| 1. |
- Aarskog, Eirik, et al.
(författare)
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'When it's something that you want to do.' : Exploring curriculum negotiation in Norwegian PE
- 2022
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Ingår i: Physical Education and Sport Pedagogy. - : Routledge. - 1740-8989 .- 1742-5786. ; 27:6, s. 640-653
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Tidskriftsartikel (refereegranskat)abstract
- Background: Student participation in curriculum negotiation has been widely regarded as beneficial for student engagement, motivation, and learning. Within the physical education (PE) context however, several scholars claim that these benefits are seldom realized. Interestingly, most investigations into curriculum negotiation in PE focus on teacher actions and behavior. Investigations of students' actions in curriculum negotiation are rare. Further, while much of the literature claims curriculum negotiation is potentially beneficial for student learning, few of the conceptual and analytical frameworks utilized within previous PE literature are based on explicit learning theories.Purpose: The purpose of this paper is to explore student participation in curriculum negotiation in Norwegian PE through the lens of an explicit learning theoretical perspective.Method: A 10th grade class with 23 students (age 15-16) and an 8th grade class with 30 students (age 13-14) from 2 different schools, and their respective teachers were recruited for the project. Within these classes, participatory observation, video observations, and stimulated recall interviews were conducted to produce empirical material related to curriculum negotiation. The material then underwent qualitative thematic analysis where select parts of John Dewey's educational philosophy were used as the analytical framework.Results and discussion: With a basis in the analytical framework developed from Deweyan educational philosophy, the results show that students within the two contexts participate in both explicit and implicit forms of curriculum negotiation. Explicit curriculum negotiations to a large degree appear to be governed by the teachers and are deemed by teachers to be part of strategies for upholding Norwegian legislations and recommendations for including students in curricular decision-making. While not as easily noticeable, implicit forms of negotiations were more prominent within the explored contexts. The analysis also suggests that from a Deweyan perspective, possibilities to increase learning through curriculum negotiations occur when teachers notice, help, and guide students in their own reflective processes surrounding how to act in PE. Such pedagogical action makes implicit negotiations occurring more explicit, and explicit negotiations more intelligent.
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| 2. |
- Aasland, Erik, et al.
(författare)
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Enacting a new physical education curriculum : a collaborative investigation
- 2024
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243.
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Tidskriftsartikel (refereegranskat)abstract
- Previous research shows that enacting a new curriculum is a complex process. Teachers can be enthusiastic and committed to new curricular objectives, but they can also experience frustration and disappointment. Scholars have suggested that teachers who perceive lack of support, or tensions between their personal philosophies and the educational principles underpinning a new curriculum, struggle to enact new curricula in line with their intent. Our purpose in this article is to illustrate how two Physical Education (PE) teachers experienced the enactment of a new official curriculum. An action research approach was used as design of the study. Researchers cooperated with two PE teachers for 18 months. The empirical material consisted of 50 sets of field notes from the two teachers' teaching lessons, transcripts from one semi-structured qualitative interview with both teachers following the completion of the school year. The material also consisted of reflection logs produced by the teachers containing written notes about their experiences of the curriculum enactment. We used literature on educational change (Fullan, M., & Hargreaves, A. (1991). What's worth fighting fore? Working together for your school. Ontario Public School Teachers' Federation) as our theoretical framework. Our findings show that the teachers experienced the curriculum enactment in contradictory ways. Shifting from previous PE practices that focused on sports activities and emphasized teacher instruction, to pedagogical practices informed by the new PE curriculum (including sociocultural perspectives of learning and assessment), led to uncertainty, surprise, satisfaction, as well as distrust. Our findings also showed that the teachers' experiences of the enactment were influenced by perceived gender biases. We argue that teachers' beliefs and the teaching culture were particularly influential dimensions regarding the two PE teachers' experiences of the curriculum enactment. Practitioners and researchers attempting curriculum enactment in the future should pay careful attention to such dimensions, especially given that tensions and uncertainty often occur during any educational change.
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| 3. |
- Aggerholm, Kenneth, et al.
(författare)
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Practising movement at home : An idea for meaningful remote teaching in physical education
- 2021
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Ingår i: Idrottsforum.org/Nordic sport science forum. - : Malmö University. - 1652-7224.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Since March 2020, most physical education (PE) teachers in Scandinavia have faced the challenges of remote teaching. Homeschooling has perhaps been particularly challenging for PE teachers compared to other teachers, given the essential role of bodily contact, interaction, social negotiations, game playing and shared expressions in PE (Varea and González-Calvo, 2020).Having worked with covid conditions for a year now, we trust that teachers have worked out various solutions that, we hope, are relevant and meaningful for the students. At the same time, both from our personal experiences and early research findings (Mercier et al. 2021), it appears that PE teachers have largely provided students with physical activity and fitness training during the pandemic.In this short text, we want to share an idea for a concrete alternative to fitness exercises, which, although important, is only one part of the PE curriculum. It springs from a pedagogical model we outlined in a double article from 2018, which focuses on practising. Practising, which in German is üben and in the Scandinavian languages øve/öva, is, briefly put, a form of activity in which you seek to improve some part of yourself through repeated efforts.Recently, one of our colleagues, Dillon Landi, made us aware that this practising model is particularly relevant for teaching during the pandemic. While we did not have remote teaching in mind when we outlined the model, we realise now that it could be a relevant way of coping with the current situation. It can, we believe, guide how teachers can facilitate movement activities for students at home that are both meaningful and educationally relevant.In the following, we will describe what remote teaching with a focus on practising might look like. We hope it can inspire teaching methods that add to the list of pedagogical options available for teachers during the pandemic.
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| 4. |
- Backman, Erik, 1972-, et al.
(författare)
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Continuing the Conversation with Ward et al. (2022) : Some Thoughts on Different Approaches to Epistemologically Grounded Questions
- 2022
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Ingår i: Quest (National Association for Physical Education in Higher Education). - : Routledge. - 0033-6297 .- 1543-2750. ; 74:4, s. 335-338
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Tidskriftsartikel (refereegranskat)abstract
- This paper is a comment to Ward et al. (2020) on the irresponse to a previous paper in which we elaborate on a phronetic perspective on pedagogical content knowledge (PCK) in physical education. In our previous paper, we point to what we see as limitations in PCK-work in physical education. In their response, Ward et al. (2022) argue that we have misrepresented their research as well as the behaviorist epistemology. In this comment, we acknowledge distinctions in PCK-research that were not captured in our original paper. We also argue for why our understanding of the PCK-research was based on interpretations rather than a case of misrepresentation. Further, we argue for the constant acknowledgment of ideology in research. Finally, we discuss the need for clarity regarding the meaning of performance when viewed as content knowledge.
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| 5. |
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| 6. |
- Barker, Dean, 1977-, et al.
