at formulating a concept of knowledge that includes both propositional and procedural aspects and which is not based on the standards of excellence of either sport techniques or motor ability, then teachers will need support to interpret the national curriculum from a social constructionist perspective. Further, alternative standards of excellence as well as a vocabulary for articulating these will have to be developed.
42.	Larsson, Håkan, et al. (författare) Journeying into the kinescape of unicycling : A Deleuzian perspective 2022 Ingår i: European Physical Education Review. - : Sage Publications. - 1356-336X .- 1741-2749. ; 28:3, s. 651-667 Tidskriftsartikel (refereegranskat)abstract Movement learning has become a prominent issue in recent sport pedagogy research, including a particular concern about the new perspectives of movement learning. The turn towards new perspectives is partly spurred by discontent with the conventional perspectives of movement learning. The purpose of the article is to explore a journey into the kinescape of unicycling. The article can be seen as a case study of what it means to learn (how) to unicycle for one student teacher in the midst of a pedagogical research module and with the aid of the Deleuzian notion of a triadic relationship between percepts, affects and concepts. The analysis points to how a student, in the midst of material features such as equipment, the sport hall, other people, and instructional video clips, is mapping connections between concepts (what unicycling can be), percepts (a-ha moments) and affects (what moves him to continue practising unicycling), in ways that allow him to learn to unicycle with astonishing pace. His practising of unicycling is guided by particular strategies for exploration and experimentation that his experiences of board culture offer him. Rather than any general principles of movement learning, of importance here are the particular ways in which kinesio-cultural exploration may offer non-linear resources for movement learning. We conclude that this approach to learning may stimulate pedagogies that are not only effective but also more inclusive because they are more creative and more open than linear approaches to movement learning.
43.	Larsson, Håkan, 1967-, et al. (författare) Journeying into the kinescape of unicycling : A Deleuzian perspective 2022 Ingår i: European Physical Education Review. - : Sage Publications. - 1356-336X .- 1741-2749. ; 28:3, s. 651-667 Tidskriftsartikel (refereegranskat)abstract Movement learning has become a prominent issue in recent sport pedagogy research, including a particular concern about the new perspectives of movement learning. The turn towards new perspectives is partly spurred by discontent with the conventional perspectives of movement learning. The purpose of the article is to explore a journey into the kinescape of unicycling. The article can be seen as a case study of what it means to learn (how) to unicycle for one student teacher in the midst of a pedagogical research module and with the aid of the Deleuzian notion of a triadic relationship between percepts, affects and concepts. The analysis points to how a student, in the midst of material features such as equipment, the sport hall, other people, and instructional video clips, is mapping connections between concepts (what unicycling can be), percepts (a-ha moments) and affects (what moves him to continue practising unicycling), in ways that allow him to learn to unicycle with astonishing pace. His practising of unicycling is guided by particular strategies for exploration and experimentation that his experiences of board culture offer him. Rather than any general principles of movement learning, of importance here are the particular ways in which kinesio-cultural exploration may offer non-linear resources for movement learning. We conclude that this approach to learning may stimulate pedagogies that are not only effective but also more inclusive because they are more creative and more open than linear approaches to movement learning.
44.	Larsson, Håkan, 1967-, et al. (författare) Juggling with gender : How gender promotes and prevents the learning of a specific movement activity among secondary school students 2021 Ingår i: Gender and Education. - : Routledge. - 0954-0253 .- 1360-0516. ; 33:5, s. 531-546 Tidskriftsartikel (refereegranskat)abstract Research on motor learning frequently reports gender differences. However, there seems to be limited tools in the research with which to make use of these insights in educationally relevant ways. Movement learning and gender are intensely researched in movement education research, but the issues rarely intersect in the literature. The purpose of this article is to shed light on how movement learning and gender norms intersect when students learn to juggle. A pedagogical intervention in two secondary school classes (15-16 year olds) was explored ethnographically. Two composite narratives illustrate how gender norms affected the juggling practise to a different extent in the two classes, indicating that these norms are highly contextual. Learning to juggle seems to include aspects of both 'doing boy' and 'doing girl', i.e. regarding respectively controlling objects in space and persistent practising. The findings indicate some ways in which teachers can help students transcend traditional gender norms.
45.	Larsson, Håkan, 1967-, et al. (författare) Knowledge in movement in creative dance 2024 Konferensbidrag (refereegranskat)abstract Knowledge in movement is often tacit. It does not need to be verbalised to exist. That it is verbalised is, however, of great importance to enable deliberation about its meaning in educational contexts, and how to reason about it in relation to, e.g., selection. Arguably, it also needs to be verbalised if it is to gain value in the academy, a place where "knowledge about" often trumps "knowledge in". In this paper we explore knowledge in movement as it is expressed in creative dance in physical ed-ucation teacher education (PETE). In the literature, creative dance is sometimes as-sociated with a view that "there is no right or wrong way to move". But if there is no "right or wrong", or at least something "better or worse", then what is there to know? Or is it activity without direction? The purpose of the study is to explore what knowledge in movement is becoming as PETE students are practising creative dance. The notion of practising is sometimes negatively connoted (it has been likened to drill, for example). However, we draw on Aggerholm et al's (2018) conceptualisation of practising as “the form of activity in which we seek to improve our capabilities through repeated efforts” (p. 201). An analysis of WHAT the students are practising makes it possible to discern knowledge in movement in creative dance. Two units of creative dance have been documented using video filming, short interviews and field notes. In total, around 15 hours of teaching have been documented, with around 30 students in one course and 20 in the other. The preliminary analysis shows that knowledge in movement among these students, who often have a background in competitive sports, is expressed as an ability to shift focus from the unction of movements to the expression of movements. Furthermore, knowledge in movement is also expressed as the ability to move outside of one's habitual move-ment patterns, and to distinguish nuances regarding the expression of movements in connection with a differentiation of the execution of the movements. Intensive practising enables the students to arrive at magic moments, occasions “where a con-tent with a meaning is communicated with a special intensity” (Svendler Nielsen, 2006, p. 58). We believe that the capacity to move outside of one's habitual move-ment pattern and to learn to perceive and discern nuances with respect to what movements express (e.g., with respect to social norms) can be an important contri-bution to the discussion of what is valuable knowledge in movement within PETE – and by extension also within physical education.ReferencesAggerholm, K., et al. (2018). On practising in physical education: Outline for a pedagogical model. Phys Ed and Sport Ped, 23(2), 197-208.Svendler Nielsen, C. (2006). Betydningsfulde øjeblikke i sanselig praksis. In: L. Engel, H. Rønholt, C. Svendler Nielsen, & H. Winther (Eds.) Bevaegelsens poetik: om den aestetiske dimension i bevaegelse (p. 56-79). Copenhagen: Museum Tusculanum.
