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Sökning: AMNE:(SOCIAL SCIENCES Educational Sciences) > Gymnastik- och idrottshögskolan

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1.
  • Webb, Louisa, et al. (författare)
  • Healthy bodies : construction of the body and health in physical education
  • 2008
  • Ingår i: Sport, Education and Society. - London : Routledge. - 1357-3322 .- 1470-1243. ; 13:4, s. 353-372
  • Tidskriftsartikel (refereegranskat)abstract
    • In physical education, bodies are not only moved but made. There are perceived expectations for bodies in physical education to be ‘healthy bodies’*for teachers to be ‘appropriate’ physical, fit, healthy and skilful ‘role models’ and for students to display a slim body that is equated with fitness and health. In teachers’ monitoring of students with the intention of regulating health behaviour, however, the surveillance of students’ bodies and associated assumptions about health practices are implicated in the (re)production of the ‘cult of the body’. In this paper, we consider issues of embodiment and power in a subject area where the visual and active body is central and we use data from Australian and Swedish schools to analyse the discourses of health and embodiment in physical education. In both Swedish and Australian physical education there were discourses related to a fit healthy body and an at risk healthy body. These discourses also acted through a range of techniques of power, particularly regulation and normalisation.
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2.
  • Öhman, Marie, et al. (författare)
  • Feel good—be good : subject content and governing processes in physical education
  • 2008
  • Ingår i: Physical Education and Sport Pedagogy. - Abingdon, Oxfordshire : Routledge. - 1740-8989 .- 1742-5786. ; 13:4, s. 365-379
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: In this paper a study of both subject content and governing processes in Swedish physical education is presented. The reason why an analysis of both content and processes is of special interest is that it makes it possible to understand the encounter between the institutional level and the practice of education.Purpose: The purpose of the paper is threefold: (1) to analyse the subject content in physical education through identifying discourses embedded in its practice; (2) to illustrate how the subject content is created/re-created in physical education practice through various governing processes; and (3) to discuss how governing processes also become content through thesocialization of students in terms of becoming a certain type of social citizen.Research design and data collection: The empirical material used is collected in connection with a national evaluation of physical education in Sweden, commissioned by the Swedish Government and the Swedish National Agency for Education. This paper uses local curriculum documents from 72 schools and 15 video-recorded physical education lessons from five schools. A starting point for the methodological framework is discourse theory and the governing perspective developed by Michel Foucault (1978/1991, 1980, 1982/2002). The governing perspective is used as a methodological tool, and we work with two overarching analysis themes: one oriented towards what pupils are governed, in terms of discourses embedded in physical education, and the other how the identified discourses are created/re-created in the practice of physical education. We also use the methodological framework as a tool to discuss how the governing processes also become content—a content of socialization.Findings: The results show that physical exertion and active participation are the main threads that run though the analysed material. In connection with physical exertion and active participation, pupils are also encouraged to cooperate with others and to compete. The content of socialization is primarily directed towards different components of willingness, for example a will to do one’s best and a will to try, where the pupils are expected to be participatory, take responsibility and govern their own actions in the direction of that which is most reasonable.Conclusions: A clear message is communicated in physical education in Sweden—be active and work up a sweat. This is also concerned with fostering good character, i.e. creating correct attitudes and approaches through physical activity—be an active and willing person. Physical education is consequently a place where both political volition and the creation of today’s citizens are staged. It is thus not only physical exertion—the physiological effects of exercise and involvement in sports and physical education—that is in the foreground of the activities we study in physical education. It is also about becoming a certain type of social citizen.
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3.
  • Aggerholm, K., et al. (författare)
  • On practising in physical education : outline for a pedagogical model.
  • 2018
  • Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 23:2, s. 197-208
  • 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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4.
  • Barker, Dean, 1977-, et al. (författare)
  • Developing the practising model in physical education : an expository outline focusing on movement capability.
  • 2018
  • Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 23:2, s. 209-221
  • 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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5.
  • Meckbach, Jane, et al. (författare)
  • Exergames som läromedel i Idrott och hälsa?
