| 1. |
- Barker, Dean, 1977, et al.
(författare)
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Hanging up the shirt: an autoethnographic account of disengaging from a social rugby culture
- 2016
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Ingår i: Sport in Society. - : Informa UK Limited. - 1743-0437 .- 1743-0445. ; 19:5
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Tidskriftsartikel (refereegranskat)abstract
- Violent practices are a common feature of homosocial sporting environments. The objective of the current paper is to explore how one individual disengaged from a sporting community characterized by such practices. An autoethnographic approach involving recollection and interactional exchanges is used to create a realist narrative account which offers insight into the process of disengagement. The narrative focuses on the: (1) ongoing nature of cultural participation; (2) agency and the restriction of ways of being in sports teams and (3) the durable nature of personal characteristics that are learned in sporting environments. These issues are discussed in light of cultural learning theory and specifically, the analytic concept, ‘becoming’. The paper concludes with methodological reflections and a consideration of directions for future research.
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| 2. |
- Barker, Dean, 1977, et al.
(författare)
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Jacob and Martin: Developing digital technology competence in physical education teacher education
- 2016
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Ingår i: Digital Technologies and Learning in Physical Education. - Abingdon, Oxon ; New York, NY : Routledge, 2016. | : Routledge. - 9781315670164 - 9781138947283 - 9781138947290 ; , s. 231-246
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter provides an illustration of how digital technologies (DTs) are experienced by Physical Education Teacher Education (PETE) students. The illustration is based on the reflections of two students at the University of Gothenburg, Sweden. The students received an assignment that involved demonstrating how a specific DT could be implemented. Three perspectives of the practitioners' experiences are provided. A Deweyan perspective shows how the students and their situations are transformed by DTs. A Foucauldian perspective focuses on the regulating aspects of technology. An applied Information Technology perspective demonstrates how DTs become part of the social practices of physical education. © 2017 Ashley Casey, Victoria A. Goodyear and Kathleen M. Armour. All rights reserved.
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| 3. |
- Barker, Dean, 1977, et al.
(författare)
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Pedagogical narrative: Working with technology as student teachers
- 2016
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Ingår i: Pedagogical Cases: Digital Technologies in Youth Physical Activity, Physical Education & Sport. - London : Routledge.
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Bokkapitel (refereegranskat)abstract
- The objective of this chapter is to provide an illustration of how digital technologies are being experienced/utilised/problematised by physical educators. This chapter introduces two Physical Education Teacher Education (PETE) students working at the University of Gothenburg and focuses on course work conducted by those students within their program. The students received an assignment to choose a particular digital technology, develop their own competence with that technology, and then demonstrate to peers how the technology can be used to facilitate learning related to the Swedish physical education curriculum for upper secondary school. A narrative of their experiences and reflections, developed through written reflections as well as informal conversations with the lead author, is presented in the first section. Three theoretical accounts of the practitioners’ narrative are then put forward. A Deweyan perspective draws attention to the ways that students and their situations are continually transformed in transaction and how digital technologies become implicated in this process. A Foucaultian perspective focuses on the regulating and controlling aspects of technology and highlights the need for care when using digital technologies. An applied Information Technology perspective highlights the ways in which digital technologies may become part of the social practices of physical education. After introducing these perspectives, a broader pedagogical account is offered in which connections between the three perspectives and current physical education scholarship is made. These connections concern: (1) meaning making; (2) student agency and possibilities for student decision making; (3) the effects of technology on lesson content; and (4) students’ digital competence. The chapter is concluded with reflections from the two PETE students.
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| 4. |
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| 5. |
- Barker-Ruchti, Natalie, 1971-, et al.
(författare)
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Second Generation Immigrant Girls’ Negotiations of Cultural Proximity in Switzerland : A Foucauldian Reading
- 2015
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Ingår i: Journal of International Migration and Integration. - : Springer. - 1488-3473 .- 1874-6365. ; 16:4, s. 1213-1229
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Tidskriftsartikel (refereegranskat)abstract
- Although overtly racist political discourse in Switzerland has receded, culturalist discourses continue to construct ideal immigrants. Policies define immigrants in terms of “cultural proximity” and contain an implicit distinction between “distant” and “proximal” foreigners. Culturally, distant immigrants have been stereotyped as aggressive and/or lacking interest in education and professional success and while scholars have examined immigrants from Switzerland’s “culturally-near” regions, the experiences of second generation immigrant populations from perceived culturally distant countries have largely escaped attention. Knowledge about girls and women is particularly scarce. Against this backdrop, this paper provides an examination of how six teenage girls living in a German-speaking Swiss city negotiate their perceived cultural distance. By combining interview material with elements of Foucauldian theory, the paper provides insight into (1) the diasporic experiences of girls with second generation immigration backgrounds and (2) the operation and influence of culturalist discourses. Foucault’s notion of dispositive—the discourses, institutions, laws, and scientific findings that, through various means of distribution (e.g., media texts, policies, education curricula), act as an apparatus that constructs and supports normative ideals—provides a generative analytic tool for this task. The analysis suggests that the ways girls learn to understand their social worlds is a collective process of discipline that places mechanisms of social control within each individual. This process involves the homogenisation and marginalisation of the immigrant population and is circular in nature in that the girls strengthen and maintain the power of existing culturalist knowledge that works negatively on them. The paper concludes with a consideration of how this situation might be challenged.