(författare)
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Body image in physical education : a narrative review
- 2023
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 28:7, s. 824-841
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Forskningsöversikt (refereegranskat)abstract
- Physical education (PE) has significant potential to shape how young people experience their own and others’ bodies. This potential has not always been realized in positive ways and some research suggests that experiences in PE have contributed to young people’s dissatisfaction with their appearances. The broad aim of this review is to provide a comprehensive understanding of body image as a pedagogical issue within PE. A narrative approach to the review is adopted that enables us to summarize, compare, explain and interpret various types of research relevant to our aim. From the databases ERIC, SCOPUS and PsycInfo, 25 articles were identified that deal with either body image in typical PE lessons or researcher-led attempts to influence students’ body image (what we have termed ‘pedagogic interventions’). Main findings are that: (1) PE has been presented as both part of the cause and a potential site of intervention to the problem of negative body image; (2) Researchers have based pedagogic interventions on four types of guiding principles; and (3) Researchers have made an array of recommendations for practitioners relating to gender, time, professional development and the characteristics of the pedagogical interventions. Findings are discussed in relation to broader research on body image in society and in PE with a focus on how the findings might inform further scientific practice.
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| 7. |
- Barker, Dean, 1977-, et al.
(författare)
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Coaching for skill development in sport : a kinesio-cultural approach
- 2022
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Ingår i: Sport Coaching Review. - : Taylor & Francis. - 2164-0629 .- 2164-0637. ; 11:1, s. 23-40
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Tidskriftsartikel (refereegranskat)abstract
- Skill development was traditionally seen through a positivist lens. Research was based on mind-body, individual-environment, and performer-skill dualisms, and researchers assumed that universal principles would ensure optimal development. Metaphorically, these assumptions represented a target hitting understanding of skill development. The goal was for the performer to hit the target of optimal performance as reliably as possible. Such an understanding commits researchers and practitioners to practical and methodological approaches. The aim of this paper is to reconsider skill development and think beyond a target hitting metaphor. To achieve this aim, we outline a kinesio-cultural exploration approach to skill development. This approach is based on a metaphoric understanding of skill development as familiarizing oneself with a landscape. Attaining familiarity in movement landscapes, or "kinescapes", requires spending time in these fields, attending to critical aspects, and remaining flexible. From this perspective, skilled performers are qualitatively different to "target hitting" performers.
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| 8. |
- Barker, Dean, 1977-, et al.
(författare)
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Exploring movement learning in physical education using a threshold approach
- 2020
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Ingår i: Journal of teaching in physical education. - Champaign, USA : Human Kinetics. - 0273-5024 .- 1543-2769. ; 39:3, s. 415-423
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The aim of this investigation was to describe student learning when physical education teacher and students attempted to develop movement capability.Method: The paper reports on the implementation of a 10-lesson pedagogical sequence. Data were generated using observations, interviews and student diaries with one grade nine class (26 students aged approximately 15 years) as they developed juggling capabilities. Data were analyzed using the notion of corporeal thresholds.Results: Results show that: (a) a ‘throw-throw-catch-catch’ pattern emerged as a corporeal threshold for juggling within the sequence; (b) most learners had crossed the threshold at the outset and were able to experiment with different forms of juggling during the sequence; (c) some students crossed the threshold during the sequence. These students experienced liminal phases, characterized by frustration and an initial feeling that they were juggling in the ‘wrong’ way; and (d) some learners became stuck, pretended to know what to do, and did not cross the threshold during the 10 lessons.Discussion/conclusion: Three issues related to the threshold approach are discussed, student identity and group membership, the process of learning, and the emotional dimensions of movement learning. The paper is concluded with reflections on the implications of the results for scholarship.
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| 9. |
- Barker, Dean, 1977-, et al.
(författare)
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Fit for the job? How corporeal expectations shape physical education teachers' understandings of content, pedagogy, and the purposes of physical education
- 2021
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Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 28:1, s. 29-42
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Tidskriftsartikel (refereegranskat)abstract
- Background: People often expect physical education teachers to look fit and athletic, to do lots of physical activity, and to eat well. While ample research exists on physical education teachers' bodies, relatively few scholars have investigated how physical educators relate corporeal expectations to broader ideas about subject content, pedagogy, and the purposes of the school subject. Aim: The specific aim of the paper is to identify the assumptions about content, pedagogy, and educational purposes that teachers make when they talk about a perceived need for physical educators to look fit and athletic. Method: To frame our work theoretically, we draw from a Swedish didaktik of physical education tradition and employ Bakhtin's concept of speech genres, and Wertsch's concept of privileging. Our empirical material consists of transcripts generated from 6 focus group and 6 individual interviews (24 teachers in total, average age of 40 years, average teaching experience 11 years). Findings: Data suggest that when teachers use an 'athletic-looking teacher as healthy role model' speech genre, they tend to privilege: (1) a particular version of health as subject content that involves not being too overweight and maintaining physical functionality in sports. This content is based on biomedical conceptions of health which foreground exercise, eating and weight, and a pathogenic reduction of risk; (2) particular pedagogies in PE that put the teacher at the centre of the pedagogical situation, and; (3) a certain educational purpose in PE, which is to educate citizens for healthy lives through participation in sport. With respect to this purpose, increasing body weight enters the genre as a potential obstacle for educational success. Discussion: The findings raise questions concerning appropriate curricular content and its relation to teacher identities. They suggest that learning possibilities may be missed when certain content, pedagogies, and outcomes are privileged. The findings also indicate how wider voices are implicated in the speech genre. Conclusion: The paper is concluded with reflections on the possibility for change regarding expectations of physical education teachers' bodies and pedagogies.
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| 10. |
- Barker, Dean, 1977-, et al.
(författare)
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How Movement Habits Become Relevant in Novel Learning Situations
- 2024
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Ingår i: Journal of teaching in physical education. - : Human Kinetics. - 0273-5024 .- 1543-2769. ; 43:1, s. 152-160
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: To (a) present a theoretical framework that describes how learners' movement habits become relevant in the development of movement capability and (b) present data that illustrate how this process occurs in practice. Method: An investigation with preservice physical education teachers was conducted in two phases. The first phase involved examining participants' movement habits, and the second phase involved examining the participants' development of novel capabilities in the context of unicycling. Results: Empirical materials from two participants are presented as case studies. The cases demonstrate how different sets of movement habits interact with novel tasks, making the demand for creative action more or less likely. The cases also demonstrate how subjective and physical elements are interwoven. Finally, the cases provide insights into potentially productive habits for movement learning. Discussion/Conclusion: The paper is concluded with pedagogical implications, including a consideration of how crises might be managed in educational contexts.
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| 11. |
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| 12. |
- Barker, Dean, 1977, et al.
(författare)
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Joy, fear and resignation: investigating emotions in physical education using a symbolic interactionist approach
- 2020
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Ingår i: Sport Education and Society. - : Informa UK Limited. - 1357-3322 .- 1470-1243. ; 25:8, s. 872-888
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Tidskriftsartikel (refereegranskat)abstract
- Emotional dimensions of physical education have garnered attention from scholars in the last two decades. Many scholars claim that emotions significantly affect learning and that positive emotions such as joy and pleasure are necessary for continued participation in movement activities beyond the classroom. Much of the existing literature, however, is based on the idea that emotions comprise internal mental states that are retrospectively oriented. In the current paper, we work with alternative principles that can create new understandings of the affective dimensions of PE and specifically, movement learning. We draw on symbolic interactionist principles, framing emotions as multimodal communicative resources that are performed in social contexts. From this perspective, we demonstrate how emotions: (1) can be investigated as part of the production of broader sequences of pedagogical action and (2) relate to issues of knowledge, identity and authority. We present observational material generated with PE teacher education students as they develop movement capability. We focus on three interactional episodes in which fear, joy and resignation are performed by students interacting with either peers or an observing researcher. In each case, we demonstrate how emotions: affiliate or dis-affiliate the actor with the movement knowledge in focus, index an institutionally recognizable identity and influence the subsequent actions of the participants in the interactional sequence. The key thesis developed in the paper is that as symbolic resources, emotions have important consequences for actors within movement learning environments. The paper is concluded with reflections on the implications of the approach for practitioners along with a consideration of questions in need of further scientific attention.
