| 11. |
- Lundvall, Suzanne, 1957-, et al.
(författare)
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A 200-year perspective and future challenges : Physical activities and their relation to physical education
- 2013
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Ingår i: Gender In Physical Culture The 2013 Meeting.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Over time the chosen bodily movement practices within Physical education and health (PEH) have created tensions in terms of power and control over what has been seen as legitimate in the educational sector of physical culture. The aim of the study has been to, through a macro level overview and by using a model, illuminate how different bodily movement practices in the world’s oldest physical education teacher education (PETE) have emerged over time, become embedded, remain, fade or disappear. By following this continuity and discontinuity of practices, four distinct phases have been identified and their contextual background is described.The theoretical departure point is inspired by the work of Bourdieu. The analytical focus have been placed on how deliberate forms of bodily movement practices within the studied PETE program came to be defined and regulated through meaning making principles, or in other words: logic of practices (Bourdieu 1984, 1990). This departure point makes it possible to analyze how aspects of investment and intrinsic values have been put forward and related to views on body, gender and health.Findings: The first phase is characterized by the establishment of Ling gymnastics from early 1800s, and its gradual fall in the 1900s. Next phase started in the late 1800s and dealt with the introduction of sport and outdoor life. The third relates to the rise and fall of a separate female gymnastics practice during the 1900s. The fourth phase is characterized by the introduction of everyday life physical activities in the beginning of the new millennium. The overview is followed by reflections on the future content of bodily movement practices and sought for values in PETE and physical education in the school system, seen from a gender perspective.
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| 12. |
- Lundvall, Suzanne, 1957-
(författare)
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A Century with Outdoor education in Swedish PE and School System : tensions of space and place.
- 2013
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Ingår i: European Institute for Outdoor Adventure Education and Experiential Learning (EOE), seminar 2013. ; , s. 28-
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Konferensbidrag (refereegranskat)abstract
- Outdoor life has been a part of the Swedish PE and school system for more than a century. A strong belief that outdoor life could contribute to children’s health, well being, as well as to national identity has surrounded outdoor life on a steering document level. In spite of this, studies show that outdoor life gradually has decreased as content during the last decades. The aim of the study has been to increase the knowledge of how outdoor life has been represented within school and PE. Method used is a curricula content analysis. The empirical material consists of curricula from 1905 to 2011. Two paradigm shifts emerge: i/ outdoor life becomes concentrated to the subject PE during early 1990s, ii/ a new and changed valuing of outdoor life is established in the steering documents, separating outdoor education from sports activities out door. This can be understood as a result of a growing tension between two different cultures of acknowledgement within the social practice of PE based on different ‘logic of practices’, but also as a result of school reforms leaving a former culture of cultural literacy such as the learning of landscape, sense of place and literature.
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| 13. |
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| 14. |
- Lundvall, Suzanne, 1957-, et al.
(författare)
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Aesthetic Aspects in Meaning Making : An Explorative Study of Dance Education in a PETE Programme
- 2010
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Ingår i: Designs for Learning. - Stockholm : Stockholms universitet. - 1654-7608. ; 3:1-2
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Tidskriftsartikel (refereegranskat)abstract
- Abstract The article focuses on how aesthetic aspects of experience are involved in meaning making within an educational setting of body movement practice. The study explores stories of how physical education student teachers feel when participating in a dance lesson, with attention given to aesthetic aspects of embodied experiences in relation to meaning making. The study draws on Dewey’s theory of experimental learning. Aesthetic experience is defined as the feeling of wholeness or fulfilment in the transaction taking place. The categorical analysis of content, inspired by pragmatic epistemology analyses, uses the operational concepts of gaps, encounters, and relations. Three categories of stories emerge linked by the resemblance of positive or negative feelings expressed. The aesthetic experiences seem to inform the students of the purpose of what is undertaken, how to value the experience, and how the meaning of the embodied experience is perceived.
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| 15. |
- Lundvall, Suzanne, 1957-, et al.
(författare)
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Assessing Embodied Knowledge in Swedish PEH : the Influence of Physical Literacy
- 2013
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Ingår i: ICSSPE Bulletin. - : International Council of Sport Science and Physical Education. - 1563-3632. ; :65
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- There is internationally a growing interest in the concept physical literacy and how it can be used in educational contexts. The aim of this contribution is to illustrate and describe how and in which way Swedish PEH has been influenced by physical literacy in the context of learning outcomes and assessment. The empirical material consists of the PEH curricula and the official supplementary material for qualitative assessment. Tensions between curricula, pedagogy, and assessment are discussed as physical literacy is linked to an individual’s potential and being in the world and not related to assessment of what separates people.
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| 16. |
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| 17. |
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| 18. |
- Lundvall, Suzanne, 1957-
(författare)
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En genusanalys
- 2011
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Ingår i: Friluftssport och äventyrsidrott<em> </em>. - Lund : Studentlitteratur. - 9789144069135 ; , s. 212-213
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 19. |
- Lundvall, Suzanne, 1957-, et al.
(författare)
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Environing as Embodied Experience - A Study of Outdoor Education as Part of Physical Education
- 2021
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Ingår i: Frontiers in Sports and Active Living. - : Frontiers Media S.A.. - 2624-9367. ; 3, s. 1-12
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Tidskriftsartikel (refereegranskat)abstract
- The development of a re-understanding or re-investigation of body pedagogy is currently prominent in the field of physical education (PE) and sport pedagogy. This goes for the learning of movement capability and health but also in relation to outdoor education (OE). The latter a criticized area for having a one-size-fits-all approach to curriculum, with less attention to what to learn in OE, including aspects of everyday practices of being outdoors. The aim of this study was to explore students aged 15 years, and their meaning making of being outdoors expressed in written stories about a favorite place. Two school year eight classes in a Swedish compulsory school situated in an area with high diversity participated. Through this theory-generated empirical study, written stories were explored as one way of evaluating students' meaning making of outdoor places. By using practical epistemology analysis (PEA) to examine experience operationalized through aesthetic judgements attention is paid to the relation between the student and the situation (their favorite place). The analysis make it possible to discern a sense and meaning making of “being” outdoors as an embodied experience, as a relational whole of the self, others and the environment. Descriptions of aesthetic experiences were analyzed leading to dimensions of environing described as “calm and privacy,” “community and togetherness” and “feelings and senses.” A favorite place was by all students described as a very local and nearby place accessible in everyday life. The analysis generated understandings of feelings of “fulfillment” and different embodied experiences of what an encounter with an outdoor place or being outdoors could mean. Furthermore, how personal and diverse the meaning making place tends to be and how experience and habits contribute to the students' creation of microenvironments. Dimensions of environing become part of an embodied process. The analysis of the written stories calls for an alternative understanding of what OE can or should consist of. The findings encourage teachers and researchers to consider alternative understandings and practices of OE that highlight and educate students' overall embodied (individual) experiences and learning in OE and PE.
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| 20. |
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