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| 6. |
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| 7. |
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Sustainability and high performance sport
- 2015
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Success in high performance sport is highly valued in today's world, with lucrative contracts, sponsorship deals, and opportunities for celebrity status balanced against substantial investments of time and energy, and high chances of failure. With pressure mounting on athletes and coaches to make the most of athletic investments, the temptation to make health-related or ethical compromises is growing. Sustainability in High Performance Sport examines the pressures faced by coaches and athletes, and considers how sustainable science can offer alternative pathways to sporting excellence. By applying principles relating to carrying capacities, complexity and uncertainty, production and consumption, and ethics, this unique book provides new ways of thinking about both enduring and emerging challenges. With a scope that includes themes such as coaching practices, coach-athlete relationships, over-training and injuries, the development of sporting expertise, and doping, Sustainability in High Performance Sport is the most comprehensive exploration of sustainability in elite sport available.It is an invaluable resource for anybody with an interest in achieving long-term success in high performance sport. This book was originally published as a special issue of Reflective Practice.
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| 8. |
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Sustainability in high performance sport : current practices - future directions
- 2015
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Success in high performance sport is highly valued in today's world, with lucrative contracts, sponsorship deals, and opportunities for celebrity status balanced against substantial investments of time and energy, and high chances of failure. With pressure mounting on athletes and coaches to make the most of athletic investments, the temptation to make health-related or ethical compromises is growing.Sustainability in High Performance Sport examines the pressures faced by coaches and athletes, and considers how sustainable science can offer alternative pathways to sporting excellence. By applying principles relating to carrying capacities, complexity and uncertainty, production and consumption, and ethics, this unique book provides new ways of thinking about both enduring and emerging challenges. With a scope that includes themes such as coaching practices, coach-athlete relationships, over-training and injuries, the development of sporting expertise, and doping, Sustainability in High Performance Sport is the most comprehensive exploration of sustainability in elite sport available.It is an invaluable resource for anybody with an interest in achieving long-term success in high performance sport. This book was originally published as a special issue of Reflective Practice.
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| 9. |
- Aarskog, Eirik, et al.
(författare)
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What were you thinking? A methodological approach for exploring decision-making and learning in physical education
- 2019
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 24:8, s. 828-840
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Tidskriftsartikel (refereegranskat)abstract
- The broad purpose of this paper is to consider the relationship betweendecision-making and learning. Specifically, our aim is to propose amethodology that provides a theoretical framing along with proceduresfor investigating this relationship in Physical Education (PE). By utilizingselected parts of John Dewey’s educational theories, the paper presentsa theoretical exposition of decision-making as an individual processcontaining both ‘practical’ and ‘cognitive’ aspects. By combining thistheoretical conceptualization with a description of concrete researchmethods, the paper proposes a methodological approach enablingresearchers to get empirically closer to the phenomenon of individualdecision-making within PE learning. We argue that by doing so,researchers in the field of PE can study certain aspects of learning notexplicitly emphasized within existing methodological approaches.
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| 10. |
- Aggerholm, K., et al.
(författare)
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On practising in physical education : outline for a pedagogical model.
- 2018
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Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 23:2, s. 197-208
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Tidskriftsartikel (refereegranskat)abstract
- Background: Models-based approaches to physical education have in recent years developed as a way for teachers and students to concentrate on a manageable number of learning objectives, and align pedagogical approaches with learning subject matter and context. This paper draws on Hannah Arendt’s account ofvita activato map existing approaches to physical education as oriented towards: (a) health and exercise, (b) sport and games, and (c) experience and exploration.Purpose: The aim of the paper is to outline a new pedagogical model for physical education:a practising model. We argue that the form of human activity related to practising is not well represented in existing orientations and models. To sustain this argument, we highlight the most central aspects of practising, and at the same time describe central features of the model.Relevance and implications: The paper addresses pedagogical implications the practising model has for physical education teachers. Central learning outcomes and teaching strategies related to four essential and ‘non-negotiable’ features of the practising model are discussed. These strategies are: (1) acknowledging subjectivity and providing meaningful challenges, (2) focusing on content and the aims of practising, (3) specifying and negotiating standards of excellence and (4) providing adequate time to practising.Conclusion: The practising model has the potential to inform new perspectives on pedagogical approaches, and renew and improve working methods and learning practices, in physical education.
