| 1. |
- Barker, Dean, 1977-, et al.
(författare)
-
Body image in physical education : a narrative review
- 2023
-
Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 28:7, s. 824-841
-
Forskningsöversikt (refereegranskat)abstract
- Physical education (PE) has significant potential to shape how young people experience their own and others’ bodies. This potential has not always been realized in positive ways and some research suggests that experiences in PE have contributed to young people’s dissatisfaction with their appearances. The broad aim of this review is to provide a comprehensive understanding of body image as a pedagogical issue within PE. A narrative approach to the review is adopted that enables us to summarize, compare, explain and interpret various types of research relevant to our aim. From the databases ERIC, SCOPUS and PsycInfo, 25 articles were identified that deal with either body image in typical PE lessons or researcher-led attempts to influence students’ body image (what we have termed ‘pedagogic interventions’). Main findings are that: (1) PE has been presented as both part of the cause and a potential site of intervention to the problem of negative body image; (2) Researchers have based pedagogic interventions on four types of guiding principles; and (3) Researchers have made an array of recommendations for practitioners relating to gender, time, professional development and the characteristics of the pedagogical interventions. Findings are discussed in relation to broader research on body image in society and in PE with a focus on how the findings might inform further scientific practice.
|
|
| 2. |
- 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)
|
|
| 3. |
- Bergentoft, Helene, 1964
(författare)
-
Running: A way to increase body awareness in secondary school physical education
- 2020
-
Ingår i: European Physical Education Review. - 1356-336X .- 1741-2749. ; 26:1, s. 3-21
-
Tidskriftsartikel (refereegranskat)abstract
- Research suggests that young people’s understanding of how their bodies move in space and time is deteriorating. The aim of this study was to examine how students learn to analyse sensations and feelings while running. In total, 94 students aged 16–19 years and seven physical education (PE) teachers from two different secondary schools participated in the study. Five different PE lessons were designed, conducted and analysed based on the tenets of variation theory. Two questions guided the investigation: (a) What aspects of the running movement do students discern as critical for increased awareness of body posture in running? (b) In what way do lesson designs and teaching techniques affect students’ identification of critical aspects of body posture in running? The paper provides examples of how embodied exploration of body awareness can be used as an educational means to enhance movement capabilities. Two themes are identified and described: tentative critical aspects of body posture for running, and differences in students’ ways of developing movement capability. The paper concludes with a summary of the main results along with reflections on issues that require further attention.
|
|
| 4. |
- Bergentoft, Helene, 1964, et al.
(författare)
-
Teachers' actor-oriented transfer of movement pedagogy knowledge in physical education
- 2022
-
Ingår i: Physical Education and Sport Pedagogy. - : Routledge. - 1740-8989 .- 1742-5786.
-
Tidskriftsartikel (refereegranskat)abstract
- Background: Physical education (PE) teachers in practically all countries are expected to help their students develop movement capability. To achieve this objective, teachers need certain knowledge and competencies. The question of how PE teachers should develop their capacities to achieve this task has received only limited research attention.Aim: The broad objective of this paper is to contribute to the literature on how PE teachers can develop knowledge and competencies in the area of movement capability related to students' learning. The specific aim is to identify aspects of the design of instruction in physical education that enhance teachers' actor-oriented transfer of movement pedagogy knowledge, during a collaborative professional development intervention.Method: The study is an analysis of three conducted learning studies in PE at upper secondary schools in Sweden. The studies involved seven PE teachers from two different schools. Our empirical material consists of (a) notes from team meetings (n = 14), (b) lesson plans (n = 9), (c) video-recorded and transcribed lessons (n = 9), and (d) results of students' learning outcomes (n = 9).Findings: PE teachers' analysis of their own teaching sequences in teams supported their actor-oriented transfer of movement pedagogy knowledge, which developed their abilities to further elaborate their instruction in new teaching situations. Moreover, teachers gained insights into how to further develop the quality of instructional design as expansions of earlier experiences. Lastly, a relationship between PE teachers' actor-oriented transfer and students' increased learning of movements was found.Conclusion: Our conclusion is that collaborative professional development for PE teachers, which supports actor-oriented transfer, should be offered to enhance teachers' movement pedagogy knowledge.
|
|
| 5. |
|
|
| 6. |
- Schubring, Astrid, et al.
(författare)
-
Teaching on body ideals in physical education: a lesson study in Swedish upper secondary school
- 2021
-
Ingår i: Curriculum Studies in Health and Physical Education. - : Informa UK Limited. - 2574-2981 .- 2574-299X. ; 12:3, s. 232-250
-
Tidskriftsartikel (refereegranskat)abstract
- ‘Characteristics and consequences of different body ideals’ are a mandatory curriculum content in Swedish physical education (PE). Didactic strategies for teaching on body ideals are, however, scarce. In this paper, we introduce a classroom-based teaching unit on body ideals and present didactic possibilities and challenges of the unit. We used a lesson study approach, drawing on Nutbeam’s concept of health literacy. Our methodology involved focus group interviews with students and teachers, lesson observations and minutes of meetings which we analysed thematically. We found teaching on body ideals to be highly meaningful to students but their engagement differed based on personal backgrounds, school context and didactic design. The gendered nature of body ideals and a lack of embodied didactics constituted challenges, while the use of storied cases emerged as a potent didactic strategy. We conclude with practical recommendations for teaching on body ideals in PE.
|
|
| 7. |
|
|
