| 1. |
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| 2. |
- Almqvist, Jonas, 1968-, et al.
(författare)
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How Wii Teach Physical Education and Health
- 2016
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Ingår i: SAGE Open. - Thousand Oaks, USA : Sage Publications. - 2158-2440. ; 6:4, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- The use of educational computer games in physical education (PE) has become more popular in recent years and has attracted research interest. The aim of the article is to investigate how physical activities and images of the human body are offered by the game. The results show how the “teacher” constituted in the games is one who instructs and encourages the players to exercise and think about their bodies, but not a “teacher” who can help students to investigate, argue, or discuss images of health and the human body. We argue that the use of a wide range and variety of ways of teaching would make the teaching richer and offer a deeper understanding about the body and health.
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| 3. |
- Almqvist, Jonas, et al.
(författare)
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Learning and active video gaming in school: How wii teach Physical Education and Health : Contribution to symposium Learning and active video gaming in school at BERA 2014
- 2014
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Konferensbidrag (refereegranskat)abstract
- BackgroundThe potential use of exergames in Physical Education and Health is surrounded by a growing discussion among practitioners, policy makers and researchers focusing on different expectations about the games. In this discussion there is, however, a need to further include issues about the learning content offered by these games, how the content is expected to be taught and about the potential consequences the use of games may have for learning and socialisation. This study focus on how meanings about health and the human body are offered by the game: What kind of teaching is delegated to the artifact when used in Physical Education and Health?Focus of inquiryThe aim of this article is to investigate how images of health and the human body and are taught by using exergames.Analytical framework and Research methodsThe empirical study builds on the use of an analytical tool called “Epistemological move analysis”. Studies of teaching and learning have shown how teachers use different kinds of actions (for example instructive, confirming, re-orienting, generative, re-constructive and evaluative moves) in order to try to direct the meaning making in educational settings. In this study, these categories are used, developed and specified in the context of teaching in Physical Education and Health. The empirical material used consists of video recordings from sessions where the games Wii Fit Plus and EA Sports Active were played.Research findingsThe results of the analyses show how the games offer different kinds of epistemological moves: Instructive moves about the fit body and how to play the game, re-orienting moves used in order to help the players to modify their action towards a more relevant and effective way, generative moves used to help the players to think about how to play the game and confirming move about the players’ gaming. In sum, the “teacher” constituted in the game is a teachers who instructs, confirms and encourages the players to move and exercise their bodies. But it is not a teacher who, in contrast to teaching in other contexts, is able to help the learners to make investigations or to participate in argumentation and discussion about for example images of health and the human body. Teaching in these games is constituted as a behavioral modification focused on an idea about a pre-defined and ideal body not expected to be discussed in education.
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| 4. |
- Almqvist, Jonas, 1968-, et al.
(författare)
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What do Wii teach in PE?
- 2012
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Ingår i: ECER 2012, The Need for Educational Research to Champion Freedom, Education and Development for All.
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Konferensbidrag (refereegranskat)abstract
- In society, video- and computer games are often pointed out as risk factors in relation to physical inactivity, sedentary behaviour as well as increasing levels of obesity. At the same time, computers are an important source of knowledge where IT-competence and IT-experience provide pronounced advantages in society.In the middle of this paradox a new type of videogames is introduced, where body movement and physical activity constitute the central element. These games, so called exergames or active video games, are games where physical movement is involved in the game through the use of for example balance-boards, step-up boards and dance-pads. Exergames are now more and more put forward in several countries as interesting tools to use in physical education in order to stimulate young people to be physically active.In a recent review and synthesis of research on video games and health, Papastergiou (2009) strongly argues that videogames can offer ”potential benefits as educational tools for Health Education and Physical Education, and that those games may improve young people’s knowledge, skills, attitudes and behaviours in relation to health and physical exercise” (Papastergiou, 2009, p 603). However, Vander Schee and Boyles (2010) argue that exergames rather should be seen as a body pedagogy producing certain narrow meanings about health, and that the uncritical implementation of exergames