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| 11. |
- Barker, Dean, 1977-, et al.
(författare)
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Developing the practising model in physical education : an expository outline focusing on movement capability.
- 2018
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Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 23:2, s. 209-221
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Tidskriftsartikel (refereegranskat)abstract
- Background: Physical educators currently have a number of pedagogical (or curricular) models at their disposal. While existing models have been well-received in educational contexts, these models seek to extend students’ capacities within a limited number of ‘human activities’ (Arendt, 1958). The activity of human practising, which is concerned with the improvement of the self, is not explicitly dealt with by current models.Purpose: The aim of the paper is to outline how a model of human practising related to movement capability could be enacted in physical education.Findings: Building on a theoretical exposition of human practising presented in a separate paper, this paper provides a practically oriented discussion related to: (1) the general learning outcomes as well as teaching and learning strategies of the model; (2) an outline of five activities that describe how the model could be implemented; and (3) the non-negotiable features of the model.Discussion: The model’s potential contribution to the ongoing revitalization of PE as an institutionalized educational practice is discussed. Points concerning how the model relates to wider physical cultures, its position regarding transfer of learning, standards of excellence, and social and cultural transmission are considered.Conclusion: The paper is concluded with some reflections on pedagogical models generally and how they relate to the pedagogical model of practising movement capability presented in this paper.
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| 12. |
- Barker, Dean, 1977-, et al.
(författare)
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Group Work in Physical Education : Exploring the Interconnectedness of Theoretical Approaches and Practice
- 2017
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Ingår i: Journal of teaching in physical education. - : Edizioni Minerva Medica. - 0273-5024 .- 1543-2769. ; 36, s. 50-60
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Tidskriftsartikel (refereegranskat)abstract
- Student group work is a central feature of many contemporary pedagogical approaches to teaching physicaleducation. Despite this proliferation, our understanding of the teaching-learning dynamics inherent in groupwork remains limited and has tended to be under-theorized. The purpose of this paper was to examine differenttheoretical approaches to group work to identify similarities and differences and consequently provide insightsand recommendations into ways of using group work as a pedagogical strategy. Four theoretical approaches togroup work models were described in detail with brief empirical examples used to illustrate aspects to whicheach approach draws attention. The examination demonstrates conceptual overlap, elaboration and distinctionsbetween the theoretical approaches related to: (i) content knowledge; (ii) engaging learners; (iii) theteacher’s role; and (iv) group composition. Meta-theoretical discussions of teaching strategies such as groupwork generate important discourse on the potential for the development of effective pedagogical practice.
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| 13. |
- Barker, Dean, 1977-
(författare)
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In defence of white privilege : physical education teachers’ understandings of their work in culturally diverse schools
- 2019
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 24:2, s. 134-146
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Tidskriftsartikel (refereegranskat)abstract
- Research suggests that physical education (PE) in Western countries is notproviding equitable experiences for non-white students. Responsibility forshortcomings has often been ascribed to white PE teachers. Scholars haveclaimed that teachers lack cultural competence and know little about howphysical cultures or health are understood by the young people withwhom they work. The objective of this investigation was to investigatethis claim and generate an understanding of how white PE teachers in aculturally diverse high school make sense of their work with non-whitestudents. Data with three Swedish teachers of varying experience wereproduced using semi-structured interviewing. A series of school visitsprovided a complementary line of data. Four themes emerged from thedata. These related to: (1) differences between white and non-whitevalues; (2) the knowledge and dispositions necessary for success in PE; (3)the broad purpose of PE, and; (4) the differences between boys’ and girls’experiences of PE. Data were interpreted using a Critical Race Theory(CRT) perspective, with the notion of ‘whiteness’ providing a specificanalytic concept. The general thesis developed in the second part of thepaper is that problems result not from insensitivity or incompetence butfrom discourses of whiteness in which many teachers live and work. Bybuilding on critical research both in general education and physicaleducation literature and by utilizing whiteness as an analytical concept,the investigation shows how three PE teachers draw extensively on theracial discourse of whiteness and how this disadvantages non-whitestudents. The paper is concluded with a consideration of how racialdisadvantage could be challenged or disrupted.
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| 14. |
- 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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| 15. |
- 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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| 16. |
- 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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| 17. |
- Barker, Dean, 1977, et al.