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| 13. |
- Barker, Dean, 1977-, et al.
(författare)
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Physical Education Teachers and Competing Obesity Discourses : An Examination of Emerging Professional Identities
- 2021
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Ingår i: Journal of teaching in physical education. - : Human Kinetics. - 0273-5024 .- 1543-2769. ; 40:4, s. 642-651
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Tidskriftsartikel (refereegranskat)abstract
- Aim: To provide insight into how physical education teachers use discursive resources related to obesity to create particular professional identities.Method: Data come from focus group and individual interviews with physical education teachers in Sweden. Discourse theory on teacher identities frame the analysis of the empirical material.Results: Data suggest that teachers in Sweden make use of six distinct but related discursive contributions to produce three professional identities: the caring practitioner, an identity concerned with ensuring all pupils irrespective of size participate in physical education; the activity luminary, an identity that focuses on inspiring pupils toward activity across the lifespan, and; the body rationalist, an identity concerned with challenging unrealistic media discourses and reassuring pupils that they have “normal” bodies.Discussion: The identities appear more inclusive, sensitive, and critical than current physical education literature on obesity suggests, however they also contain elements that are fundamentally unsympathetic to overweight individuals.
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| 14. |
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| 15. |
- Engdahl, Christopher, et al.
(författare)
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Dancing as searching with Deleuze - a study of what students in physical education teacher education express and experience in creative dance lessons
- 2022
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Ingår i: Research in Dance Education. - : Informa UK Limited. - 1464-7893 .- 1470-1111.
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Tidskriftsartikel (refereegranskat)abstract
- Physical education (PE), and specifically the teaching area of dance, has been identified as an important pedagogical setting within which young people develop creativity. Creativity is thus an important aspect of schooling. Several studies have suggested however, that dance is seldom taught in PE in ways that acknowledge creative aspects of movement learning, and that students in physical education teacher education (PETE) receive insufficient training in the area of dance. Very little research has been conducted specifically on how teachers and PETE students understand the subject tradition of creative dance. The aim of this paper is to create insights into what PETE students express and experience in creative dance lessons where we specifically explore a pedagogy based on imitation. To address this aim, empirical material was generated through observations and logbooks during a pedagogical sequence of creative dance at a Swedish PETE institution. Deleuzian concepts of palpation and experimentation were used to guide our analysis. The results of this study show alternative ways of understanding what can happen when students participate in creative dance lessons. Our findings contribute to researchers' and teacher educators' understandings of students' experiences of working with spaces of creativity in PETE, and how these experiences can be used in teaching of creative dance.
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| 16. |
- Engdahl, Christopher, et al.
(författare)
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Free but not free-free’: teaching creative aspects of dance in physical education teacher education
- 2023
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Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 28:6, s. 617-629
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Tidskriftsartikel (refereegranskat)abstract
- There is a global consensus that stimulating and fostering children’s creativity in education is crucial. Addressing creativity has become an imperative in educational policies and in school curricula internationally. School-based physical education (PE), and specifically the teaching area of dance, has been identified as an important pedagogical setting within which to develop creativity. Existing studies have suggested, however, that dance is seldom taught in PE in ways that acknowledge creative aspects of movement learning. Scholars have claimed that teaching pre-arranged dances with predetermined movement outcomes dominate dance teaching in PE. Furthermore, studies have asserted that the overarching regulative principles of PE and PETE that privilege sport skills and physical exercise hinder creative movement learning. Still, dance teaching is frequently seen as part of expressive dance teaching in PE and PETE and is regarded as holding potential in the area of education for creativity. Little scholarly attention has been given to how teacher educators approach creative aspects in dance teaching. Purpose This article aims to create insights into how PETE teacher educators understand and work with creative aspects of dance in their educational practice. Method and theory To address our aim, we investigate how teacher educators describe their teaching of creative aspects of dance. To do this, empirical material was generated through qualitative interviews with PE teacher educators from each of the PETE institutions in Sweden. The theoretical concepts of smooth and striated spaces and experimentation by Gilles Deleuze and Félix Guattari were used to guide the analysis of how the PETE educators described their teaching of creative aspects of dance. Deleuze and Guattari developed a framework that concerned questions of creativity and newness. Despite this conceptual framework having not yet been used in dance education in PE and PETE, their writing fits well when analysing questions of creativity in an educational context. Findings We identified three major themes relating to creativity in the empirical material: (a) creative aspects of expressive dance; (b) challenges that teacher educators face when introducing movement exploration in expressive dance to their students, and; (c) the teacher educators’ pedagogical work with students. Discussion The results of this study show that teaching expressive dance can take teaching in PE and PETE in new directions. The results provide insights into alternative ways of teaching in these educational settings that can counter the dominant ways of teaching dance. Results suggest that teacher educators operate in various striated spaces that are shaped by expectations and conventions. In such spaces, the educators aim to create momentary passages of smoothening that open up for experimentation and the development of students’ creativity. The results also suggest that expressive dance in PE and PETE emphasizes creative movement learning through which students learn to operate within new and unpredictable situations.
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| 17. |
- Engdahl, Christopher
(författare)
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Indetermination in creative dance : On creative dance teaching in physical education teacher education
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to explore how creative dance in Swedish physical education teacher education (PETE) can be taught and experienced. PETE holds a responsibility to extend preservice teachers’ movement repertoires and plays a crucial role to provide opportunities for the future physical education (PE) teachers to gain experience and knowledge of dance teaching. Creative dance is part of the teaching area of dance in PE and often a new experience for students when entering PETE programs. The research literature is scarce, in a Scandinavian context as well as internationally, about creative dance teaching in PETE. This doctoral project, guided by Deleuzian scholarship, includes three studies, a literature review, an interview study and a pedagogical intervention study. These three studies resulted in one article in the form of an unpublished manuscript and three published articles. The first article, the manuscript, explores how theoretical approaches are used in studies of creative dance teaching in PE and PETE. The second article explores how PE teacher educators describe their teaching of creative aspects of dance in PETE. The third article explores what PETE students express and experience when participating in mirror assignments during creative dance lessons and what insights can be made regarding creative dance teaching. The fourth article explores how human and non-human materialities play a part in movement exploration in creative dance in PETE and pedagogical implications in creative dance teaching. The thesis offers four key insights. The first insight is that PE teacher educators have specific ideas about creative aspects of dance and about teaching creative dance. The second insight is that inspiration from Deleuze’s philosophy can support and extend ideas about teaching mirror assignments in creative dance lessons in PETE. The third insight is that teaching mirror assignments in creative dance lessons in PETE can make students’ expressions and experiences involve indetermination. The fourth insight is that a post-anthropocentric and Deleuzian approach can be seen to extend notions of creative dance teaching in PETE. My thesis shows various ways how teaching can encourage PETE students to engage with a teaching area that can be unfamiliar to them. The pedagogical insights presented in this thesis can support PE teacher educators and PE teachers when considering teaching creative dance.