  • 2013
  • Ingår i: SVEBIs konferens 2013.
  • Konferensbidrag (refereegranskat)abstract
    • TV-spel, så kallade exergames, där kroppsrörelse är i fokus har under senare år ökat i popularitet. Kan detta spel användas i undervisningen i idrott och hälsa? I denna artikel presenteras lärares uppfattning om och inställning till exergames. Bakgrunden till denna studie är att en ny typ av TV-spel (exergames) har trätt in på marknaden, t. ex. Wii sports, Dance Dance Revolution, Your Shape.  I dessa spel utgör fysiska aktiviteter och kroppsrörelser det centrala inslaget och utförs genom användandet av balansplattor, step-up brädor, motionscyklar, dansmattor eller genom att en handkontroll används som racket vid exempelvis tennisspelande. Under de senaste åren har spelen i allt större utsträckning lyfts fram i flera länder, t. ex. England, Kanada, Australien och USA, som en möjlig aktivitet att använda i skolans undervisning i idrott och hälsa.Avsikten med forskningsprojektet TV-spel som hälsofostran är att studera spelen i termer av dess utbildningsvärde. I denna studie är syftet att beskriva svenska lärares uppfattning om och användning av exergames i idrott och hälsa samt de hinder och motiv som finns med att använda spelen i undervisningen utifrån en enkätstudie. Ett första led i detta projekt var att presentera projektet i tidskriften Idrott & Hälsa under hösten 2011. Till detta nummer av tidskriften bifogades även en enkät, som vände sig till lärare i idrott och hälsa i både grund- och gymnasieskolan. Enkäterna nådde med andra ord de som prenumererar på tidningen och de som tar del av tidningen i landets samtliga skolor. Enkätsvaren har kodats och förts in i statistikprogrammet SPSS och därefter har den statistiska bearbetningen, tabeller och analyser genomförts i nämnda program. I huvudsak använder vi oss av deskriptiv data och korstabellsanalyser i resultaten.Totalt har enkäten besvarats av 493 lärare (40% män 60% kvinnor), vilket motsvarar 10 procent av samtliga lärare i idrott och hälsa. Nästan 80% av lärarna var bekanta med spelen Nintendo Wii, Kinect eller Move. Var sjätte lärare spelade själva på fritiden och 17 lärare (3%) hade provat på att använda exergames i sin undervisning; som en valbar aktivitet, stationsträning, ett moment där hela klassen deltog framför en skärm, en möjlighet för elever som ej vill delta i storklass eller för elever med funktionsnedsättning. Hinder för att använda spelen är:att spelen kostar för mycket men också att lärarna själva har för dåliga kunskaper om spelen samt att de prioriterar andra aktiviteter. Det främsta motivet till att använda spelen i undervisningen är att spelen har ganska eller stora möjligheter att stimulerar eleverna till fysisk aktivitet.Vid analysen av resultaten framkommer att majoriteten har en positiv inställning till spelen, dock behöver troligtvis lärarnas egna kunskaper om spelen öka för att möjliggöra en implementering av ett nytt läromedel inom ämnet idrott och hälsa. För lärare handlar undervisningssituationer om att planera, genomföra och följa upp undervisningen. Det handlar således om att göra urval av olika lärsituationer med stöd av olika läromedel och till detta krävs en didaktisk reflektion. Forskning kan här bidra med att problematisera användandet av exergames som läromedel för att visa på om och i så fall hur spelen kan användas i en lärsituation. Det centrala vid införandet av alla läromedel i skolan är således dess utbildningsvärde, och inte som en del forskning framhåller dess värde för individers energiförbrukning.Quennerstedt, M. et.al.  (in review). Why do Wii teach physical education in school?Meckbach, J. et al. (in review). Exergames as a teaching tool in physical education?
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6.
  • Tidén, Anna, et al. (författare)
  • Development and Initial Validation of the NyTid Test : A Movement Assessment Tool for Compulsory School Pupils.