(författare)
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Mixed methods and integration
- 2017
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Ingår i: Sport, Migration und soziale Integration: Eine empirische Studie zur Bedeutung des Sports bei Jugendlichen. - Zurich : Seismo. - 9783037771532 - 9783037777145
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 18. |
- Barker, Dean, 1977
(författare)
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Ninjas, zombies and nervous wrecks? Academics in the neoliberal world of physical education and sport pedagogy
- 2017
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Ingår i: Sport Education and Society. - : Informa UK Limited. - 1357-3322 .- 1470-1243. ; 22:1, s. 87-104
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Tidskriftsartikel (refereegranskat)abstract
- Scholars have drawn some damning conclusions on the current state of the academy. They argue that neoliberal developments such as corporatization and privatization are undermining research and teaching quality, disrupting social relations and impacting negatively on the health and well-being of academic staff. Academia is, according to these scholars, coming to be peopled by hypercompetitive and combative ninjas', cynical and unmotivated zombies' and jaded and anxious nervous wrecks'. Against this negative depiction of academics, the aim of this paper is to provide an illustration of an alternative identity that is formed and performed within the field of physical education and sport pedagogy (PESP). This illustration is achieved through the presentation and analysis of an account that shows some of the individuals inhabiting the world of PESP. The account is based on autoethnographic research and relies largely on reported speech and reflective notes to build a description of the author, in the early stages of mid-career, working with his colleagues to write a section of this paper. A Foucauldian framework that includes the concepts of governmentality and care of the self is employed to consider how the author becomes a neoliberal subject with some possibilities for resisting technologies of power. The paper is concluded with reflections on the process of resisting and the significance of local socio-political contexts as issues for further discussion.
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| 19. |
- Barker, Dean, 1977-, et al.
(författare)
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Power and group work in physical education : A Foucauldian perspective
- 2017
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Ingår i: European Physical Education Review. - London, United Kingdom : Sage Publications. - 1356-336X .- 1741-2749. ; 23:3, s. 339-353
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Tidskriftsartikel (refereegranskat)abstract
- Group work is used in physical education (PE) to encourage student-directed, collaborative learning. Aligned with this aim, group work is expected to shift some power from teacher to students and enable students to make decisions and co-construct meaning on their own. There are, however, very few investigations focusing on power in group work situations in PE, with most research focusing on learning and content. Assumptions about the nature of power and its mechanisms have been largely implicit. The purpose of this paper was consequently to explore power relations in PE group work. To do this, we have drawn primarily on observational data of three groups working together to choreograph a dance performance in a Swedish PE lesson. A small amount of pre- and post-lesson interview material is used as a complementary data source. Michel Foucault’s notion of power as action-on-action is used to identify different types of power relations in this group work. Four specific kinds of relations are presented concerning: (1) the students’ task; (2) other cultures; (3) gender; and (4) interactions with one another. These relations suggest that power relations are not simply created locally between group members, nor are power relations only a function of the members’ proficiency in the task. In these respects, the results encourage a reconsideration of learning in group work and open up new avenues for further research. The paper is concluded with practical considerations that relate to common assumptions about student power, teacher authority and the potential benefit of ambiguous tasks in group work.
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| 20. |
- Barker, Dean, 1977, et al.
(författare)
-
Power and group work in physical education: A Foucauldian perspective
- 2017
-
Ingår i: European Physical Education Review. - : SAGE Publications. - 1356-336X .- 1741-2749. ; 23:3, s. 339-353
-
Tidskriftsartikel (refereegranskat)abstract
- Group work is used in physical education (PE) to encourage student-directed, collaborative learning. Aligned with this aim, group work is expected to shift some power from teacher to students and enable students to make decisions and co-construct meaning on their own. There are, however, very few investigations focusing on power in group work situations in PE, with most research focusing on learning and content. Assumptions about the nature of power and its mechanisms have been largely implicit. The purpose of this paper was consequently to explore power relations in PE group work. To do this, we have drawn primarily on observational data of three groups working together to choreograph a dance performance in a Swedish PE lesson. A small amount of pre- and post-lesson interview material is used as a complementary data source. Michel Foucault's notion of power as action-on-action is used to identify different types of power relations in this group work. Four specific kinds of relations are presented concerning: (1) the students' task; (2) other cultures; (3) gender; and (4) interactions with one another. These relations suggest that power relations are not simply created locally between group members, nor are power relations only a function of the members' proficiency in the task. In these respects, the results encourage a reconsideration of learning in group work and open up new avenues for further research. The paper is concluded with practical considerations that relate to common assumptions about student power, teacher authority and the potential benefit of ambiguous tasks in group work.