46.	Larsson, Håkan, 1967-, et al. (författare) Movement skill learning as embodied exploration 2021 Konferensbidrag (övrigt vetenskapligt/konstnärligt)
47.	Larsson, Håkan, et al. (författare) Normkritisk idrottsundervisning 2016 Ingår i: SVEBI-konferens 2016. Konferensbidrag (populärvet., debatt m.m.)
48.	Nyberg, Anna, et al. (författare) Do Predictors of Career Success Differ between Swedish Women and Men? Data from the Swedish Longitudinal Occupational Survey of Health (SLOSH) 2015 Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 10:10 Tidskriftsartikel (refereegranskat)abstract The aim of this prospective study was to explore predictors of objective career success among Swedish women and men, focussing on gender differences. Data were drawn from the 2008 and 2010 waves of the Swedish Longitudinal Occupational Survey of Health (SLOSH) with a total of 3670 female and 2773 male participants. Odds ratios and 95% confidence intervals for job promotion and an above-average salary increase between 2008 and 2010 were obtained through binary logistic regression analyses. Individual and organisational factors measured in 2008 were used as predictors in analyses stratified by sex. Mutual adjustment was performed for these variables, as well as for labour market sector and staff category at baseline. In both sexes, younger age predicted both job promotion and an above-average salary increase. Job promotion was also in both sexes predicted by being part of decision-making processes, having conflicts with superiors, and being eager to advance. Furthermore, promotion was predicted by, among men, being educated to post-graduate level and having an open coping strategy and, among women, working >60 hours/week. An above-average salary increase was predicted in both sexes by having a university education. Postgraduate education, having children living at home, and being very motivated to advance predicted an above-average salary increase among women, as did working 51-60 hours/week and being part of decision-making processes in men. Gender differences were seen in several predictors. In conclusion, the results support previous findings of gender differences in predictors of career success. A high level of education, motivation to advance, and procedural justice appear to be more important predictors of career success among women, while open coping was a more important predictor among men.
49.	Nyberg, Anna, et al. (författare) Does job promotion affect men's and women's health differently? Dynamic panel models with fixed effects 2017 Ingår i: International Journal of Epidemiology. - : Oxford University Press. - 0300-5771 .- 1464-3685. ; 46:4, s. 1137-1146 Tidskriftsartikel (refereegranskat)abstract Background: Higher occupational status has consistently been shown to be associated with better health, but few studies have to date examined if an upward change in occupational status is associated with a positive change in health. Furthermore, very little is known about whether this association differs by sex. Methods: Data were derived from four waves (2008-14) of the Swedish Longitudinal Occupational Survey of Health (SLOSH), a follow-up study of a nationally representative sample of the Swedish working population. The present study comprises 1410 men and 1926 women. A dynamic panel model with fixed effects was used to analyse the lagged association between job promotion on the one hand and self-rated health (SRH) and symptoms of depression on the other. This method allowed controlling for unobserved time-invariant confounders and determining the direction of causality between the variables. Multigroup comparisons were performed to investigate differences between the sexes. Results: The results showed that job promotion was associated with decreased subsequent SRH and increased symptoms of depression among both men and women. Women reported a larger relative worsening of self-rated health following a job promotion than men and men reported a larger relative worsening of depression symptoms. There was limited evidence that SRH and symptoms of depression were associated with subsequent job promotion. Conclusions: The present study indicates that a job promotion could lead to decreased SRH and increased symptoms of depression in a 2-4-year perspective. Associations appear to differ for women and men.
50.	Nyberg, Gunn (författare) A phenomenographic perspective of movement learning 2021 Ingår i: Learning Movements. - : Routledge. - 9780367356811 Bokkapitel (refereegranskat)abstract In this chapter, a phenomenographic approach to knowing, teaching and learning moving is presented. Phenomenography deals with people’s qualitatively different ways of experiencing phenomena in the world, for example new ways of moving. The advantage of phenomenography, from an educationalpoint of view, is the concern about learners’ initial understanding, or‘pre-knowing’, of what there is to learn and know as well as what variousmeanings learners ascribe the object of learning. The insight into what learnersare expected to know as well as how they know this from the outset is one ofthe most significant aspects of teaching and learning and is therefore a fruitfulstarting point when planning teaching and learning movement capability. Phenomenography,as developed into the variation theory of learning, also providespowerful ways to help learners develop their knowing in more complexways.

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