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| 18. |
- Janemalm, Lucas
(författare)
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Den komplexa rörelsens komplexitet : en studie i ett utförande av idrott och hälsa
- 2022
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Föreliggande licentiatuppsatsen tar sitt avstamp i forskningen kring den svenska läroplanens revideringar med ett särskilt fokus på ämnet idrott och hälsa. Begreppet komplex rörelse visade sig vara särskilt problematisk för idrottslärare i den senaste versionen och valdes därför som undersökningsobjekt och som exempel på begreppstransformering. Osäkerheten kring betydelsen av begreppet skapar ett praktiskt problem för lärare då det uttalade politiska direktiven om tydlighet medför större behov av gränsdragningar vad gäller betyg och bedömning. Licentiatuppsatsen synliggör en problematik avseende introduktionen och transformeringen av centrala begrepp. Mer specifikt är avsikten att undersöka vad som händer när ett specifikt begrepp transformeras från formuleringar i styrdokument till att det tolkas och beskrivs av idrottslärare. Syftet i uppsatsen som helhet uppnås genom två delarbeten och en jämförelse av resultaten från två delarbeten. Delarbete ett har som syfte att identifiera hur diskursen om komplex rörelse är sammansatt i Lgr11 med tillhörande stödmaterial avseende idrott och hälsa. Arbetet sker med hjälp av diskursanalys och ger kunskap om tänkbara betydelser av komplex rörelse inom ramen för skolämnet idrott och hälsa i Sverige. En diskursanalys av Lgr 11 och dess stödmaterial visar därigenom hur intentionerna med komplex rörelse kan förstås. Delarbete två har som syfte att identifiera hur idrottslärare i Sverige har tolkat komplex rörelse hämtat ur Lgr 11 och dess stödmaterial. Det sker genom diskursanalys av intervjuer med sex idrottslärare.Jämförelsen av de båda delarbetena avseende transformeringen från policy till praktik visar att det finns vissa likheter mellan diskurserna som har identifierats i de båda delarbetena men till största delen skiljer de sig åt. De ursprungliga intentionerna med komplex rörelse har redan i formuleringsarenan transformerats med flera diskurser. Dessa diskurser transformeras på nytt av idrottslärarna med ytterligare diskurser i transformeringsarenan. Att det existerar konkurrerande och till viss del motsägande sätt att beskriva komplex rörelse på är ett resultat av att begreppet har transformerats. Den här uppsatsen kommer att: (i) hjälpa till att ur ett yrkesperspektiv bättre förstå innebörden av komplex rörelse; (ii) hjälpa forskningen att förstå hur nya skrivelser tas emot ur ett yrkesperspektiv för framtida läroplansarbete och i utformning av dess implementerings- eller genomförandearbete (enactment); (iii) bidra till att belysa problematiken av effekter nuvarande implementeringsarbete har på undervisningskvaliteten, (iv) bidra med kunskap om vilken betydelse dagens implementeringsarbete har för ämnets innehåll och status, samt (v) komma med förslag på en framtida modell för ett görande (enactment).
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| 19. |
- Janemalm, Lucas, 1966-, et al.
(författare)
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Transformation of complex movements from policy to practice : a discourse analysis of Swedish physical education teachers’ concepts of moving
- 2020
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Ingår i: Physical Education and Sport Pedagogy. - : Routledge. - 1740-8989 .- 1742-5786. ; 25:4, s. 410-422
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Tidskriftsartikel (refereegranskat)abstract
- Background: How teachers enact policy has been of significant interest to educational scholars. In physical education research, scholars have identified several factors affecting the enactment of policy. These factors include but are not limited to: structural support available for teachers, provision of professional development opportunities, the nature of the policy, and the educational philosophies of the teachers. A recurring conclusion drawn in this scholarship is that official documentation and teachers’ work often diverge, sometimes in profound ways.Purpose: The purpose of this paper is to investigate how physical education teachers in Sweden describe their enactment of policy regarding the concept complex movement, which features in the latest Swedish curriculum.Methods: Interview data were generated with six specialist physical education teachers. Three questions guided the interviews: What is complex movement? What is not complex movement? And, can you give examples from your teaching of complex movement? Data were analyzed using a discourse analytic framework. Meaning was understood as a production of dialectical relationships between individuals and social practices. Two key concepts were utilized: intertextuality, which refers to the condition whereby all communicative events, not merely utterances, draw on earlier communication events, and interdiscursivity, which refers to discursive practices in which discourse types are combined in new and complex ways.Results: We identified three discourses regarding the teachers’ enactment of policy: (1) Complex movement as individual difficulty, (2) Complex movement as composite movements, and (3) Complex movement as situational adaptation. Several features were common to all three discourses: they were all related to issues of assessment; they suggested that complex movement is something students should be able to show or perform, and; they left open room for practically any activity done in physical education to be considered complex.Discussion: Three issues are addressed in the Discussion. The first concerns the intertextual nature of the teachers’ statements and how the statements relate to policy and research. The second concerns the way that knowledge, and specifically movement knowledge, becomes problematic in the teachers’ statements about complex movement. The third concerns more broadly the language used to describe the relationship between policy and practice.Conclusions: We propose that modest levels of overlap between teachers’ discursive resources, policy, and research is unsurprising. In line with earlier research, we suggest that the notion of ‘enactment’ is a more productive way to describe policy-oriented practice than notions such as ‘implementation’ or ‘translation’, which imply a uni-directional, linear execution of policy.
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| 20. |
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| 21. |
- Korp, Peter, 1966, et al.
(författare)
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Making sense of health in PE : conceptions of health among Swedish physical education teachers
- 2023
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Ingår i: Health Education. - : Emerald Group Publishing Limited. - 0965-4283 .- 1758-714X. ; 123:2, s. 79-92
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Tidskriftsartikel (refereegranskat)abstract
- PurposeOver the last couple of decades, health has become a central part of the subject content in physical education (PE) curricula in many countries. As a result, issues of health have been foregrounded much more clearly in the teaching of PE. The aim of this study was to explore how Swedish PE teachers make sense of health in relation to their teaching practices. This was done through investigating conceptions and theories about health in the teachers' descriptions of their teaching practices.Design/methodology/approachThe data analyzed in this paper were collected through focus group and individual interviews with PE teachers in the grades 7-9 within compulsory schools in Sweden. The data were analyzed using thematic analysis.FindingsFour dominant themes were identified in the data: 1) Health as a healthy attitude, 2) Health as a functional ability, 3) Health as fitness, 4) Health as mental wellbeing. There is a clear impact from healthism and obesity discourses on the teachers' accounts of health, but there is also an impact from holistic views and approaches to health. The authors contend that teachers should be explicit in what they mean by health in relation to what they teach, how they teach and why they teach health in a certain way.Originality/valueThe knowledge produced by this study is crucial since teachers' assumptions regarding health affect the subject content (what), the pedagogies (how), as well as the reasons (why) they teach health and therefore what students learn regarding health.