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| 21. |
- Barker, Dean, 1977, et al.
(författare)
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Student learning through interaction in physical education
- 2017
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Ingår i: European Physical Education Review. - London, United Kingdom : Sage Publications. - 1356-336X .- 1741-2749. ; 23:3, s. 273-278
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Tidskriftsartikel (refereegranskat)abstract
- The creation of this special issue can be thought of as a cartographic exercise aimed at providing examples of current research on learning in and through interactions in physical education. Together, the collection forms a kind of map useful for identifying connections and conceptual similarities and differences between current approaches. As such, the special issue has the potential to stimulate dialogue and to guide future research and pedagogical endeavors when encouraging student learning through interaction in physical education. As with any project of this sort, it is expedient to begin with some contextualization. Over the last 50 years, following the work of prominent education theorists like Piaget and Vygotsky, constructivist principles have become a central feature of the educational landscape (Roth and Lee, 2007; Fosnot, 2005). This trend has led to a practical emphasis on providing students with opportunities to make decisions, work collaboratively, discuss content, and negotiate with one another to actively ‘construct meaning’ in physical education. Constructivist perspectives have provided an important stimulus for the genesis of policy decisions, scholarship and pedagogical models (Rovegno and Dolly, 2006, Wright, Macdonald and Burrows, 2004). Pedagogical models with social constructivist orientations in PE include Sport Education (Kirk, 2006; Siedentop, Hastie, and van der Mars, 2011), Teaching Games for Understanding (TGfU) (Butler, 2006; Kirk and MacPhail, 2002) and Cooperative Learning (Dyson and Casey, 2014; Lafont, 2012). While it is not entirely clear the extent to which these models, or indeed constructivist principles in general, are being implemented in physical education internationally, the volume of literature on constructivist approaches (Rovegno and Dolly, 2006), along with the frequency of use of terms like ‘student centered’ suggest there has been a significant shift in the way physical educators think about teacher-student and student-student interactions. This is a key reason for examining interactions in practice more closely, and an important starting point for this special issue.
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| 22. |
- Barker, Dean, 1977, et al.
(författare)
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Transformative pedagogy in PE and the challenges of young people with migration backgrounds
- 2017
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Ingår i: Routledge Handbook of Physical Education. - London : Routledge. - 9781138820999 ; , s. 356-368
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Bokkapitel (refereegranskat)abstract
- This chapter provides an overview of scholarship dealing with ethnicity and cultural diversity in relation to PE. It identifies two central themes that have occupied scholars over the last two decades: Muslim girls’ experiences, and teachers’ preparedness to respond to increasing cultural pluralism. It also takes in a small number of investigations focusing on the experiences and perceptions of young people from minority groups. In synthesizing this literature, the chapter underscores recurring issues, central findings, and implications for practitioners, as well as identifying themes that require further theoretical and practical attention.
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| 23. |
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| 24. |
- Barker, Dean, 1977-, et al.
(författare)
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What would physical educators know about movement education? A review of literature
- 2017
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Ingår i: Quest (National Association for Physical Education in Higher Education). - : Routledge. - 0033-6297 .- 1543-2750. ; 69:4, s. 419-435
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Forskningsöversikt (refereegranskat)abstract
- This review article identifies the conceptual underpinnings of currentmovement research in physical education. Using a hermeneuticapproach, four analogies for movement education are identified:the motor program analogy, the neurobiological systems analogy, theinstinctive movement analogy, and the embodied exploration analogy.Three issues related to logical consistency and its relevance for movementeducation are raised. The first relates to tensions between theanalogies and educational policy. The second concerns differencesamong the four analogies. The third issue relates to the appropriatenessof specific analogies for dealing with certain movement contexts.In each case, strategies for improvement are considered. Thearticle concludes with a brief summary, along with reflections onissues that require further attention.
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| 25. |
- Barker, Dean, 1977, et al.
(författare)
-
What would physical educators know about movement education? A review of literature, 2006-2016
- 2017
-
Ingår i: Quest (National Association for Physical Education in Higher Education). - : Informa UK Limited. - 0033-6297 .- 1543-2750. ; 69:4, s. 419-435
-
Tidskriftsartikel (refereegranskat)abstract
- This review paper identifies the conceptual underpinnings of current movement research in Physical Education. Using a hermeneutic approach, four analogies for movement education are identified: the motor program analogy, the neurobiological systems analogy, the instinctive movement analogy, and the embodied exploration analogy. Three issues related to logical consistency and its relevance for movement education are raised. The first relates to tensions between the analogies and educational policy. The second concerns differences among the four analogies. The third issue relates to the appropriateness of specific analogies for dealing with certain movement contexts. In each case, strategies for improvement are considered. The paper is concluded with a brief summary along with reflections on issues that require further attention.