in school is a problematic way to place commercial products in school. Consequently, there are differences in views regarding exergames in educational settings that are worth paying attention to in research about people’s learning about the body, physical activity and health.The aim of this paper is to investigate how images of the human body are expected to be learned when using exergames.The use of artifacts – physical objects made by humans – is a central part of human life. In fact, there are many activities that would not be possible to perform without the use of them. In schools, students learn to use paper and pencils, computers, vaulting-horses, footballs and so on. How and why artifacts are supposed to be used in educational settings is however not given beforehand (Cuban 1986). The use of artifacts mediates certain meanings about the view of learning and the goals and choices of content in education (Almqvist 2005, Quennerstedt et al in press).In this paper, we will use discourse analytical strategies in order to analyse how meanings about the body are expected to be learned when playing exergames. The discourse analytical strategies involve an interest in how processes of discourse constitute how we experience or relate to ourselves as well as our environment (Laclau & Mouffe 1985). Discourses constitute what is possible to say or do as partial and temporal fixations (Foucault 1980). These fixations are imbued with power, values and ideologies. As Evans and colleagues argue: “/…/ health beliefs, perceptions and definitions of illness are constructed, represented and reproduced through language that is culturally specific, ideologically laden and never value free” (Evans et al 2008 p 46).To investigate what these games offer we have explored the manuals, the content, the animations of the games as well as the instructions and comments offered during game play. The empirical material consists of exergames most commonly used in schools: Wii fit and Wii sports (sports active).In the discourse analysis we have explored what is taken for granted in the empirical material in relation to other possible ways to argue. In this way we can explore what is included and excluded in the games and what is possible to think and act in relation to statements concerning the body.The analysis shows how the logic of the game, its animations, instructions and feedback to the player, constitutes the ideal body as a physically active, well-balanced, slim and strong body. The use of the game, the balance board and the hand control, makes it possible to measure and register how the player follows this logic. The analysis also shows how the way the player is supposed to learn about the body is strongly influenced by behaviorism. In the paper we argue that this way of learning about the body is narrow and limited and that it is important to critically discuss the effects of the use of these games in schools.ReferencesAlmqvist, Jonas (2005). Learning and artefacts. On the use of information technology in educational settings. Uppsala: Acta Universitatis Upsaliensis.Cuban, Larry (1986). Teachers and machines. The classroom use of technology since 1920. New York: Teachers College Press.Evans, John, Rich Emma & Davies Bryan (2008). Education, disordered eating and obesity discourse: Fat fabrications. London: RoutledgeFoucault, Michel (1980). Power/knowledge. Selected interviews & other writings 1972-1977. New York: Pantheon Books.Laclau, Ernesto & Mouffe, Chantal (1985). Hegemony and socialist strategy. Towards a radical democratic politics. London: Verso.Papastergiou, Marina (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education, 53(3), 603-622.Quennerstedt, Mikael, Almqvist, Jonas & Öhman, Marie (in press). Keep your eye on the ball. Investigating artifacts in physical education. Interchange.Vander Schee, Carolyn J. & Boyles, Deron (2010): ‘Exergaming,’ corporate interests and the crisis discourse of childhood obesity. Sport, Education and Society, 15(2), 169-185.
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| 5. |
- Bourdieu, Pierre, et al.
(författare)
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Leve idrottspedagogiken : En vänbok tillägnad Lars-Magnus Engström
- 2005
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Vem ägnar sig åt idrott? Vilken betydelse har fritiden i barns och ungdomars liv? Vad innebär hälsa i skolämnet idrott och hälsa?Leve idrottspedagogiken! tillägnas Lars-Magnus Engström. Texterna i boken speglar delar av det idrottspedagogiska forskningsområdet i Sverige, vars framväxt Lars-Magnus Engström varit den främste företrädaren för. Läsaren får här ta del av exempelvis idrottskulturen, fritidskulturen och skolans ämne idrott och hälsa. Genomgående handlar texterna om villkoren för barns och ungdomars deltagane och om de olika lärprocesser som sker i anslutning till idrottsutövning.Lars-Magnus Engström har gjort betydande insatser som forskare och lärare samt som professor vid Lärarhögskolan i Stockholm och vid Gymnastik- och idrottshögskolan. I snart fyrtion år har han arbetat med studier kring påverkans- och lärprocesser i idrott. Hans forskning har främst kretsat kring människors idrottsvanor och vilka som utvecklar en fysiskt aktiv livsstil. Idrotts- och motionsutövningar ger både ett så kallat egenvärde och investeringsvärde. Med dessa begrepp bland många andra har Lars-Magnus Engström bidragit till en fördjupad vetenskaplig förståelse av idrottskulturen.De flesta författarna har eller har haft Lars-Magnus Engström som handledare och tillhör forskningsgruppen för pedagogik, idrott och fritidskultur. Redaktörer för boken är Karin Redelius och Håkan Larsson.
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| 6. |
- Bäckström, Åsa, 1966-, et al.