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| 22. |
- Larsson, Håkan, 1967-, et al.
(författare)
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Genuine Movement Learning Through a Deleuzian Approach.
- 2021
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Ingår i: Frontiers in Sports and Active Living. - : Frontiers Media S.A.. - 2624-9367. ; 3
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the article is to outline how Deleuzian concepts, notably the notions of apprenticeship in signs based on a pedagogy of the concept, can stimulate thinking and understanding of movement learning, and provide insights about pedagogical implications in various movement educational settings. Methodologically, the article falls somewhere in between theoretical exposition and presentation of original empirical research, i.e., a "theoreticoempirical" exposition. We borrowed some ideas formulated by Deleuze (and Guattari), which have been further developed by educational researchers, about "an apprenticeship in signs" based on "a pedagogy of the concept," to analyse situations where students explore new movements. We use material generated from pedagogical interventions comprising of exploration of kinescapes. In these interventions, school and university students are encouraged to explore, and learn, juggling, unicycling and dancing. Findings indicate how students pass through interpretative illusions until some of them grasp difference in itself in what could be called its immanent differentiation of the actual, i.e., they learn how to juggle, unicycle or dance. This is what we designate genuine learning. The triadic relation between concepts, percepts and affects offer us clues to what juggling, unicycling or dancing mean to learners (concepts), what learners pay attention to while practising (percepts), and what gets them moving (affects). Importantly, through viewing learning as an apprenticeship in signs, the Deleuzian approach reminds us that the triadic relation is open-ended, meaning that concepts, percepts and affects are never final but always a potential actualisation. Concepts, percepts and affects are constantly in the process of becoming. Since genuine learning is not about narrowing down how a movement should be executed and experienced, the task of a movement educator could, then, be to accompany learners in explorative pursuits. In this way, teachers can help learners escape preconceptions about movements (who can do what and when) and instead explore new movement opportunities.
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| 23. |
- Larsson, Håkan, et al.
(författare)
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Journeying into the kinescape of unicycling : A Deleuzian perspective
- 2022
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Ingår i: European Physical Education Review. - : Sage Publications. - 1356-336X .- 1741-2749. ; 28:3, s. 651-667
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Tidskriftsartikel (refereegranskat)abstract
- Movement learning has become a prominent issue in recent sport pedagogy research, including a particular concern about the new perspectives of movement learning. The turn towards new perspectives is partly spurred by discontent with the conventional perspectives of movement learning. The purpose of the article is to explore a journey into the kinescape of unicycling. The article can be seen as a case study of what it means to learn (how) to unicycle for one student teacher in the midst of a pedagogical research module and with the aid of the Deleuzian notion of a triadic relationship between percepts, affects and concepts. The analysis points to how a student, in the midst of material features such as equipment, the sport hall, other people, and instructional video clips, is mapping connections between concepts (what unicycling can be), percepts (a-ha moments) and affects (what moves him to continue practising unicycling), in ways that allow him to learn to unicycle with astonishing pace. His practising of unicycling is guided by particular strategies for exploration and experimentation that his experiences of board culture offer him. Rather than any general principles of movement learning, of importance here are the particular ways in which kinesio-cultural exploration may offer non-linear resources for movement learning. We conclude that this approach to learning may stimulate pedagogies that are not only effective but also more inclusive because they are more creative and more open than linear approaches to movement learning.
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| 24. |
- Larsson, Håkan, 1967-, et al.
(författare)
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Juggling with gender : How gender promotes and prevents the learning of a specific movement activity among secondary school students
- 2021
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Ingår i: Gender and Education. - : Routledge. - 0954-0253 .- 1360-0516. ; 33:5, s. 531-546
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Tidskriftsartikel (refereegranskat)abstract
- Research on motor learning frequently reports gender differences. However, there seems to be limited tools in the research with which to make use of these insights in educationally relevant ways. Movement learning and gender are intensely researched in movement education research, but the issues rarely intersect in the literature. The purpose of this article is to shed light on how movement learning and gender norms intersect when students learn to juggle. A pedagogical intervention in two secondary school classes (15-16 year olds) was explored ethnographically. Two composite narratives illustrate how gender norms affected the juggling practise to a different extent in the two classes, indicating that these norms are highly contextual. Learning to juggle seems to include aspects of both 'doing boy' and 'doing girl', i.e. regarding respectively controlling objects in space and persistent practising. The findings indicate some ways in which teachers can help students transcend traditional gender norms.
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| 25. |
- Lindgren Fjellner, Robin, 1990-, et al.
(författare)
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How physical education teachers are positioned in models scholarship : a scoping review
- 2022
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Ingår i: Physical Education and Sport Pedagogy. - : Routledge. - 1740-8989 .- 1742-5786.
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Forskningsöversikt (refereegranskat)abstract
- Background: Despite increasing support for models in physical education, ambiguity exists concerning the role of teachers in the implementation of models. Very generally, some scholarship seems to suggest that teachers should work as technicians and use models in an instrumental manner. Other scholarship suggests that teachers should use models in ways that are responsive to the contexts in which they are working. This suggestion positions teachers more as craftspeople. Ambiguity is problematic given that teachers have been identified as 'key players' when it comes to the implementation of models. How teachers are positioned in research may have a significant impact on further research and pedagogical practices.Purpose: This paper has two specific aims. First, we aim to provide a detailed map of how scholars have positioned teachers within physical education models literature. Second, we aim to provide a reinterpretation of our findings using Deweyan theory.Data production: The scoping review conducted here is based on the framework provided by Arksey and O'Malley [2005. "Scoping Studies: Towards a Methodological Framework." International Journal of Social Research Methodology 8 (1): 19-32]. It involved: (1) the development of a research question which was: in which ways does PE models literature position teachers? (2) the identification of potentially relevant literature through searches of the Web of Science, SPORT Discus and Google Scholar databases. The search terms used were: 'Physical education' AND 'Models-based practice;' OR; 'Pedagogical model;' OR; 'Instructional model;' OR; 'Curriculum model;' OR; 'Model;' OR; 'Teacher,' and literature needed to be published between 2010 and 2021 in English, (3) the selection of literature for the review. This occurred as an iterative process that involved going back and forth between the potentially relevant literature and our research question, (4) charting of the literature, done through inductive thematic analysis. This involved a close inspection of the included texts and the identification of recurring types of positioning in the corpus, and (5) a theoretical reinterpretation of teacher positioning achieved in models scholarship.Findings: In the physical education scholarship on pedagogical models, teachers are positioned as: (1) resistant to using models; (2) incapable of using models correctly; (3) mechanical reproducers of models; (4) struggling implementers of models; (5) needing models to change their ordinary practices; (6) capable of using models correctly with support; (7) adapters of models, and (8) collaborators with researchers when implementing models.Discussion: Three issues are raised for discussion. The first relates to the potential disempowerment of teachers achieved by models. The second relates to the relationship between teachers and researchers. The third relates to how models themselves are conceived.Conclusion: The paper is concluded with two general reflections that follow from the issues raised in the discussion.