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| 26. |
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| 27. |
- Bulcha, Berhanu, et al.
(författare)
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Design and Characterization of 1.8-3.2 THz Schottky-based Harmonic Mixers
- 2016
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Ingår i: IEEE Transactions on Terahertz Science and Technology. - 2156-342X .- 2156-3446. ; 6:5, s. 737-746
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Tidskriftsartikel (refereegranskat)abstract
- A room-temperature Schottky diode-based WM-86 (WR-0.34) harmonic mixer was developed to build high-resolution spectrometers, and multipixel receivers in the terahertz (THz) region for applications such as radio astronomy, plasma diagnostics, and remote sensing. The mixer consists of a quartz-based local oscillator (LO), intermediate-frequency (IF) circuits, and a GaAs-based beam-lead THz circuit with an integrated diode. Measurements of the harmonic mixer were performed using a 2 THz solid-state source and 2.6906 THz QCL. A conversion loss of 27 dB for the third harmonic mixing and a conversion loss of 30 dB for the fourth harmonic mixing were achieved. This is the first development of a wideband WM-86 (WR-0.34) harmonic mixer with a planar Schottky diode integrated on a beam-lead THz circuit that uses a lower LO harmonic factor for 1.8–3.2 THz RF frequency. Furthermore, this result represents the best Schottky-based mixer in this frequency range.
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| 28. |
- Bulcha, Berhanu, et al.
(författare)
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Phase Locking of a 2.5 THz Quantum Cascade Laser to a Microwave Reference using THz Schottky Mixer
- 2015
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Ingår i: 40th International Conference on Infrared, Millimeter, and Terahertz Waves, IRMMW-THz 2015, Hong Kong, China, 23-28 August. - 2162-2027. - 9781479982721
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Konferensbidrag (refereegranskat)abstract
- The frequency of a 2.5 THz QCL are stabilized to sub-hertz accuracy by phase-locking to a stable 100 MHz microwave reference, using a 2.3–3.2 THz room temperature Schottky diode based harmonic mixer. The down-converted phase locked beat note is stable over a long term test.
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| 29. |
- Gerlach, Erin, et al.
(författare)
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Evaluation der SSINC-Intervention
- 2017
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Ingår i: Sport, Migration und soziale Integration: Eine empirische Studie zur Bedeutung des Sports bei Jugendlichen. - Zurich : Seismo. - 9783037771532 - 9783037777145
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 30. |
- Janemalm, L., et al.
(författare)
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What is complex in complex movement? A discourse analysis of conceptualizations of movement in the Swedish physical education curriculum
- 2019
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Ingår i: European Physical Education Review. - : SAGE Publications. - 1356-336X .- 1741-2749. ; 25:4, s. 1146-1160
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Tidskriftsartikel (refereegranskat)abstract
- In 2011, the Swedish National Agency for Education introduced a new national curriculum. The curriculum contained a number of new terms. One in particular proved problematic for physical educators - complex movement. The confusion surrounding the term could be seen as somewhat unexpected since movement is and has been a central element of practically all physical education (PE) curricula. The specific aim of this paper is to identify how the discourse regarding complex movement is assembled, and by doing so, provide insights into the meaning(s) of complex movement within the context of PE policy in Sweden. Following Englund and Quennerstedt (2008), the study is framed within a Swedish curriculum theory tradition and six policy texts are examined using a discourse analytic methodology. The results suggest three different inferences of complex movement discourse: advanced with a wide meaning; context-dependent and related to sports for older pupils; and knowledge-dependent where different views about knowledge exist. From these results, three discussion points are raised related to: the diversity of possible meanings presented in policy; the connection between knowledge and understanding; and the probability of different audiences reading the texts in different ways. The paper is concluded with a consideration of the consequences of different inferences concerning complex movement and whether greater consensus is necessary.
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| 31. |
- Janemalm, Lucas, et al.