(författare)
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Routes and roots to knowing in Shaun White’s snowboarding road trip : A mycorrhizaic approach to multisensory emplaced learning in exergames
- 2019
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Ingår i: Scandinavian Sport Studies Forum. - Malmö : Department of Sport Sciences, Malmö University. - 2000-088X. ; 10, s. 251-278
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Tidskriftsartikel (refereegranskat)abstract
- This article explores learning during game-play of a snowboarding video game intrigued by questions raised in the wake of the increasing mediatisation and digitisation of learning. Correspondingly, we answer to calls for more suitable metaphors for learning to cater for the entangled learning processes that changes related to the increase of digital media may infer. Using a short term sensory ethnography approach, we elaborate on the idea of multisensory emplaced learning and propose an organic metaphor – mycorrhiza – to both methodology and learning. Mycorrhiza refers to a symbiotic relationship between fungi and roots of plants in its environment where fungi are the visible effects of the mycorrhiza. The metaphor provides a way to start to unpack sensory, visual and embodied aspects of learning in the complexities of the digital age. By elaborating on the mycorrhizaic concepts fungus, soil, growth, mycelia and symbiosis we show three interrelated ways of moving through this game: (i) a social and cultural route, (ii) a competitive route, and (iii) an experiential route. With help of the metaphor we discern the symbiotic relations between what appeared in our empirical material as visual and other human and non-human aspects of emplacement.
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| 7. |
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| 8. |
- Ferry, Magnus
(författare)
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Idrottsprofilerad utbildning : i spåren av en avreglerad skola
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis aims to contribute to a deeper understanding of the Swedish school sports system, a system which has evolved since the beginning of the 1970s, the prevalence of which has increased significantly at all school levels since the mid-1990s and today attracts a large number of pupils and teachers.Starting with the neoliberal discourse which has had a major impact on the development of the Swedish school system, and inspired by Pierre Bourdieu’s theoretical framework, the reasons for the emergence of the school sports system and the reasons why schools chose to specialise in sport is described. Also examined are the pupils and teachers involved and the mechanics behind their participation.Empirically, this thesis is based on registry data, telephone interviews with principals at schools offering school sports and questionnaires responses from pupils and teachers involved in school sports.The results of the thesis suggest that the main reason school sports has become so common is closely connected to increased competition on the local school market; by offering school sports, schools have found a possible way to attract more pupils. Furthermore, the results show that the social characteristics of pupils who have been selected or have chosen to participate in school sports differs from the national population of pupils and participants in sports clubs. This suggests that the available supply of school sports is better adapted to some pupils’ social backgrounds and habitus. In relation to the teachers involved, the results show that other resources than what is normally required to become a teacher is valued in school sports. Instead of a teacher certificate, a coaching education and experiences in competitive sport is valued highly which suggests that this is recognised as symbolic capital for teachers in school sports.In conclusion this thesis demonstrates that school sports is influenced by both the fields of education and sport, and that the increased supply of school sports has implications for both fields.
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| 9. |
- Ferry, Magnus, 1972-, et al.
(författare)
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School sport in Sweden : what is it, and how did it come to be?
- 2013
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Ingår i: Sport in Society. - : Informa UK Limited. - 1743-0437 .- 1743-0445. ; 16:6, s. 805-818
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Tidskriftsartikel (refereegranskat)abstract
- The Swedish sports model has traditionally meant that schools are responsible for all children's and young people's physical education, while the sports movement is responsible for the voluntary training and competition in sport. In recent years, this model seems to have changed since schools increasingly offers training in sports during the school day,school sport. This article describes the development of the Swedish school sport system in relation to major school reforms during the last three decades; reforms that have meant that the school system has been decentralized and market-adapted. This article also argues that sport under the period has gained a new meaning for schools. The main conclusions are that societal changes have enabled the sports movement an increased influence on school sport and that the Swedish sports model has changed. In particular, the ideological distinction between school physical education and voluntary competitive sport has been challenged.
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| 10. |
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| 11. |
- Gibbs, Beatrice, et al.
(författare)
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TV-spel som läromedel i idrott och hälsa?