  • 2015
  • Ingår i: Measurement in Physical Education and Exercise Science. - : Routledge. - 1091-367X .- 1532-7841. ; 19:1, s. 34-43
  • Tidskriftsartikel (refereegranskat)abstract
    • This study presents the development process and initial validation of the NyTid test, a process-oriented movement assessment tool for compulsory school pupils. A sample of 1,260 (627 girls and 633 boys; mean age of 14.39) Swedish school children participated in the study. In the first step, exploratory factor analyses (EFAs) were performed in Sample 1, consisting of one third of the participants. The EFA indicated that the 17 skills in the test could be reduced to 12 and divided into four factors. In the second step, the suggested factor structure was cross-validated with confirmatory factor analyses (CFAs) in the larger Sample 2. The NyTid test adopts a holistic perspective in which qualitative criteria offer an alternative approach to product-oriented measurement. The study confirms that the NyTid test is a valid process-oriented assessment tool designed for typically developed children aged 12 and 16. ABSTRACT FROM AUTHOR
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7.
  • Barker, Dean, 1977-, et al. (författare)
  • How Movement Habits Become Relevant in Novel Learning Situations
  • 2024
  • Ingår i: Journal of teaching in physical education. - : Human Kinetics. - 0273-5024 .- 1543-2769. ; 43:1, s. 152-160
  • 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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8.
  • Almqvist, Jonas, 1968-, et al. (författare)
  • What do Wii teach in PE?
  • 2012
  • Ingår i: ECER 2012, The Need for Educational Research to Champion Freedom, Education and Development for All.
  • Konferensbidrag (refereegranskat)abstract
    • In society, video- and computer games are often pointed out as risk factors in relation to physical inactivity, sedentary behaviour as well as increasing levels of obesity. At the same time, computers are an important source of knowledge where IT-competence and IT-experience provide pronounced advantages in society.In the middle of this paradox a new type of videogames is introduced, where body movement and physical activity constitute the central element. These games, so called exergames or active video games, are games where physical movement is involved in the game through the use of for example balance-boards, step-up boards and dance-pads. Exergames are now more and more put forward in several countries as interesting tools to use in physical education in order to stimulate young people to be physically active.In a recent review and synthesis of research on video games and health, Papastergiou (2009) strongly argues that videogames can offer ”potential benefits as educational tools for Health Education and Physical Education, and that those games may improve young people’s knowledge, skills, attitudes and behaviours in relation to health and physical exercise” (Papastergiou, 2009, p 603). However, Vander Schee and Boyles (2010) argue that exergames rather should be seen as a body pedagogy producing certain narrow meanings about health, and that the uncritical implementation of exergames in school is a problematic way to place commercial products in school. Consequently, there are differences in views regarding exergames in educational settings that are worth paying attention to in research about people’s learning about the body, physical activity and health.The aim of this paper is to investigate how images of the human body are expected to be learned when using exergames.The use of artifacts – physical objects made by humans – is a central part of human life. In fact, there are many activities that would not be possible to perform without the use of them. In schools, students learn to use paper and pencils, computers, vaulting-horses, footballs and so on. How and why artifacts are supposed to be used in educational settings is however not given beforehand (Cuban 1986). The use of artifacts mediates certain meanings about the view of learning and the goals and choices of content in education (Almqvist 2005, Quennerstedt et al in press).In this paper, we will use discourse analytical strategies in order to analyse how meanings about the body are expected to be learned when playing exergames. The discourse analytical strategies involve an interest in how processes of discourse constitute how we experience or relate to ourselves as well as our environment (Laclau & Mouffe 1985). Discourses constitute what is possible to say or do as partial and temporal fixations (Foucault 1980). These fixations are imbued with power, values and ideologies. As Evans and colleagues argue: “/…/ health beliefs, perceptions and definitions of illness are constructed, represented and reproduced through language that is culturally specific, ideologically laden and never value free” (Evans et al 2008 p 46).To investigate what these games offer