(författare)
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What is complex in complex movement? A discourse analysis of conceptualizations of movement in the Swedish physical education curriculum
- 2019
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Ingår i: European Physical Education Review. - : Sage Publications. - 1356-336X .- 1741-2749. ; 25:4, s. 1146-1160
-
Tidskriftsartikel (refereegranskat)abstract
- In 2011, the Swedish National Agency for Education introduced a new national curriculum. Thecurriculum contained a number of new terms. One in particular proved problematic for physicaleducators – complex movement. The confusion surrounding the term could be seen as somewhatunexpected since movement is and has been a central element of practically all physical education(PE) curricula. The specific aim of this paper is to identify how the discourse regarding complexmovement is assembled, and by doing so, provide insights into the meaning(s) of complexmovement within the context of PE policy in Sweden. Following Englund and Quennerstedt (2008),the study is framed within a Swedish curriculum theory tradition and six policy texts are examinedusing a discourse analytic methodology. The results suggest three different inferences of complexmovement discourse: advanced with a wide meaning; context-dependent and related to sports forolder pupils; and knowledge-dependent where different views about knowledge exist. From theseresults, three discussion points are raised related to: the diversity of possible meanings presentedin policy; the connection between knowledge and understanding; and the probability of differentaudiences reading the texts in different ways. The paper is concluded with a consideration of theconsequences of different inferences concerning complex movement and whether greater consensusis necessary.
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| 32. |
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| 33. |
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| 34. |
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| 35. |
- Lindgren, R., et al.
(författare)
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Implementing the Movement-Oriented Practising Model (MPM) in physical education : empirical findings focusing on student learning
- 2019
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Ingår i: Physical Education and Sport Pedagogy. - : Routledge. - 1740-8989 .- 1742-5786. ; 24:5, s. 534-547
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Tidskriftsartikel (refereegranskat)abstract
- Background: Despite the existence of numerous pedagogical models, Aggerholm, Standal, Barker and Larsson [2018. Aggerholm, K., O. Standal, D. M. Barker, and H. Larsson. 2018. "On Practising in Physical Education: Outline for a Pedagogical Model." Physical Education and Sport Pedagogy 23 (2): 197-208] recently made a case for the introduction of a new model. Based on the work of German philosopher Peter Sloterdijk, the Movement-Oriented Practising Model (MPM) contains a philosophical rationale, a set of guiding principles, and an illustration of how lessons based on the model could look in the classroom. This paper reports empirical findings from an investigation in which the model was employed. The aim was to discern how students' movement dispositions develop when they take part in lessons guided by the MPM.Method: Empirical material was produced with one ninth-grade class that took part in ten lessons based on the MPM. Three types of empirical material were generated through observations, focus group interviews, and textual work produced by students. Analysis of the combined data was informed by Gilbert Ryle's [2009. The Concept of Mind. New York: Routledge] theory of knowing and dispositions.Findings: Four descriptive cases are presented. Each case focuses on a student's dispositional development over the course of the ten lessons. Dispositional development involved changes in: the ways students moved, the students' approaches to practicing and performing, and the ways the students described themselves and their learning.Discussion: The findings are discussed in relation to the philosophy and guiding principles of the MPM. Specifically, we consider: (1) how students developed in unique and personal ways during the module, (2) how dispositional development may not always be observable when students participate in lessons based on the MPM, and, (3) how time impacts upon learning when employing the MPM.Conclusion: Reflections on practical implications associated with the MPM are put forward and questions for further scholarly consideration are raised.
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| 36. |
- Lundvall, S., et al.
(författare)
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Swedish recreation and physical activity in times of change: An examination of three cases
- 2016
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Ingår i: Families, Young People, Physical Activity and Health: Critical Perspectives. - London : Routledge. - 9781138838185 ; , s. 194-207
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Bokkapitel (refereegranskat)abstract
- The newly-elected Swedish minister of public health and sports, Gabriel Wikström is holding his first official speech to the Swedish Sports Confederation at a Sports Forum. Wikström is a social democrat and 29 years old. He has one message: that the sports movement should help decrease existing health gaps in society. The audience looks somewhat puzzled; what has organized sport to do with health gaps? After the minister has left, a strategic discussion starts about the sports movement’s assignment. Few of the delegates from the different sports federations rate the promotion of health as their main target. Instead, they are interested in attracting new members, keeping adolescents in sport longer, and securing the existence of non profitable clubs as the foundation for a united popular movement vis-à-vis political decision-makers. The speech of the sports minister points, on the one hand, to the expectations from the state on how organized sports and the Swedish Sports Confederation (Riksidrottsförbundet, RF) can promote public health. On the other hand it also points to concerns about public health and physical activity brought about by changes in society, neo liberal discourses and a strong belief in individual and market forces.
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| 37. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
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Power relations in Physical Education group work : a Foucauldian analysis
- 2016
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Ingår i: AIESEP International Association for Physical Education in Higher Education.