- 2012
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Ingår i: Idrott & hälsa : organ för Svenska idrottslärarföreningen. - : Svenska idrottslärarföreningen. - 1653-1124. ; 2:8, s. 11-14
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- I projektet TV-spel som hälsofostran, som presenterades i nr 6 i Idrott och hälsa 2011, undersöks det lärande avseende kropp, fysisk aktivitet och hälsa som sker i ungdomars spelande av TV-spel som innefattar rörelse, så kallade exergames (Quennerstedt, Almqvist, Meckbach, & Öhman, 2011). I artikeln lyfte vi bland annat fram hur exergames i allt större utsträckning återfinns i flera länder (till exempel England, Kanada, Australien och USA) som intressanta redskap att använda i skolan, bland annat för att i utbildning stimulera barns och ungdomars vilja att vara fysiskt aktiva samt för att tackla överviktsfrågor. I samband med artikeln bifogades även en enkät i tidskriften som vände sig till lärare i idrott och hälsa i både grund- och gymnasieskolan. Enkäterna nådde med andra ord de som prenumererar på tidningen såsom idrottslärarstudenter och lärare i idrott och hälsa samt även de som tar del av tidningen vid samtliga grund- och gymnasieskolor i Sverige. Vi vill här samtidigt tacka alla lärare som tog sig tid att besvara enkäten.I denna artikel kommer vi som en uppföljning av våra analyser av enkätstudien att beskriva svenska lärares användning av TV-spel i idrott och hälsa samt de hinder och motiv som kan finnas med att använda spelen i undervisningen.Quennerstedt, M., Almqvist, J., Meckbach, J., & Öhman, M. (2011). Tv-spel som hälsofostran: om exergaming och ungdomars lärande om kropp, fysisk aktivitet och hälsa. Idrott och hälsa, 138 (6), pp. 34-35.Statistiska centralbyrån. (2012-10-27). Statistiska centralbyrån. From Register över pedagogisk personal: http://www.scb.se/Pages/Product____8480.aspx
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| 12. |
- Hellström, John, et al.
(författare)
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Recruiting Immigrant Students to the Initial PE Teacher Education at the Swedish School of Sport and Health Sciences
- 2017
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Ingår i: Education for All. - Limerick; Ireland : Mary Immaculate College.
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Konferensbidrag (refereegranskat)abstract
- Recruiting immigrant students to the initial PE teacher education at the Swedish School of Sort and Health SciencesSweden is in many ways a multicultural society. Off all children living in Sweden around 20 % are themselves born or have parents who are born in another country. These children has also made an impact on Swedish sports. Today, research show that boys from immigrant families are as much a part of organized sports as children born in Sweden, while girls from immigrant families are less active in organized sports.Whereas organized sports in general show a similar pattern as society as a whole when it comes to children born in other countries, with the exception for girls, initial education for physical education (PE) does not. Studies reveals that the typical student in initial teacher education for PE is born in Sweden, grew up in the countryside and comes from families with limited tradition of higher education. In The Swedish School of sport and health sciences (GIH), only 9 % of the students in the PE teacher education program where immigrants or came from immigrant families. In this regard, the initial PE teacher education in Sweden faces a huge challenge.In our presentation we will discuss some of the strategies that GIH has adopted to recruit students with other backgrounds than the typical. We will also address some of the challenges that comes with this regarding different cultural backgrounds and basic knowledge of the Swedish sporting culture.
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| 13. |
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Hur är det i praktiken? : Lärare utforskar ämnet idrott och hälsa
- 2016
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Vad ska elever lära sig i idrott och hälsa? Hur lägger man upp undervisning som stödjer alla elever i deras lärande? Hur kan lärare göra likvärdiga bedömningar av elevers kunskaper? Detta är några av de frågor som behandlas i denna bok. Boken sammanfattar den forskning som genomförts inom Forskarskolan i idrott och hälsas didaktik (FIHD). FIHD startade år 2011 som ett led i den statliga satsningen Lärarlyftet, där särskilda medel avsattes för genomförandet av forskarskolor för lärare och förskollärare. Deltagarna i FIHD är alla verksamma lärare i idrott och hälsa. I denna bok presenterar de översiktligt resultat och slutsatser från sina olika forskningsprojekt. Kapitlen behandlar aktuella teman som lärande, hälsa, etnicitet och genus samt betyg och bedömning i idrott och hälsa.Boken finns fritt tillgänglig på webben.Innehåll:Forskarskolan i idrott och hälsas didaktik: praktiknära idrottsdidaktikTräffar vi alltid rätt? Elevers lärande i idrott och hälsa / Andreas JacobssonElevers förståelse av hälsa i idrott och hälsa / Annika AhlbergÄr grönsaker alltid hälsosamt? / Magnus BrolinHitta lätt – så blir det rätt! / Kerstin NilssonDansspel som läromedel / Béatrice GibbsDokumentation i idrott och hälsa – en omöjlig ekvation? / Rickard HåkansonPassar jag in? Nyanlända ungas möte med idrott och hälsa / Åke HuitfeldtAtt göra tudelning – idrott och hälsa i åk 1 ur ett genusperspektiv / Inga OliynykBedömning för lärande (BFL) i ämnet idrott och hälsa / Björn TolgforsVad är ”kroppslig förmåga”? Om behovet av ett yrkesspråk i idrott och hälsa / Jenny KroonBetygsättning – ett (o)möjligt uppdrag? / Izabela Seger
