| 1. |
- Annerstedt, Claes, 1953, et al.
(författare)
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Skolidrottens utveckling
- 2019
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Ingår i: Idrott. Hundra år i Göteborg. Redaktörer: Cege Berglund & Gudrun Nyberg. - Stockholm : Carlsson Bokförlag. - 9789173319485
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Bokkapitel (refereegranskat)abstract
- Skolidrottens utveckling i Göteborg skildras ur ett historiskt perspektiv
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| 2. |
- Barker, Dean, 1977, et al.
(författare)
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Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis
- 2015
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Ingår i: Physical Education and Sport Pedagogy. - Oxfordshire, United Kingdom : Routledge. - 1740-8989 .- 1742-5786. ; 20:4
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Tidskriftsartikel (refereegranskat)abstract
- Background: Group work is often used in Physical Education (and Health – HPE). In this paper, we propose that despite: (1) its widespread use; (2) advances surrounding HPE models that utilize group strategies; and (3) a significant amount of literature dealing with group work in other school subjects, we do not have a particularly good theoretical understanding of group learning in HPE. Purpose: The purpose of this paper is to propose one way of conceptualizing individual learning in peer interaction based on three tenets of post-Vygotskian theory that relate to the zone of proximal development (ZPD); namely that in learning situations: (i) group members engage in shared communication; (ii) expert–novice relationships can develop and change during group activities and (iii) constructing knowledge can be thought of as reaching agreement. Participants and setting: Empirical material was generated with eight different HPE classes in lower and upper secondary schools in Sweden. Schools were selected in a way that maximized variation and were distributed across four geographic locations with varying sizes and types of communities. Data collection: Observational material was produced at each of the sites with the use of two cameras: one stationary and the other mobile. Stationary filming maintained a wide-angled focus and captured the entire class. Mobile filming focused on different groups working within the classes. During mobile filming, between two and five students were generally in the frame and filming was directed at sequences in which a group of students worked together on a specific task. Data analysis: Analysis of the data focused on two kinds of incidents. The first comprised a sequence in which two or more students were interacting to complete a task which they could not immediately do and were engaged in collective signification by talking about or doing the activity in mutually compatible ways. These conditions were sufficient in our view to signal the creation of a ZPD. The second kind of incident fulfilled the first criteria but not the second – i.e. the students were interacting but not in mutually compatible ways. Findings: A post-Vygotskian interpretation of three group work sequences draws attention to: (i) the flexible and fluid nature of ‘expertness’ as it exists within groups; (ii) the unpredictable nature of member interactions and (iii) the challenging role that teachers occupy while trying to facilitate group work. Conclusion: Such an interpretation contributes to a growing understanding of group work and helps HPE practitioners to make the most of a teaching strategy which is already used widely in schools.
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| 3. |
- Barker, Dean, 1977, et al.
(författare)
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Learning through group work in physical education: a symbolic interactionist approach
- 2015
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Ingår i: Sport Education and Society. - : Informa UK Limited. - 1357-3322 .- 1470-1243. ; 20:5, s. 604-623
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Tidskriftsartikel (refereegranskat)abstract
- In line with contemporary constructivist pedagogies, students are frequently expected to learn through interaction in physical education (PE). There is a relatively sophisticated body of literature focusing on learning in groups, peer teaching, and cooperative learning. Current research has not, however, focused on how the body is implicated in interactional learning. This is surprising given that much learning in PE is expected to take place in the physical domain. The aim of this paper is to contribute to current theorizing by examining social interactions in PE practice. By drawing on symbolic interactionist theory, we put forward a framework for considering how inter-student interactions occur in a multimodal sense. Key ideas relate to (1) the sequential organization of interactions; (2) the ways in which semiotic resources in different fields are used to elaborate each other; (3) the importance of interpretation as a driver of interaction; (4) the creation of local environments in which participants attend to and work together within a shared world of perception; and (5) the influence of material environments on social interaction. The specific concepts employed are epistemic ecology, epistemic position, and learning trajectory. The paper includes observational data from an investigation of learning in Swedish PE to demonstrate the explanatory power and limitations of the theoretical tenets presented. The paper is concluded with practical implications of understanding group work in a multimodal manner.