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| 26. |
- Mustell, Jan, 1964-, et al.
(författare)
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How ball games experts legitimate ball games knowledge within Swedish physical education teacher education
- 2022
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Ingår i: Physical Education and Sport Pedagogy. - : Routledge. - 1740-8989 .- 1742-5786.
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Tidskriftsartikel (refereegranskat)abstract
- Background: Various forms and types of knowledge have enjoyed legitimacy in physical education (PE) since sports techniques became the orienting idea for PE in economically advanced countries in the mid-twentieth century. The forms and types of knowledge granted legitimacy at any one moment are dependent on a range of socio-discursive factors. In this paper, we consider ball games knowledge within the Swedish PE teacher education context in the 2020s.Purpose: The specific aim of the paper is to generate insights into how ball games experts within PE teacher education define legitimate ball games knowledge. Our proposition is that by examining the ways these experts define ball games knowledge, physical education teacher educators may develop more nuanced understandings of how and why knowledge comes to be seen as legitimate.Methods: In order to conceptualize experts' knowledge of ball games, Shulman's concepts of content knowledge (CK) and pedagogical content knowledge (PCK) were employed. Semi-structured interviews were conducted with two teacher educators who specialized in ball games education from three different PETE institutions in Sweden (n = 6). The interviews focused on the PETE educators' understandings of ball games and how they prepared preservice teachers to teach ball games.Findings: The PETE educators defined ball games CK as: (1) understanding of games as a cultural phenomenon, (2) tactical understanding of games, and (3) embodied understanding of how to play ball games. The PETE educators defined ball games PCK as: (1) using ball games to meet different curricular goals, (2) focusing on tactical understanding with a small number of concepts, (3) adapting teaching so that all pupils are included, and (4) managing competition.Conclusions: Four issues related to the legitimacy of this knowledge are raised. The issues concern the ways in which: (1) a complementary sport discourse is permeated by educational discourse to achieve legitimacy; (2) CK and PCK are designed to achieve legitimacy with different stakeholders; (3) public health discourse is not used to develop legitimacy for ball games knowledge, and (4) historical factors continue to affect experts' understandings of ball games. The central conclusion drawn from the investigation is that ball games experts engage in a complex process of discursive negotiation when defining the knowledge with which they work.
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| 27. |
- Mustell, Jan, 1964-, et al.
(författare)
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The transformation of ball games as pedagogic discourse within physical education teacher education
- 2023
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Ingår i: European Physical Education Review. - : Sage Publications. - 1356-336X .- 1741-2749.
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Tidskriftsartikel (refereegranskat)abstract
- Scholars have long questioned the impact of teacher education programmes. Persistent claims are that pre-service teachers have fixed ideas about pedagogy when they enter training and that they become enculturated once in the profession. Within physical education (PE), similar concerns have been raised with respect to ball games. Research suggests that pre-service PE teachers typically have substantial experience of ball sports and find it difficult to implement non-traditional ball games pedagogies when they enter schools. Against this background, the aim of the study is to explore how pre-service teachers recontextualise ball games as pedagogic discourse in their transitions from university to school placement. Bernstein's pedagogic device and pedagogic discourse are employed as the theoretical framework. The investigation focuses on a Swedish PETE programme and the participants are six pre-service teachers. The empirical material consists of written assessments, observations of the pre-service teachers' lessons during school placements, and individual interviews. Findings suggest that the pedagogic discourse of ball games at the university was aligned with course learning outcomes and included the need to communicate goals, adapt and modify teaching, and combine different approaches. The pedagogic discourse at school placement involved traditional ball games, minimal curriculum references, progression in two or three lessons, and inclusive, enjoyable lessons. Factors that regulated the discourse were: familiarity with the pupils; the conceptualizing of inclusive teaching; norms regarding ball games in PE; expectations of the pre-service teachers; and the framing of ball games education in PETE. Recontextualising rules highlight challenges in transitions related to ball games.
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| 28. |
- Nyberg, Gunn, et al.
(författare)
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Exploring the educational landscape of juggling - challenging notions of ability in physical education
- 2020
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Ingår i: Physical Education and Sport Pedagogy. - : Routledge. - 1740-8989 .- 1742-5786. ; 25:2, s. 201-212
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Tidskriftsartikel (refereegranskat)abstract
- Background: Research on physical education (PE) shows a prevalence of narrow and reductionist views on what counts as ability. These views tend to privilege certain students and marginalize others, and often equate ability with technique-based sport performance. A lot of research is still directed towards the above problem. However, very few have devoted time and energy to actually resolving this problem. If no alternatives to narrow and reductionist views of ability are presented, then research will struggle to make a difference to the practice of PE. Assuming that movement is a key element in PE, the question of what counts as ability in PE is, we argue, a question of what capabilities a learner needs to develop in order to move in different ways. Investigating what movement capability can mean will provide possibilities for discussing and negotiating the meaning of ability in PE when the learning goal is something other than technique-based sport performance. Purpose: The aim of this paper is to further advance the knowledge base of what movement capability can mean within the context of PE. By achieving this aim, we intend to challenge narrow views on ability and thereby provide enhanced possibilities for PE to make a difference for students' abilities through education. Theory and method: The process of coming to know something can be seen as exploring, with all senses, a landscape. Exploration involves recognizing details and nuances of the landscape and their relationships to one another. In this investigation, we examine what there is to know in the landscape of juggling using Ryle's and Polanyi's notions of knowing and learning. In line with a focus on the learners' perspectives, interviews and observations were conducted with students whilst they were coming to know juggling. Ethnographic-type conversations were used to help students describe what they seemed to know or were aiming to know. Students were invited to write diaries with a focus on their experiences during the learning process, which we hoped could extend our insights regarding the experiential aspects in learning. Findings: Findings of the investigation suggest that in the group of students, four significant ways of knowing the landscape of juggling are important: grasping a pattern; grasping a rhythm; preparing for the next throw and catch and navigating one's position and throwing. The research challenges the narrow view on ability as technique-based sport performance by providing examples of what movement capability can mean in terms of knowing a movement landscape alternatively to knowing a specific movement 'in the right way.'
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| 29. |
- Nyberg, Gunn, et al.
