| 1. |
- Carl, Johannes, et al.
(författare)
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Physical Literacy in Europe: The Current State of Implementation in Research, Practice, and Policy
- 2023
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Ingår i: Journal of Exercise Science and Fitness. - : Elsevier BV. - 1728-869X .- 2226-5104. ; 21:1, s. 165-176
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Tidskriftsartikel (refereegranskat)abstract
- The holistic concept of physical literacy (PL) embraces different person-centered qualities (physical, cognitive, affective/psychological) necessary to lead physically active lifestyles. PL has recently gained increasing attention globally and Europe is no exception. However, scientific endeavors summarizing the current state of PL in Europe are lacking. Therefore, the goal of this study was to comprehensively assess and compare the implementation of PL in research, policy, and practice across the continent. We assembled a panel of experts representing 25 European countries. Employing a complementary mixed-methods design, the experts first prepared reviews about the current state of PL in their countries (categories: research, practice/policy). The reviews underwent comparative document analysis ensuring a transnational foureyes principle. For re-validation purposes, the representatives completed a quantitative survey with questions reflecting the inductive themes from the document analysis. The document analysis resulted in ten disjunct themes (related to “concept”, “research”, “practice/policy”, “future/prospect”) and yielded a heterogenous PL situation in Europe. The implementation state was strongly linked to conceptual discussions (e.g., existence of competing approaches), linguistic issues (e.g., translations), and country-specific traditions. Despite growing scholarly attention, PL hesitantly permeates practice and policy in most countries. Nevertheless, the experts largely anticipate increasing popularity of PL for the future. Despite the heterogeneous situation across Europe, the analysis has uncovered similarities among the countries, such as the presence of established yet not identical concept. Research should intensify academic activities (conceptuallinguistic elaborations, empirical work) before PL may gain further access into practical and political spheres in the long term.
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| 2. |
- Engdahl, Christopher, et al.
(författare)
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Dancing as searching with Deleuze - a study of what students in physical education teacher education express and experience in creative dance lessons
- 2022
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Ingår i: Research in Dance Education. - : Informa UK Limited. - 1464-7893 .- 1470-1111.
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Tidskriftsartikel (refereegranskat)abstract
- Physical education (PE), and specifically the teaching area of dance, has been identified as an important pedagogical setting within which young people develop creativity. Creativity is thus an important aspect of schooling. Several studies have suggested however, that dance is seldom taught in PE in ways that acknowledge creative aspects of movement learning, and that students in physical education teacher education (PETE) receive insufficient training in the area of dance. Very little research has been conducted specifically on how teachers and PETE students understand the subject tradition of creative dance. The aim of this paper is to create insights into what PETE students express and experience in creative dance lessons where we specifically explore a pedagogy based on imitation. To address this aim, empirical material was generated through observations and logbooks during a pedagogical sequence of creative dance at a Swedish PETE institution. Deleuzian concepts of palpation and experimentation were used to guide our analysis. The results of this study show alternative ways of understanding what can happen when students participate in creative dance lessons. Our findings contribute to researchers' and teacher educators' understandings of students' experiences of working with spaces of creativity in PETE, and how these experiences can be used in teaching of creative dance.
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| 3. |
- Engdahl, Christopher, et al.
(författare)
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Free but not free-free’: teaching creative aspects of dance in physical education teacher education
- 2023
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Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 28:6, s. 617-629
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Tidskriftsartikel (refereegranskat)abstract
- There is a global consensus that stimulating and fostering children’s creativity in education is crucial. Addressing creativity has become an imperative in educational policies and in school curricula internationally. School-based physical education (PE), and specifically the teaching area of dance, has been identified as an important pedagogical setting within which to develop creativity. Existing studies have suggested, however, that dance is seldom taught in PE in ways that acknowledge creative aspects of movement learning. Scholars have claimed that teaching pre-arranged dances with predetermined movement outcomes dominate dance teaching in PE. Furthermore, studies have asserted that the overarching regulative principles of PE and PETE that privilege sport skills and physical exercise hinder creative movement learning. Still, dance teaching is frequently seen as part of expressive dance teaching in PE and PETE and is regarded as holding potential in the area of education for creativity. Little scholarly attention has been given to how teacher educators approach creative aspects in dance teaching. Purpose This article aims to create insights into how PETE teacher educators understand and work with creative aspects of dance in their educational practice. Method and theory To address our aim, we investigate how teacher educators describe their teaching of creative aspects of dance. To do this, empirical material was generated through qualitative interviews with PE teacher educators from each of the PETE institutions in Sweden. The theoretical concepts of smooth and striated spaces and experimentation by Gilles Deleuze and Félix Guattari were used to guide the analysis of how the PETE educators described their teaching of creative aspects of dance. Deleuze and Guattari developed a framework that concerned questions of creativity and newness. Despite this conceptual framework having not yet been used in dance education in PE and PETE, their writing fits well when analysing questions of creativity in an educational context. Findings We identified three major themes relating to creativity in the empirical material: (a) creative aspects of expressive dance; (b) challenges that teacher educators face when introducing movement exploration in expressive dance to their students, and; (c) the teacher educators’ pedagogical work with students. Discussion The results of this study show that teaching expressive dance can take teaching in PE and PETE in new directions. The results provide insights into alternative ways of teaching in these educational settings that can counter the dominant ways of teaching dance. Results suggest that teacher educators operate in various striated spaces that are shaped by expectations and conventions. In such spaces, the educators aim to create momentary passages of smoothening that open up for experimentation and the development of students’ creativity. The results also suggest that expressive dance in PE and PETE emphasizes creative movement learning through which students learn to operate within new and unpredictable situations.
