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- Backman, Erik, 1972-, et al.
(författare)
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Activating students as resources in physical education – a complex process making symbolic, social and physical capital visible
- 2022
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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.
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| 2. |
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| 3. |
- Backman, Erik, et al.
(författare)
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Peer assessment in physical education
- 2022
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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.
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| 4. |
- Solé-Padullés, Cristina, et al.
(författare)
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No Association Between Loneliness, Episodic Memory and Hippocampal Volume Change in Young and Healthy Older Adults : A Longitudinal European Multicenter Study
- 2022
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Ingår i: Frontiers in Aging Neuroscience. - : Frontiers Media S.A.. - 1663-4365. ; 14
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Tidskriftsartikel (refereegranskat)abstract
- Background: Loneliness is most prevalent during adolescence and late life and has been associated with mental health disorders as well as with cognitive decline during aging. Associations between longitudinal measures of loneliness and verbal episodic memory and brain structure should thus be investigated.Methods: We sought to determine associations between loneliness and verbal episodic memory as well as loneliness and hippocampal volume trajectories across three longitudinal cohorts within the Lifebrain Consortium, including children, adolescents (N = 69, age range 10–15 at baseline examination) and older adults (N = 1468 over 60). We also explored putative loneliness correlates of cortical thinning across the entire cortical mantle.Results: Loneliness was associated with worsening of verbal episodic memory in one cohort of older adults. Specifically, reporting medium to high levels of loneliness over time was related to significantly increased memory loss at follow-up examinations. The significance of the loneliness-memory change association was lost when eight participants were excluded after having developed dementia in any of the subsequent follow-up assessments. No significant structural brain correlates of loneliness were found, neither hippocampal volume change nor cortical thinning.Conclusion: In the present longitudinal European multicenter study, the association between loneliness and episodic memory was mainly driven by individuals exhibiting progressive cognitive decline, which reinforces previous findings associating loneliness with cognitive impairment and dementia.
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| 5. |
- Tolgfors, Björn, et al.
(författare)
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Enacting assessment for learning in the induction phase of physical education teaching
- 2022
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Ingår i: European Physical Education Review. - 1356-336X .- 1741-2749. ; 28:2, s. 534-551
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Tidskriftsartikel (refereegranskat)abstract
- In many countries, assessment for learning (AfL) is recommended in both policy and research as a concept that should be integrated into the teaching of physical education (PE) in schools. AfL is also part of physical education teacher education (PETE) programs in several countries and, consequently, something future PE teachers are expected to practice in their teaching. In a previous study ( Tolgfors et al., 2021), we showed how AfL was transmitted and transformed between a university course and a school placement course within Swedish PETE. In the current study, we have more closely followed three of the preservice teachers who took part in our initial study into their first year of PE teaching. The purpose of this follow-up study is thus to explore how AfL is enacted in the induction phase of PE teaching. The more specific research question is: how is AfL enacted in beginning teachers’ PE practices under the contextual conditions provided at the schools where they are employed? The data were generated through Stimulated Recall interviews and follow-up interviews via the online meeting software Zoom. The analysis was based on Braun et al.’s (2011) contextual dimensions of policy enactment and Bernstein’s (1996) pedagogic device. Our findings illustrate how AfL is generally enacted through (1) progression and (2) “rich tasks.” However, the contextual dimensions of each school provide different conditions that either support or hinder the use of AfL in PE. AfL is accordingly enacted in different ways in the induction phase of PE teaching.
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| 6. |
- Tolgfors, Björn, Universitetslektor, 1968-, et al.
(författare)
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Enacting assessment for learning in the induction phase of physical education teaching
- 2022
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Ingår i: European Physical Education Review. - : Sage Publications. - 1356-336X .- 1741-2749. ; 28:2, s. 534-551
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Tidskriftsartikel (refereegranskat)abstract
- In many countries, assessment for learning (AfL) is recommended in both policy and research as a concept that should be integrated into the teaching of physical education (PE) in schools. AfL is also part of physical education teacher education (PETE) programs in several countries and, consequently, something future PE teachers are expected to practice in their teaching. In a previous study (Tolgfors et al., 2021), we showed how AfL was transmitted and transformed between a university course and a school placement course within Swedish PETE. In the current study, we have more closely followed three of the preservice teachers who took part in our initial study into their first year of PE teaching. The purpose of this follow-up study is thus to explore how AfL is enacted in the induction phase of PE teaching. The more specific research question is: how is AfL enacted in beginning teachers’ PE practices under the contextual conditions provided at the schools where they are employed? The data were generated through Stimulated Recall interviews and follow-up interviews via the online meeting software Zoom. The analysis was based on Braun et al.’s (2011) contextual dimensions of policy enactment and Bernstein’s (1996) pedagogic device. Our findings illustrate how AfL is generally enacted through (1) progression and (2) “rich tasks.” However, the contextual dimensions of each school provide different conditions that either support or hinder the use of AfL in PE. AfL is accordingly enacted in different ways in the induction phase of PE teaching.