(författare)
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Learning in the educational landscapes of juggling, unicycling, and dancing
- 2021
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Ingår i: Physical Education and Sport Pedagogy. - : Taylor & Francis. - 1740-8989 .- 1742-5786. ; 26:3, s. 279-292
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Tidskriftsartikel (refereegranskat)abstract
- Background Movement learning has been thoroughly investigated in the area of motor learning research. Although existing studies have contributed to a substantial understanding of motor learning, many have been criticized for their reliance on experimental designs where learning is decontextualized, simplified, and investigated in laboratory settings. Researchers have claimed that motor learning theories emanating from such studies are grounded on a dualistic approach to learning and that the theories are often difficult to apply in educational settings. More pedagogically-inspired studies of movement education have investigated movement learning, but the majority of this research has focused on teaching. This focus has left the process of learning somewhat unexplored. There is thus a need for empirical studies that investigate students' learning processes in educational contexts. Purpose The aim of this study is to explore, analyze, and understand how learners develop their movement capability when they are provided opportunities to choose different ways of learning activities. Theory and method We combine Ryle's and Polanyi's ideas concerning practical knowledge with Hirst's and Carlgren's idea of knowing as familiarity with a landscape. Ryle's notion of 'intelligent practice' is used in thinking of the kinds of actions individuals might engage in. Characterizing features of intelligent practice includes being sensitive to one's own actions, changing one's behavior as the result of mistakes, and profiting from the examples of others. We understand the development of movement capability as continuously expanding one's ability to discern nuances and their relationships. This perspective fits well with Polanyi's notion of focal and subsidiary awareness. Taken together Ryle's, Polanyi's, Hirst's, and Carlgren's notions related to knowing and learning inform our perspective on learning in movement education. Based on this perspective on knowing and learning, an action-oriented study was conducted. The researchers created pedagogical modules and collaborated with teachers and university educators to develop learning sequences in line with the needs of their respective groups. With each group, we produced data based on video and field notes. Three successful learners were chosen and followed in-depth with regard to their learning actions. Findings The findings show the learners' varying ways of exploring a movement landscape as playing around in the terrain; checking the map; investigating one chosen path; occupying the vantage point; imitating and actively observing. The findings suggest that oscillating between varying kinds of learning actions is an additional characterizing feature of 'intelligent practice.' Discussion The findings demonstrate how the learning of movement capability could occur when providing opportunities to engage in 'intelligent practice' while at the same time directing their focal awareness toward what is most beneficial to them. Opposed to a 'step-by-step' approach to learning, the learners come to know a movement landscape as extending one's capability to discern and differentiate details, nuances, and their relationships. The findings suggest that it may be beneficial for learners to get opportunities to oscillate between different kinds of learning actions.
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| 30. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
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The relation between teaching physical education and discourses on body weight : an integrative review of research
- 2021
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Ingår i: Curriculum studies in health and physical education. - : Taylor & Francis. - 2574-2981 .- 2574-299X. ; 12:3, s. 287-305
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Forskningsöversikt (refereegranskat)abstract
- The purpose of this integrative review of research is to contribute to knowledge about the relation between teaching physical education (PE) and discourses of body weight. The review consists of summarising and synthesising features focusing on how discourses on the relation between teaching PE and body weight in scientific literature in different ways shape the idea of the role of PE. The results of the review reveal that the purposes, content, and forms for teaching PE constitute three discourses of teaching PE in relation to body weight: (i) a risk discourse, (ii) a critical obesity discourse, and (iii) a pluralistic discourse. From these discourses, five different roles of PE are identified; (i) Solving obesity and inactivity, (ii) Including overweight pupils, (iii) Rejecting an obesity epidemic, (iv) Supporting and understanding overweight pupils, and (v) Transforming PE in relation to a plurality of perspectives on body weight. As a consequence, we urge practitioners to take a reflective distance towards the purpose, content, and the pedagogies they are employing in relation to discourses on body weight in order to make informed decisions regarding PE curricula.
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| 31. |
- Schubring, Astrid, et al.
(författare)
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Overweight and ideal bodies : a tricky educational matter in contemporary Physical Education
- 2021
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Ingår i: Book of Abstracts. ; , s. 212-212
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Konferensbidrag (refereegranskat)abstract
- In contemporary times, young peoples’ bodies have become a focal point of attention both outside and inside of school. In physical education (PE), the body has always been central to the pedagogical encounter. However, given the rise of normative discourses on healthy and ideal bodies on the one hand and the diversity in students’ identities and sociocultural backgrounds on the other, the body has become a tricky educational matter for PE teachers. In this symposium, we bring together three papers that explore from different angles how PE teachers relate to overweight bodies and body ideals in their pedagogical practice. The papers come from Sweden, where the PE curriculum encompasses education on health and body ideals. Based on the three papers, we will discuss needs and possibilities for improvement in contemporary teaching practices.Paper 1: Obesity Discourse among Swedish Physical Education TeachersPresenters: Korp, P.; Johansson, A.; Barker, D. & Quennerstedt, M.Paper 2: Physical Education Teachers and Competing Obesity Discourses: An Examination of Emerging Professional IdentitiesPresenters: Barker, D.; Quennerstedt, M.; Johansson, A. & Korp, P.Paper 3: Teaching on Body Ideals in Physical Education: Didactic Possibilities and ChallengesPresenters: Schubring, A. Bergentoft, H. & Barker, D..
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| 32. |
- Schubring, Astrid, et al.
(författare)
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Teaching on body ideals in physical education: a lesson study in Swedish upper secondary school
- 2021
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Ingår i: Curriculum Studies in Health and Physical Education. - : Informa UK Limited. - 2574-2981 .- 2574-299X. ; 12:3, s. 232-250
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Tidskriftsartikel (refereegranskat)abstract
- ‘Characteristics and consequences of different body ideals’ are a mandatory curriculum content in Swedish physical education (PE). Didactic strategies for teaching on body ideals are, however, scarce. In this paper, we introduce a classroom-based teaching unit on body ideals and present didactic possibilities and challenges of the unit. We used a lesson study approach, drawing on Nutbeam’s concept of health literacy. Our methodology involved focus group interviews with students and teachers, lesson observations and minutes of meetings which we analysed thematically. We found teaching on body ideals to be highly meaningful to students but their engagement differed based on personal backgrounds, school context and didactic design. The gendered nature of body ideals and a lack of embodied didactics constituted challenges, while the use of storied cases emerged as a potent didactic strategy. We conclude with practical recommendations for teaching on body ideals in PE.
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| 33. |
- Tolgfors, Björn, Universitetslektor, 1968-, et al.
(författare)
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Assessment for and of learning in nonlinear movement education practices
- 2023
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Ingår i: Physical Education and Sport Pedagogy. - : Routledge. - 1740-8989 .- 1742-5786.
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Tidskriftsartikel (refereegranskat)abstract
- Background. Principles such as instructional alignment and step-by-step progression are often seen as crucial features of good assessment practices in school physical education (PE). These features are problematic from nonlinear educational perspectives, which are based on the idea that movement learning cannot be expected to take place in the same manner for all students. Without some resolution of the contradiction between nonlinear pedagogies and principles of good assessment, the likelihood of physical educators fully embracing any kind of nonlinear approach to movement education remains doubtful.Purpose and research question. Our purpose in this paper is to illustrate how assessment for and of learning (AfL and AoL) can look when implemented in nonlinear movement education practices.Methods. Illustrations of AfL and AoL are drawn from an investigation in which one educator implements a nonlinear movement education module. The module focuses on juggling for students at high school (grade nine students aged approximately 15 years). The module provided students with 10 x 50-minute lessons to explore juggling. Data were generated through observations (film clips and field notes) and ethnographic-type interviews that were conducted with the students during the lessons.Findings. In the context of the nonlinear movement education module, AfL became: Interacting with students in joint exploration; Introducing learning strategies; Encouraging students to clarify and verbalise the object of learning; Helping students identify critical aspects of the movement activity, and; Inviting students to consider alternative learning trajectories. The educator then evaluates the students' learning experiences in the context of a group performance at the end of the module. This performance can be seen as an instance of holistic assessment within a nonlinear movement education practice.Conclusions. The suggested holistic perspective on PE assessment could help educators to: circumvent dichotomies such as mind-body and theory-practice; approach students as active meaning-makers; re-frame students' actions as emergent and context-dependent; and replace direct instruction with explorative teaching and learning methods. The major contribution of this study is that it shows how assessment for and of learning can be implemented in nonlinear movement education practices within a linear, goal-related and criterion-referenced, education system.
