| 1. |
- Redelius, Karin, 1957-, et al.
(författare)
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Physical education teacher education in Sweden
- 2019
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Ingår i: European physical education teacher education practices. - : Meyer & Meyer Sport. - 9781782551775 ; , s. 379-396
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Thedin Jakobsson, Britta, 1961-, et al.
(författare)
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Participation patterns in Swedish youth sport. : A longitudinal study of participants aged 10-19 years.
- 2018
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Ingår i: Swedish Journal of Sport Research. - : Swedish Association for Behavioural and Social Research in Sport (SVEBI). - 2001-6018 .- 2001-9475. ; 7:2, s. 25-52
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden almost everyone participate in youth sport at one time or another. In recent years, however, overall participation rates have declined and many stop early. The aspiration of the sport confederation as well as the Swedish state is that young people should stay longer in sport which raises questions about participation patterns during adolescence, the ease of joining a sport club, and the barriers to remaining a participant. Drawing on a nine-year longitudinal study, this article reports on the participation patterns among a group of 241 youth that were followed from 10 to 19 years. They took part in four surveys (when they were 10, 13, 16 and 19 years of age). The results show a clear polarisation, one fourth did not take part at all or had only participated for a short time, one fourth participated all the time from the age of 10 to 19. Few started after the age of 10. The pathways for those continuing were characterised by diversification and not specialisation.
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| 3. |
- Tidén, Anna, et al.
(författare)
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The social construction of ability in movement assessment tools
- 2017
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Ingår i: Sport Education and Society. - : Informa UK Limited. - 1357-3322 .- 1470-1243. ; 22:6, s. 697-709
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Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on how ability' is conceptualised, configured and produced in movement assessment tools. The aim of the study was to critically analyse assessment tools used for healthy and typically developed children. The sample consists of 10 tools from 6 different countries. In the study, we pay special attention to content and evaluation methods. The theoretical analysis explores and discusses what kind of movement ability the tools construct. The theoretical framework is inspired by Bourdieu's concepts of habitus, capital and field which are used as analytical tools to explore how the testing processes and content shape what is regarded as ability. Our findings show both a great variation of concepts and evaluation methods and a narrow view of what is regarded as valuable to assess. The assessed movements are strongly related to traditional sports and construct a specific form of physical capital. None of the tasks assessed take place in natural outdoor environments. Open skills, rhythmical movements to music or tasks including a wider range of flexibility are also absent in the assessment tools. The explored tools and tests assess a limited number of decontextualised movements and produce a narrow view of ability'. Hence, the testing process itself often promotes a child who is physically mature and benefits those who have experience of traditional sports. In other words, the assessed taste for sport' and the embodied physical capital' construct what is considered to be legitimate knowledge in relation to movement and physical culture. Accordingly, the social construction of movement ability through assessment tools is far from a neutral concept and could affect how children see themselves and their ability'.
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| 4. |
- Graffman-Sahlberg, Marie, et al.
(författare)
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Learning health in Swedish physical education : A critical case study of students’ encounters with physical fitness and health as a learning object
- 2019
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Ingår i: Scandinavian Sport Studies Forum. - : Malmö universitet. - 2000-088X. ; , s. 227-250
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Tidskriftsartikel (refereegranskat)abstract
- The interfaces between health, physical education and schooling have a long history. Critical questions are being raised about the enforcement of learning a particular health practice in school physical education (PE). The present study departures from a practice-based research project evaluating a pedagogical model. The aim of the case study was to explore upper secondary students' learning and understandings of a specific learning object, aerobic fitness and how this influences health, after participating in a period of a longer lab work in the context of Swedish physical education. A phenomenographic approach was used when analyzing the students' written reports to identify and distinguish the variations of learning outcomes and understandings that emerged. Expectations of physical performance created tensions, and even conflicts, between the student-centred assignments and existing traditions within the field of physical education. The findings underscore the risk of neoliberal logics underpinning health education in the learning culture of PE. Further studies are needed where teaching methods/models and student learning are paid attention to in order to move away from teaching to be healthy towards students learning about health and make sense of themselves as healthy. This may offer new educational perspectives.
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| 5. |
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| 6. |
- Jansson, Alexander, et al.
(författare)
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Assessing Students' Perceived Learning and Contentment in Physical Education : A Scale Development Study and Structural Equation Modeling Analysis
- 2019
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Ingår i: Measurement in Physical Education and Exercise Science. - : Routledge. - 1091-367X .- 1532-7841. ; 23:3, s. 280-290
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Tidskriftsartikel (refereegranskat)abstract
- Although students' perceived learning is central in physical education (PE), few measurements are available. Furthermore, little is known about how students' perceptions of PE effect students' perceived learning in PE. Therefore, the aim was to develop a scale to assess students' perceived learning and a measurement to assess students' perceived contentment in PE, and furthermore, to analyze the interrelationship between students' perceived learning and students' perceived contentment in PE. A total of 1203 students in Sweden who were aged 12-16 years participated. The results from the exploratory (n = 601) and confirmatory (n = 602) factor analyses as well as the validity and reliability analyses showed that there was psychometric support for the one-dimensional model perceived learning in PE and for the three-dimensional model perceived contentment in PE. The structural equation modeling analyses showed that both competence and joyfulness were directly and positively related to students' perceived learning.
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