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| 7. |
- Tolgfors, Björn, Universitetslektor, 1968-, et al.
(författare)
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Exploring Movement Composition in the transition from physical education teacher education to school PE
- 2022
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Ingår i: Physical Education and Sport Pedagogy. - : Routledge. - 1740-8989 .- 1742-5786.
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Tidskriftsartikel (refereegranskat)abstract
- Background: Scholars have suggested that students’ views of what is important for them to know as Physical Education (PE) teachers are a result of what is assessed in Physical Education Teacher Education (PETE). Thus, there is a risk that students will reproduce content areas such as sports and assess sport-techniques without much critical consideration. In this study, however, the risk of reproducing what is prioritised in PETE is seen as an opportunity regarding the potential reproduction of other content areas than sports. Based on the regulative principles of PE and PETE that privilege sport skills and hinder creative movement learning, we focus on a content area in PETE that provides opportunities for students to engage in creative collaboration and examine how this content area is realised in school PE. Hence, we have chosen to explore ‘Movement Composition’, a content area which has a long tradition at one of the PETE universities in Sweden. Based on an overarching interest in whether and how PETE matters, this exploratory study focuses on the potential transferability of Movement Composition as a particular content area in the transition from PETE to PE.Purpose and research question: The purpose of this study is to explore Movement Composition as a content area undergoing the transition from PETE to school PE. The research question is: How is the pedagogic discourse of Movement Composition constructed, recontextualised and realised in the transition from PETE to school PE?Methods: Data was generated through an interview with one of the initiators of Movement Composition. Stimulated Recall interviews and Zoom interviews were also conducted with a group of five PETE students and three experienced PE teachers. In addition, documents such as the study guide, course literature, and written assignments associated with Movement Composition in the PETE programme were included in the empirical material. In the analysis, the combination of Bernstein’s pedagogic device and the Swedish didactics of PE research tradition was used to identify the pedagogic discourse of Movement Composition in the transition from PETE to school PE.Findings: The findings show how the pedagogic discourse of Movement Composition as a content area is constructed, recontextualised and realised in the transition from PETE to school PE. The construction of Movement Composition as a pedagogic discourse in PETE is about how the content area (the what) is selected and organised for pedagogical purposes. The recontextualisation of Movement Composition is about how the pedagogic discourse is interpreted and translated in relation to the PE syllabus. The realisation of Movement Composition involves how the content area in PETE is implemented in PE practice.Conclusions: This exploratory study has shown that what is articulated as a relevant content area and the way it is taught, learned, and assessed in PETE in many regards survives the transition to school PE. The transition from PETE to school PE does not only involve reproduction of sports and sport-techniques from one context to another. PETE also contributes to the use of creative, collaborative, and student-centred learning tasks in school PE.
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| 8. |
- Zhang, Wei, et al.
(författare)
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Observation of the proton emitter 11657La59
- 2022
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Ingår i: Communications Physics. - : Springer Science and Business Media LLC. - 2399-3650. ; 5:1
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Tidskriftsartikel (refereegranskat)abstract
- The quantum tunneling and emission of a single constituent nucleon provide a beautifully simple and unique window into the complex properties of atomic nuclei at the extreme edge of nuclear existence. In particular, for odd-odd proton emitting nuclides, the associated decay energy and partial half-life can be used to probe the correlations between the valence neutrons and protons which have been theoretically predicted to favour a new type of nuclear superfluidity, isoscalar neutron-proton pairing, for which the experimental “smoking gun" remains elusive. In the present work, proton emission from the lanthanum isotope 1165757116La59, 23 neutrons away from the only stable isotope 1395757139La82, is reported. 116La nuclei were synthesised in the fusion-evaporation reaction 58Ni(64Zn, p5n)116La and identified via their proton radioactivity using the mass spectrometer MARA (Mass Analysing Recoil Apparatus) and the silicon detectors placed at its focal plane. Comparisons of the measured proton energy (Ep = 718 ± 9 keV) and half-life (T1/2 = 50 ± 22 ms) with values calculated using the Universal Decay Law approach indicate that the proton is emitted with an orbital angular momentum l = 2 and that its emission probability is enhanced relative to its closest, less exotic, odd-even lanthanum isotope (1175757117La60) while the proton-emission Q-value is lower. We propose this to be a possible signature for the presence of strong neutron-proton pair correlations in this exotic, neutron deficient system. The observations of γ decays from isomeric states in 116La and 117La are also reported.
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