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| 4. |
- Engdahl, Christopher
(författare)
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Indetermination in creative dance : On creative dance teaching in physical education teacher education
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to explore how creative dance in Swedish physical education teacher education (PETE) can be taught and experienced. PETE holds a responsibility to extend preservice teachers’ movement repertoires and plays a crucial role to provide opportunities for the future physical education (PE) teachers to gain experience and knowledge of dance teaching. Creative dance is part of the teaching area of dance in PE and often a new experience for students when entering PETE programs. The research literature is scarce, in a Scandinavian context as well as internationally, about creative dance teaching in PETE. This doctoral project, guided by Deleuzian scholarship, includes three studies, a literature review, an interview study and a pedagogical intervention study. These three studies resulted in one article in the form of an unpublished manuscript and three published articles. The first article, the manuscript, explores how theoretical approaches are used in studies of creative dance teaching in PE and PETE. The second article explores how PE teacher educators describe their teaching of creative aspects of dance in PETE. The third article explores what PETE students express and experience when participating in mirror assignments during creative dance lessons and what insights can be made regarding creative dance teaching. The fourth article explores how human and non-human materialities play a part in movement exploration in creative dance in PETE and pedagogical implications in creative dance teaching. The thesis offers four key insights. The first insight is that PE teacher educators have specific ideas about creative aspects of dance and about teaching creative dance. The second insight is that inspiration from Deleuze’s philosophy can support and extend ideas about teaching mirror assignments in creative dance lessons in PETE. The third insight is that teaching mirror assignments in creative dance lessons in PETE can make students’ expressions and experiences involve indetermination. The fourth insight is that a post-anthropocentric and Deleuzian approach can be seen to extend notions of creative dance teaching in PETE. My thesis shows various ways how teaching can encourage PETE students to engage with a teaching area that can be unfamiliar to them. The pedagogical insights presented in this thesis can support PE teacher educators and PE teachers when considering teaching creative dance.
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| 5. |
- Engelsrud, Gun, et al.
(författare)
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Didaktiske praksiser i lærerutdanning - steder i et landskap
- 2023
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Didaktiske praksiser i lærerutdanning - steder i et landskaper en vitenskapelig antologi. Undertittelen - steder i et landskap -, understreker at bidragene omhandler undervisningspraksiser hentet fra et lærerutdanningsfelt. Bidragene representerer noen fagområder i dette landskapet: pedagogikk, kroppsøving, mat og helse, friluftsliv og retorikk. Didaktiske praksiser vil alltid finne sted avhengig av en topologi som allerede er der, og som ofte er implisitt og lite utforsket, men som i denne boka foldes ut. Målgruppe for boka er undervisere og forskere i lærerutdanning.
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| 9. |
- Fröberg, Andreas, 1985, et al.
(författare)
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How to teach about sustainable development in physical education? Examples from the perspectives of certified teachers in Sweden
- 2023
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Ingår i: Frontiers in Education. - 2504-284X. ; 8
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Tidskriftsartikel (refereegranskat)abstract
- Teachers have a vital role in educating and empowering students to become informed and active agents of change in promoting sustainable development (SD). Little is known what PE teachers teach about SD. The aim of the present study was to explore what certified compulsory school and upper-secondary school physical education (PE) teachers in Sweden teach about SD within their practice. An online survey was used to collect data about background information and what the PE teachers had taught about SD in PE. Data from 653 PE teachers was used and the teaching examples were analysed through thematic analysis. The analysis resulted in eight themes: Equality, inclusion, and norms, Exploring the local environment, Outdoor education and care of nature, Interdisciplinary projects, Picking waste and recycling, Sustainable bodies, Sustainable lifestyles, health and well-being, and Sustainable use of products and consumption. The findings suggest that PE can have distinct subject-specific contribution to aspects of the SD agenda, but also a role to empower students of how movement, exercise, and sport can be embedded within a broader ecological perspective. Furthermore, the described themes may open for research about what competences that are particularly relevant for PE teachers in the context of SD.
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