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| 14. |
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Idrottsdidaktiska utmaningar
- 2007
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Idrottsdidaktiska utmaningar handlar om undervisning i idrott och hälsa ur ett didaktiskt perspektiv. De grundläggande didaktiska frågorna är Vad?, Hur? och Varför? En lärare med idrottsdidaktisk kompetens har både teoretiska ämneskunskaper om människan i rörelse och praktiska, pedagogiska kunskaper i idrott. Innehåll: - Idrottsdidaktiska utmaningar - en introduktion / Håkan Larsson och Jane Meckbach - Idrottsdidaktik - konsten att undervisa i idrott / Jane Meckbach och Suzanne Lundvall - Skolans rörelseuppdrag / Håkan Larsson - Idrott och hälsa - en del av idrottskulturen / Håkan Larsson - Allsidig rörelsekompetens - ett kroppsligt ABC / Marie Nyberg och Anna Tidén - Gymnastik som redskap / Marie Nyberg och Tage Sterner - Tid för dans / Suzanne Lundvall och Jane Meckbach - Spelet, aktören och regissören / Gunnar Teng - Friluftsliv - en begreppsproblematisering / Johnny Nilsson - Friluftsliv och naturmiljöaktivitet i skolan / Johnny Nilsson, Eva Kraepelien-Strid och Jan Seger - Simkunnighet är viktigt, eller...? / Eva Kraepelien-Strid - Att undervisa i hälsa / Britta Thedin Jakobsson - Att bli sin egen intresserade tränare - träningslära i idrott och hälsa / Johnny Nilsson - Motoriskt lärande och motoriska lekmiljöer / Johnny Nilsson - Betygsättning i idrott och hälsa - en didaktisk utmaning med pedagogiska konsekvenser / Karin Redelius - Lika för alla - om likabehandling i idrott och hälsa / Håkan Larsson - Från gymnastikdirektör till lärare i idrott och hälsa / Suzanne Lundvall och Jane Meckbach - Kropp och rörelse - kunskap och lärande / Håkan Larsson
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| 15. |
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Idrottsdidaktiska utmaningar
- 2012. - 2. uppl.
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Idrottsdidaktiska utmaningar utkommer nu i en reviderad upplaga, där innehållet är uppdaterat i förhållande till läroplansreformen 2011 och de nya kursplanerna i Idrott och hälsa.Idrottsdidaktiska utmaningar handlar om undervisning i idrott och hälsa ur ett didaktiskt perspektiv. De grundläggande frågorna är Vad?, Hur? och Varför? En lärare med idrottsdidaktisk kompetens har både teoretiska ämneskunskaper om människan i rörelse och praktiska, pedagogiska kunskaper i idrott.
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| 16. |
- Larsson, Bengt, et al.
(författare)
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Den svenska lärarstudenten i idrott och hälsa
- 2013
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Ingår i: SVEBI konferens: Idrottsforskning i tiden.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I Sverige har en stark expansion av studenter till högre utbildning skett under de senaste två decennierna. Flera orsaker finns till detta: många utbildningar har förlängts, dvs studenter stannar kvar längre inom systemet, nya lärosäten har tillkommit och utbildningsutbudet har expanderat. Socialt sett har expansionen inneburit en stark tillströmning från grupper som inte tidigare har studerat på universitetsnivå – ur ett meritokratiskt perspektiv har förändringen lett till en ökad andel studenter med svaga skolmeriter (Broady, Börjesson & Bertilsson 2009:12). Vad som drastiskt förändrats är dock söktrycket till lärarutbildningarna. Det kan vara av intresse att studera rekryteringen till idrottslärarutbildningen - då många förändringar skett under senare år.Syftet är att beskriva idrottslärarstudenterna med fokus på deras dispositioner i termer av erfarenhet, resurser och smaker. Vi tar utgångspunkt i den franska kultursociologen Bourdieus teorier och begrepp. I Bourdieus tankar om hur den sociala världen är konstruerad har gruppers sociala bakgrund, erfarenheter och levnadsvanor betydelse för deras val och handlingar. Bourdieu (1977, 1990, 2000) förundrades över att vi trots att vi i praktiken kan välja fritt och upplever att vi gör det, ändå i så hög grad väljer i linje med det sociala sammanhang vi är uppväxta i och har erfarenheter ifrån. En enkätstudie har genomförts där samtliga sju lärosäten med examensrätt ht 2011 deltog och de nyrekryterade studenterna besvarade enkäten (208 studenter). data har analyserats med hjälp av SPSS 20.0.Resultat visar att de studenter som ht-11 påbörjade sina studier i idrott och hälsa kan beskrivas som en ganska homogen grupp som dock skiljer sig på en del punkter från den genomsnittliga lärarstudenten. I den undersökta gruppen är exempelvis drygt 60 % män jämfört med ca 20 % för den totala gruppen lärarstudenter. I ett åldersperspektiv är hälften av gruppen mellan 21-25 år, ca 40 %är mellan 18-20 år och knappt 10 % är äldre än 25 år. Majoriteten av studenterna har genomgått ett studieförberedande gymnasieprogram och av dessa har drygt 40 % gått ett program