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| 4. |
- Barker, Dean, 1977-, et al.
(författare)
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Managing physical education lessons : An interactional approach
- 2016
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 21:6, s. 924-944
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Tidskriftsartikel (refereegranskat)abstract
- Physical education (PE) lessons involve complex and dynamic interactive sequences between students, equipment and teacher. The potential for unexpected and/or unintended events is relatively large, a point reflected in an increasing amount of scholarship dealing with classroom management (CM). This scholarship further suggests that unexpected and disruptive events negatively impact on learning and can have deleterious effects on teacher health. Despite considerable potential for these kinds of events, many PE lessons occur in structured, organized ways. The broad purpose of this paper is to consider how classroom action becomes ordered in PE contexts. To this end, an interactional approach is put forward including the specific analytic concepts of directives, epistemic authority and deontic authority. To exemplify the approach, the micro-dynamics of a situation in which a group of students are building a human pyramid is examined. The examination draws attention to: how the teacher engages in a series of interactions with the students to move the sequence forward; how the students themselves achieve order through their interactions with one another; and how the characteristics of the activity help to organize the students' behaviors and limit possibilities for action. The discussion is located against a backdrop of current CM scholarship. Reference is also made to two aspects of social context: the increasing prominence of managerial discourse in educational arenas and the significance of student-centeredness in pedagogical theory. Both aspects appear to influence how order can be achieved in PE today. The analysis raises issues related to pedagogy, management and authority which are addressed in the final two sections of the paper.
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| 5. |
- Leirhaug, Petter Erik, 1969, et al.
(författare)
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Assessing with new eyes? Assessment for learning in Norwegian physical education
- 2016
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Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 21:6, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- Background: The latest curriculum reform in Norway is one example of an education reform with a highly emphasised assessment for learning(AfL) agenda. Acknowledging that there is a lack of empirical research on AfL in physical education (PE), and that AfL potentially can have an important role to play in development of PE pedagogy, this paper set out to examine the extent to which the emphasis on AfL from educational authorities has led to change in assessment practice in PE. Purpose and research question: The purpose of this paper is to examine the implementation of AfL in PE at upper secondary level in Norway, and discuss possible implications. More specifically we ask ‘How do students’ and teachers’ perspectives of assessment practices in PE reflect AfL key principles?’ Methods: A mixed-method design has been applied in this study. Quantitative data, collected through a questionnaire answered by 1486 students from six upper secondary schools (15–19 years), were combined and compared with qualitative data from focus groups of a total of 23 PE teachers at the same schools. Data were analysed in relation to four key principles of AfL. Findings: For the majority of the students in the study, their reports of assessment practice in PE did not reflect the four key principles of AfL. This result was supported by the fact that their PE teachers conveyed very varied understandings and enactments of AfL. The study revealed some difference between teacher and student perspectives regarding AfL key principles, in particular regarding feedback that moves learners forward. Conclusions: The study demonstrates limited implementation of AfL principles in PE and we conclude that the educational authorities’ emphasis of AfL has not proven productive in PE. However, most of the teachers acknowledged the need to change teaching and assessment practices in PE, and all schools in the study are observed to be in an area of changing assessment. Considering the findings on different AfL key principles, this study highlights engaging student more directly in assessment processes as an important development area.
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| 6. |
- Leirhaug, Petter E., et al.