-
Konferensbidrag (refereegranskat)abstract
- Group work is used in physical education (PE) to encourage student-directed, collaborative learning. Aligned with this aim, group work is expected to shift some power from teacher to students. There are however, few investigations focusing on power in group work situations in PE and assumptions about the nature of power and its mechanisms have been largely implicit. The purpose of this presentation is thus to introduce a way to explore power relations in PE group work building on a Foucauldian framework viewing power as action-on-action (Foucault, 1980, 1982).With inspiration from Gore (2001) and Öhman (2010) we look at the micro dynamics of power and how power is put into action. The question is then not if power exists, but rather how power functions in different situations (Foucault, 1982). While Gore and Öhman used Foucault’s methodological tools of techniques of power and power in terms of governance and socialisation, we instead turn more explicitly to his suggestion regarding analysis of how power come into practice in terms of five different features of power relations (Foucault 1982). We will illustrate our approach using observational data of three groups working together to choreograph a dance performance in a Swedish PE lesson. Pre- and post-lesson interview data is also used as a complementary data source in terms of exploring ‘didactic moments’ (Quennerstedt et al., 2014).Four specific kinds of power relations are illustrated concerning: (1) the students’ task; (2) other cultures; (3) gender; and (4) interactions with one another. These relations suggest that power relations are not simply created locally between group members, nor are power relations only a function of the members’ proficiency in the task. In these respects, the illustration encourages a reconsideration of learning in group work and open up new avenues for further research.ReferencesFoucault M (1980) Power/knowledge: Selected interviews and other writings, 1972-1977. New York: Random House.Foucault M (1982) The subject and power. Critical Inquiry 8: 777-795.Gore J (2001) Disciplining bodies: On the continuity of power relations in pedagogy. In C Peachter (Ed.), Learning, space and identity (pp. 167-181). London: Sage.Quennerstedt, M, Annerstedt, C, Barker, D, Karlefors, I, Larsson, H, Redelius, K. and Öhman, M, (2014) What did they learn in school today? A method for exploring aspects of learning in physical education. European Physical Education Review, 20(2): 282-302.Öhman M (2010) Analysing the direction of socialisation from a power perspective. Sport, Education & Society 15: 393-409.
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| 38. |
- Rönnqvist, Mats, et al.
(författare)
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Understanding learners’ sense making of movement learning in physical education
- 2019
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Ingår i: Curriculum Studies in Physical Education and Health. - : Taylor & Francis. - 2574-2981 .- 2574-299X. ; 10:2, s. 172-186
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Tidskriftsartikel (refereegranskat)abstract
- There is a substantial body of physical education scholarshipfocusing on movement learning. The question of how pupilsthemselves make sense of movement learning has however,largely escaped attention. Answers to such a question wouldseem to be highly germane if educators are to engage in pupilcenteredpedagogies. In light of this absence, the aim of thisinvestigation was to describe how movement learners madesense of their own movement development. Drawing ontheoretical tenets of Gilbert Ryle (2009. The concept of mind.New York, NY: Routledge) and Michael Polanyi (1969. Knowing andbeing. Essays by Michael Polanyi. Chicago, IL: University of ChicagoPress), three cases from an investigation in which movementlearning was occurring are presented. The investigation wasconducted during a physical education project week with pupilsfrom an upper secondary school. Data were produced usingobservations, informal interviews, semi-structured interviews, andresearch diaries as a group of pupils learned to juggle. The resultssuggest that: the aspects of moving to which learners attendchange as they learn; learners have a relatively limited capacity toverbally articulate what they learn, and; learners’ expectations ofideal ways of moving have considerable impact on how theycome to make sense of their own ways of moving. The practicalimplications of these points are discussed in the final section ofthe paper.
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| 39. |
- SueSee, Brendan, et al.
(författare)
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Self-Reported and observed teaching styles of Swedish physical education teachers
- 2019
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Ingår i: Curriculum Studies in Physical Education and Health. - : Taylor & Francis. - 2574-2981 .- 2574-299X. ; 10:1, s. 34-50
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Tidskriftsartikel (refereegranskat)abstract
- Physical education scholars have identified a number of factors thataffect how teachers translate policy into practice. It is becomingclear that to create learning experiences that reflect the intentionof guiding documents, teachers need to employ appropriateteaching styles. The aim of this paper was to determine whetherthe teaching styles used by a group of PE teachers provideopportunities for students to meet objectives relating to creativity,problem solving, personal responsibility and independence. Thefirst part of the investigation involved the use of a questionnairebased on Mosston and Ashworth’s Spectrum of Teaching Styles(Mosston, M., & Ashworth, S. (2002). Teaching physical education(5th ed.). Boston: Benjamin Cummings. (United States). Thesecond part involved observations of six primary and middleschool teachers’ physical education lessons. The results suggestthat PE teachers may not use different pedagogies for differentreasons. The paper is concluded with a consideration of how ateaching styles framework can help teachers to meet diversecurriculum objectives.
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