med idrottsinriktning. Cirka 60 % av studenterna har en eller två föräldrar med universitets-/högskoleutbildning.Innan studenterna började sin utbildning i idrott och hälsa hade drygt 10 % skaffat sig erfarenhet av arbete inom förskola eller skola. En betydligt större andel, knappt 60 %, hade erfarenhet av annan yrkesverksamhet. När det gäller idrottserfarenhet uppger drygt tre fjärdedelar att de har sådan och knappt tre fjärdedelar att de även har erfarenhet av att vara ledare inom idrottsrörelsen. På fritiden ägnar sig studenterna huvudsakligen åt eget idrottande/motionerande, umgås med vänner, Internet i olika former, se på video/teve samt umgås med familjen. Däremot är intresset för exempelvis politik och kultur lågt.Bourdieu, P. (1977). Outline of a Theory of Practice. Cambridge: Cambridge University Press.Bourdieu, P. (1990). The Logic of Practice. Cambridge: Polity Press. Bourdieu, P. (2000). Pascalian Meditations. USA: Stanford University Press.Broady, D., Börjesson, M. & Bertilsson, E. (2009). Lärarutbildningens hierarkier, Nordisk tidskrift för kultur- og samfundsvidenskab (4), 5–17.
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| 17. |
- Larsson, Bengt, et al.
(författare)
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The Swedish PE student of today : a cultural sociological analysis
- 2013
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Ingår i: ECER 2013, Creativity and Innovation in Educational Research. ; , s. 93-, s. 93-
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Konferensbidrag (refereegranskat)abstract
- The past two decades have seen a huge increase in the number of students enrolling in higher education in Sweden. There are several reasons for this: many of the degree programmes have been extended, resulting in students remaining in the system longer than previously; the number of degree programmes to choose from has increased; and there are new higher education institutions (HEIs). Socially speaking, the expansion has led to a huge influx of groups that had not previously studied at university—from a meritocratic perspective, this change has resulted in a growing number of students with poor qualifications (Broady, Börjesson & Bertilsson 2009: 12). The teacher training programme has, however, seen a very modest increase in the number of students. The 1971/72 academic year saw 9,500 student teachers accepted, which constituted 40 per cent of the intake. Today’s 11,000 student teachers only make up 17 per cent of the higher education intake (Bertilsson 2009). What has dramatically changed is the oversubscription to teacher training programmes. At the beginning of the 1980s, there were approximately ten applicants per place compared with at present just over one per place. The percentage of male applicants to teacher training programmes has for the past decade remained around the 20 per cent mark (Swedish National Agency for Higher Education [HSV] 2012). One possible explanation for the teacher training programme being less oversubscribed is that it has faced ever-greater competition from other higher education programmes. Another might be the mass media’s portrayal and the constant criticism of schools and that nowadays teaching is classed as a low-status profession. This might explain why, compared with other university programmes, the teacher training programme has the largest percentage of students whose parents have no higher education experience (Börjesson & Broady 2004; Börjesson 2004; Statistics Sweden [SCB] HSV 2009, 2010; Larsson 2009). The question of interest here is what has happened to the recruiting within the Swedish teacher training programme in recent decades (Bertilsson 2009). In this context, the recruiting to the Physical Education Teacher Education (PETE) programme is also of interest. For more than 150 years, there was only one PETE programme in Sweden, namely the Royal Central Institute of Gymnastics founded by Per Henrik Ling. In 1966, a sister organization was founded, this time in the city of Örebro, both came under the same organizational unit and were known collectively as the Stockholm University College of Physical Education and Sports (GIH). From the latter half of the 1980s until 2001, the number of HEIs offering a PETE programme increased to sixteen as a result of various teacher training reforms (Meckbach & Wedman 2007). This number has now decreased and as of 2011 there are only seven HEIs entitled to award the degree of Bachelor of Education in Physical Education.The aim of this study is to describe the student PE teachers in Sweden, with focus on their dispositions in terms of experiences, resources and tastes.Methodology To be able to study student PE teachers’ dispositions, resources and tastes, we take Bourdieu’s theories and concepts as our starting point. In Bourdieu’s thoughts on how the social world is constructed, groups’ social background, experiences and ways of living influence their choices and actions. Bourdieu (1984) was surprised that even though we are able to freely choose and feel that we do so, we, nevertheless, to such a great extent, make choices according to the social context we have grown up in and have experiences of. Using Bourdieu’s theoretical concepts makes it possible to examine the students’ tastes, practices and lifestyles.The data has