(författare)
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‘The grade alone provides no learning’: Investigating assessment literacy among Norwegian physical education teachers
- 2016
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Ingår i: Asia-Pacific Journal of Health, Sport and Physical Education. - : Informa UK Limited. - 1837-7122 .- 1837-7130. ; 7:1, s. 21-36
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Tidskriftsartikel (refereegranskat)abstract
- © 2016 Australian Council for Health, Physical Education and Recreation.This paper explores the four inter-dependent elements of assessment literacy proposed by Hay and Penney [(2013). Assessment in physical education. A sociocultural perspective. New York: Routledge]-assessment comprehension, assessment application, assessment interpretation and critical engagement with assessment. More specific, the study reported in this paper addresses how Norwegian physical education teachers reflected assessment literacy in descriptions and discussions of their assessment practice. Twentythree physical education teachers from six upper secondary schools in Norway participated in focus groups. Analysis and discussion are informed by the four elements of assessment literacy. Findings demonstrate a general need to enhance assessment literacy among the teachers, with particular focus on dialogue with students and critical engagement with assessment. Acknowledging assessment literacy as an ongoing process, the study suggests that it may be more effective to consider ‘preconditions’ than ‘elements’ of assessment literacy for a physical education teacher to be considered as acting assessment literate.
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| 7. |
- Lindgren, Eva-Carin, 1962-, et al.
(författare)
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“The individual at the centre” – a grounded theory explaining how sport clubs retain young adults
- 2017
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Ingår i: International Journal of Qualitative Studies on Health and Well-being. - Oxfordshire : Taylor & Francis. - 1748-2623 .- 1748-2631. ; 12:1
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: There is still a lack of knowledge regarding which social processes occur in sport clubs and what factors influence young adults to want to remain in a sport club context. Thus, the purpose of this study was to construct a grounded theory (GT) explaining how sport clubs can retain their young adults.Method: The study uses an intersectional approach. In line with constructivist GT methodology, data from 14 focus-group interviews (27 coaches and 28 young adults) were collected and analysed using a constant comparative method.Results: The core category, “The individual at the centre of a community”, summarizes a process, whereby the generated GT contains three main categories, namely (1) “Participation and influence”, (2) “Social connectedness” and (3) “Good conditions”.Conclusions: The coaches put the individual at the centre of a community and pay attention to the needs and interests of all the young adults, regardless of their background, ambitions, and skills. However, while the idea of a moral imperative to provide for diversity was not directly absent in the discussions with both the coaches and young adults, most of the diversity approaches seemed to be based on ambition and skills, gender, age and sexuality.
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| 8. |
- Lindh, Jacob, 1971, et al.
(författare)
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Evaluation of Parallel Authentic Research-Based Courses in Human Biology on Student Experiences at Stanford University and the University of Gothenburg
- 2016
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Ingår i: Journal of the Scholarship of Teaching and Learning. - 1527-9316. ; 16:5, s. 70-91
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Tidskriftsartikel (refereegranskat)abstract
- Under a previous grant (2005-08), researchers and teachers at Stanford University (SU) and the University of Gothenburg (GU) co-designed a ten-week interdisciplinary, research-based laboratory course in human biology to be taught online to undergraduate students. Essentials in the subject were taught during the first four weeks of this course. Subsequently, student groups at SU and GU developed their own research questions, conducted live-streamed experiments remotely, processed their unique data with support from multiple interactive resources, cross-cultural collaboration and an interdisciplinary network of expert consultants, and presented original scientific results remotely. Student course-perceptions were evaluated using online questionnaires, reflective blogs, and observations. In student teams from both universities, the course concept clearly improved student abilities to conduct research using laboratory experiments while learning theoretical basics. A comparison of pre- and post-course scores from student surveys showed that post-course student comfort levels with several research-related tasks increased radically at both universities. All participating staff generally agreed that the methods and tools were valuable in this type of course and should be evaluated at other levels and areas of higher education, and shared in an expanded network of universities.
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| 9. |
- Patriksson, Göran, 1942, et al.
(författare)
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Barn- och ungdomsidrott - en bred översikt
- 2019
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Ingår i: Idrott. Hundra år i Göteborg. Redaktörer: Cege Berglund och Gudrun Nyberg. - Stockholm : Carlsson Bokförlag. - 9789173319485
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Bokkapitel (refereegranskat)abstract
- Barn- och ungdomsidrottens utveckling skildras ur ett historiskt perspektiv dels ur ett nationellt perspektiv och dels ur ett lokalt Göteborgsperspektiv.
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