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| 34. |
- Tolgfors, Björn, Universitetslektor, 1968-, et al.
(författare)
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Bedömning för och av lärande i en icke-linjär undervisningspraktik i ämnet idrott och hälsa
- 2023
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- IntroduktionLinjära principer såsom ett instruktivt länkande mellan mål, undervisning och bedömning och ett främjande av en stegvis progression i olika rörelseaktiviteter betraktas ofta som avgörande aspekter av en legitim bedömningspraktik i skolämnet idrott och hälsa (idh). Dessa aspekter är problematiska från ett icke-linjärt perspektiv, som bygger på idén att lärande inte kan förväntas ske på samma sätt för alla elever, vilket även kan medföra konsekvenser beträffande bedömning. Utan en lösning på motsättningen mellan linjära principer för en legitim bedömningspraktik och ett icke-linjärt perspektiv på undervisning och lärande är det tveksamt om idrottslärare kommer att anamma ett icke-linjärt förhållningssätt i någon större utsträckning. Därför är motiverat att undersöka hur bedömning för och av lärande (formativ och summativ bedömning) skulle kunna hanteras i en icke-linjär undervisningspraktik. Syfte och teoretisk ramSyftet med denna studie är att illustrera hur bedömning för och av lärande kan se ut när dessa bedömningsformer appliceras i en icke-linjär undervisningspraktik i ämnet idh. Det teoretiska ramverket består av tidigare forskning om icke-linjära perspektiv på undervisning och lärande (såsom Nyberg, Barker och Larsson 2021) och om bedömning i idrottsämnet (till exempel AIESEP, 2020; Tolgfors, 2019).Metod Våra illustrationer av bedömning för och av lärande är hämtade från en empirisk studie av hur en idrottslärare implementerar icke-linjär pedagogik i ämnet idh på högstadiet. Eleverna (både pojkar och flickor) går i årskurs nio och är därmed i femtonårsåldern. Arbetsområdet fokuserar på jonglering under 10 lektioner (á 50 min). Data genererades genom lektionsobservationer (inklusive videofilmning och fältanteckningar) och samtalsliknande intervjuer med eleverna under lektionerna. Analysen genomfördes genom att (1) de forskare som deltagit vid lektionsobservationerna gick igenom filmer och fältanteckningar för att välja ut sekvenser i vilka de uppfattade att det förekom situationer som kunde relateras till bedömning. (2) Två av forskarna författade provisoriska illustrationer av de valda sekvenserna, inklusive de bedömningskomponenter de identifierat. (3) I nästa steg fick förste-författaren möjlighet att tolka och översätta de provisoriska beskrivningarna till andra kategoriseringar som var kompatibla med de fem nyckelstrategierna i bedömning för lärande och Skolverkets nya riktlinjer för en sammantagen bedömning. (4) Avslutningsvis verifierades analysen av de tre medförfattarna.Resultat I den icke-linjära undervisningspraktiken motsvaras de fem nyckelstrategierna i bedömning för lärande av att läraren: interagerar med eleverna vid ett gemensamt undersökande av rörelsekulturen; introducerar lärandestrategier, uppmuntrar eleverna att verbalisera vad de lär sig, hjälper eleverna identifiera kritiska aspekter av lärandeaktiviteten och uppmärksammar eleverna på att det kan finnas alternativa vägar mot sina uppsatta mål. Bedömning av lärande sker i slutet av perioden i form av en gruppuppvisning, då eleverna både får visa upp och sätta ord på vad de lärt sig. Denna redovisningsform erbjuder läraren en möjlighet att göra en holistisk bedömning av elevernas kunnande.Diskussion och slutsatserDet föreslagna holistiska perspektivet på bedömning i idh kan hjälpa idrottslärare att undvika dikotomier som kropp-medvetande och praktik-teori, betrakta elever som aktiva meningsskapare och därmed ersätta direkta instruktioner med undersökande arbetssätt. Studiens huvudsakliga bidrag är att den visar hur bedömning för och av lärande kan implementeras i en icke-linjär undervisningspraktik, vilket innebär att de konkurrerande perspektiven kan samexistera inom ett mål och kriteriestyrt utbildningssystem.Studien är publicerad i tidskriften Physical Education and Sports Pedagogy, 2023.
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| 35. |
- Tolgfors, Björn, Universitetslektor, 1968-, et al.
(författare)
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The glocalization of physical education assessment discourse
- 2023
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Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 28:1, s. 1-16
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Tidskriftsartikel (refereegranskat)abstract
- Educational discourse is becoming increasingly globalized. This trend is particularly pronounced in the area of assessment, where notions of accountability, comparability, and competition have become prevalent in many countries. Scholars have critiqued this trend. They contend that global assessment discourse provides educators with decontextualized terms and concepts for teaching, which have little connection to the lives of learners. The specific purpose of the paper is to critically consider the encounter between global PE assessment discourse and local educational traditions. The International Association for Physical Education in Higher Education (AIESEP) position statement on physical education assessment is taken as a case of global assessment discourse and is considered in relation to Swedish physical education traditions. Robertson’s [(1995) notion of glocalization is employed as a theoretical perspective. We begin our consideration by outlining general tenets of the position statement and of Swedish physical education. We then examine areas of synergy and tension. This examination is structured according to six issues: (1) rationales for assessment; (2) underlying views of learning; (3) teachers’ role in teaching and assessment; (4) positioning of students;(5) understandings of subject content, and; (6) the ways in which contextual conditions are framed. Using a glocalization perspective, we raise three issues that have a strong bearing on the encounter between global discourse and local educational traditions and which provide insights into how assessment discourse within PE can be understood. These issues concern: (1) the risk of local educational traditions being appropriated by global assessment discourse; (2) the relation between assessment homogeneity and local diversity; and (3) meaningful PE practices. The paper is concluded with general reflections concerning implications for research and practice.
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| 36. |
- Varea, Valeria, et al.
(författare)
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Health education in Swedish schools - what's on offer?
- 2024
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170.
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to identify the dominant discourses of health and wellbeing that are offered in health education in Swedish schools. Issues of health and wellbeing are covered mainly in four school subjects in Sweden: physical education and health, home and consumer studies, biology, and social studies, and therefore, we interviewed teachers from those subjects to generate data. Six interrelated health discourses were identified from the data. All discourses were, however, also embedded within a health discourse with a comprehensive description of health as physical, psychological and social wellbeing. Results suggest that schools offer a Western and White discourse of health and that some content is overemphasised, and some is missing in relation to other non-dominant discourses of health and wellbeing.
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