been collected as follows: the student PE teachers in Sweden that run a PETE programme answered a questionnaire with thirty-five questions. Apart from the background information, the questionnaire contained questions about the studies and the students’ leisure habits. The vast majority were closed questions, where the respondents were asked to give one answer. For a small number of questions, it was possible to give more than one answer. The data has been analysed using statistical methods chosen based on the study’s questions. In total, 208 students participated in the study.Results Those students who began studying PETE in the autumn of 2011 can be described as a pretty homogeneous group that, nevertheless, differentiates itself from the average student teacher in a number of respects. For example, in the group studied a little over 60% are men compared with approximately 20% for the whole group of student teachers. In terms of age, half of the group are between 21 and 25 years old. The majority of the students have completed a preparatory upper secondary programme, of which just over 40% have completed a programme specializing in sport. Approximately 60% of the students have one or two parents with a university or higher education.Before starting their PETE programme, just over 10% of the students had experience of working at a school. As for having experience of sport, just over three-quarters say that they have such experience and almost three-quarters also have experience of being a coach within the Swedish sports movement. In their free time, the students mainly do sports, see their friends, use the Internet for various things, watch videos and TV, and see their family. However, there is little interest in, for example, politics and culture.References Bertilsson, Emil (2009). Lärarstudenterna: Förändring i rekrytering under perioden 1977-2007, (4), 19–41.Bourdieu, Pierre (1984). Distinction. A Social Critique of the Judgement of Taste. (London: Routledge & Kegan Paul).Broady, Donald, Börjesson, Mikael & Bertilsson, Emil (2009). Lärarutbildningens hierarkier, Nordisk tidskrift för kultur- og samfundsvidenskab (4), 5–17.Börjesson, Mikael (2004). Det svenska högskolefältet och lärarutbildningarna. (Uppsala: Forskningsgruppen för utbildnings- och kultursociologi (SEC) Institutionen för lärarutbildning, Uppsala universitet).Börjesson, Mikael & Broady, Donald (2004). Vad har studenter vid Uppsala universitet i bagaget? Om social och meritokratisk snedrekrytering. (Uppsala: Forskningsgruppen för utbildnings- och kultursociologi (SEC) Institutionen för lärarutbildning, Uppsala universitet).Larsson, Lena (2009). Idrott–och helst lite mer idrott. Idrottslärarstudenters möte med utbildningen. Diss. (Stockholm: Stockholms universitet).Meckbach, Jane & Wedman, Ingemar (2007). Idrottslärarstudenten vid GIH. www.idrottsforum.orgHSV (2009).Uppföljning av lärosätenas arbete med breddad rekrytering 2006–2008. Rapport 2009:18 R.HSV (2010). Higher education. Level of parental education among university entrants 2009/10 and first time students at third circle studies 2008/09. UF 20 SM 1003HSV (2012) http://www.hsv.se/download/18.4149f55713bbd917563800045/statistisk-analys-larautbildning-2012-15.pdfStatistiska centralbyrån 2006, Universitet och högskolor. Social bakgrund bland högskolenybörjare 2005/06 och doktorandnybörjare 2004/05.
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| 18. |
- Larsson, Håkan, et al.
(författare)
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Forskarskolan i idrott och hälsas didaktik : praktiknära idrottsdidaktik
- 2016
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Ingår i: Hur är det i praktiken?. - Stockholm : Gymnastik- och idrottshögskolan, GIH. - 9789198086287 ; , s. 5-16
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vad ska elever lära sig i idrott och hälsa? Hur lägger man upp undervisning som stödjer alla elever i deras lärande? Hur kan lärare göra likvärdiga bedömningar av elevers kunskaper? Detta är några av de frågor som behandlas i boken du nu håller i. Boken sammanfattar den forskning som genomförts inom Forskarskolan i idrott och hälsas didaktik (FIHD). FIHD startade år 2011 som ett led i den statliga satsningen Lärarlyftet, där särskilda medel avsattes för genomförandet av forskarskolor för lärare och förskollärare. Deltagarna i FIHD är alla verksamma lärare i idrott och hälsa. Detta har en central betydelse i sammanhanget. Skolämnet idrott och hälsa har funnits länge i den svenska skolan, men den vetenskapliga förankringen och utforskningen av ämnet har varit svag. Den forskning som existerat har inte i första hand genomförts av, eller på initiativ av, lärare i ämnet. Initiativen har istället kommit från annat håll, ofta från olika myndigheter. Forskningsresultaten har speglat myndigheternas intressen snarare än lärarnas. Därför är det ett stort nöje att i denna bok få möjlighet att presentera forskningsresultat som bygger på lärares frågor och där lärare har varit forskare. I detta inledande kapitel presenterar FIHD:s styrgrupp, bestående av medarbetare vid Gymnastik- och idrottshögskolan (GIH), Malmö högskola och Örebro universitet, bakgrunden till FIHD, den forskning som fanns till hands då lärarna påbörjade sina forskningsprojekt samt de ambitioner som varit förknippade med forskarskolan.
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| 19. |
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| 20. |
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| 21. |
- Larsson, Håkan, et al.
(författare)
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Idrottsdidaktiska utmaningar - en introduktion
- 2007
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Ingår i: Idrottsdidaktiska utmaningar. - Stockholm : Liber. ; , s. 9-16
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vad karakteriserar en professionell lärare i idrott och hälsa? Det finns många svar på en sådan fråga, men i korthet handlar det om en lärare som kan tolka styrdokument, formulera egna lokala kursplaner, följa relevant kunskapsutveckling, planera, organisera och utvärdera undervisning i enlighet med styrdokument och relevant kunskapsbildning, bedöma och betygssätta elever i enlighet med i förväg formulerade kriterier, samverka med andra lärare och med elevernas målsmän och mycket mer. Idrottsdidaktiska utmaningar möter den professionella läraren i idrott och hälsa i sin dagliga gärning
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| 23. |
- Larsson, Håkan, et al.
(författare)
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Jämställda villkor i idrott och hälsa med fokus på flickors och pojkars måluppfyllelse : På pojkarnas planhalva
- 2010
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Gender(ed) patterns in Swedish school physical education and health: a problem of equity?In the spring of 2009 the Swedish National Agency of Education commissioned the physical education and sport pedagogy research group at the Swedish School of Sport and Health Sciences in Stockholm to survey and problematize girls' and boys' conditions in Swedish physical education and health (PEH). The overarching theme of this symposium is to present the results from this project and to discuss different kinds of factors that influence gender equity in PEH.Gender and gender equity in PEH has been on the research agenda both in Sweden and in other countries for several decades, in particular the masculine and heteronormative character of the subject. What is specific, and perhaps new, about this project is that it takes its starting point in statistical data about 15-16 year old girls' and boys' distribution of grades, parents' educational level, and students' and parents' place of birth (Sweden/not Sweden). The Swedish National Agency of Education (SNAE) has access to statistics from every Swedish school about this kind of information.The project consist of three studies:- a survey, where questionnaires were sent to 350 secondary schools to be answered by a PEH teacher (with questions about aims and content of PEH teaching, gender equity, assessment, etc.);- an interview study with 17 PEH teachers in mid-Sweden (focusing on how teachers reason about their subject and about gender equity issues in the subject);- an observation study of PEH lessons with 6 classes at different schools in a big-city area (focusing possible relation between the school’s socio-economic and ethnic conditions, gender patterns during class, and content and organisation of PEH teaching)The survey study has added information from teachers about PEH teaching that can be related to the previously mentioned statistical information about the pupils and the distribution of grades. The teachers and classes participating in the interview and observations studies were selected based on the same statistical information. Each paper to be presented at the symposium will deal with one of the three studies.
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| 24. |
- Larsson, Håkan, et al.
(författare)
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Kooperativa lärprocesser kring genus i idrott och hälsa
- 2006
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Ingår i: SVEBI:s årsbok 2006. - 0284-4672. ; , s. 173-190
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Cooperative learning processes about gender in physical education and health Studies about the subject physical education and health illustrate that the subject have been and still is influenced by a strong gender order. The aim of the project Cooperative learning processes is to extend the understanding of how gender is constructed in the subject by an analysis of the dialogue about boys and girls conditions in physical education and health between qualified teachers/scientists and teachers in PE. Three qualified teachers at GIH in Stockholm and four teachers in PE at an upper secondary school in Huddinge were talking four times about gender in PE. Each dialogue was transcribed and sent to each member. The transcribed conversation was a bas for the coming talk. The method is inspired from the method which Lenz Taguchi used in her dissertation Emancipation and resistance (2000), The learning process of cooperation is highly about to untie the images and social hierachies´ that control relations between, on one hand, the one who stands as the interpreter of the practice (the scientist) and, on the other hand, the one who has the corporal experience of the practice (the one who ought to know). This is a greater challenge than you can imagine.
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