we have explored the manuals, the content, the animations of the games as well as the instructions and comments offered during game play. The empirical material consists of exergames most commonly used in schools: Wii fit and Wii sports (sports active).In the discourse analysis we have explored what is taken for granted in the empirical material in relation to other possible ways to argue. In this way we can explore what is included and excluded in the games and what is possible to think and act in relation to statements concerning the body.The analysis shows how the logic of the game, its animations, instructions and feedback to the player, constitutes the ideal body as a physically active, well-balanced, slim and strong body. The use of the game, the balance board and the hand control, makes it possible to measure and register how the player follows this logic. The analysis also shows how the way the player is supposed to learn about the body is strongly influenced by behaviorism. In the paper we argue that this way of learning about the body is narrow and limited and that it is important to critically discuss the effects of the use of these games in schools.ReferencesAlmqvist, Jonas (2005). Learning and artefacts. On the use of information technology in educational settings. Uppsala: Acta Universitatis Upsaliensis.Cuban, Larry (1986). Teachers and machines. The classroom use of technology since 1920. New York: Teachers College Press.Evans, John, Rich Emma & Davies Bryan (2008). Education, disordered eating and obesity discourse: Fat fabrications. London: RoutledgeFoucault, Michel (1980). Power/knowledge.  Selected interviews & other writings 1972-1977. New York: Pantheon Books.Laclau, Ernesto & Mouffe, Chantal (1985). Hegemony and socialist strategy. Towards a radical democratic politics. London: Verso.Papastergiou, Marina (2009). Exploring the potential of computer and video games for health and physical education: A literature review. Computers & Education, 53(3), 603-622.Quennerstedt, Mikael, Almqvist, Jonas & Öhman, Marie (in press). Keep your eye on the ball. Investigating artifacts in physical education. Interchange.Vander Schee, Carolyn J. & Boyles, Deron (2010): ‘Exergaming,’ corporate interests and the crisis discourse of childhood obesity. Sport, Education and Society, 15(2), 169-185.
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9.
  • Casey, Ashley, et al. (författare)
  • Between hope and happening : Problematizing the M and the P in models-based practice
  • 2021
  • Ingår i: Physical Education and Sport Pedagogy. - : Taylor & Francis Group. - 1740-8989 .- 1742-5786. ; 26:2, s. 111-122
  • Tidskriftsartikel (refereegranskat)abstract
    • Background: Advocacy through the work of many scholars in physical education and sport pedagogy highlights a significant direction towards which physical education is moving in light of calls for change. Importantly, and despite the 'newness' of the terms, 'pedagogical models' and 'Models-based Practice' (MbP) are beginning to shape the vocabulary of physical education and sport pedagogy. Purpose: To ask what happens if we take some of the 'good stuff associated with models and apply it in a different way while also taking some of the critical points raised towards models into consideration. Put simply, we (as scholars with different views on MbP) want to step off the beaten track to take a road less travelled and engage in a respectful, agonistic debate about the 'M' and the 'P' in MbP. Key arguments: From a practical perspective, the diversity of the language used in describing models and practices in physical education indicates both a growing excellence and tradition in the field and a degree of confusion. A number of phrases are currently used to identify the same concept with individuals unaware of alternative language use. At the heart of this paper lies the manner in which one interprets the use of the terms 'model', 'practice' and 'practise'. Discussion: Given the 'hope' inherent in pedagogical model development and implementation, we acknowledge that many of the negative or unintended consequences often arise as a result of the 'happening' both in research and in practice. However, by thinking in terms of what it is in students' actions that teachers and researchers should pay attention to in order for them to see what students learn, and in what direction this learning is developing, we are better able to see the outcomes of using MbP. In this way, the hope embedded in the chosen model, and the happenings teachers or researchers aspire to see, could be better aligned. Modelling and practicing through the focus on adaption and negotiation in various complex contexts has the potential to expand the field more than blueprints that potentially narrow the field. Conclusions: By recognising the dangers inherent in an essentialist notion of models (i.e. by nouning or proper nouning them), and by remembering the roles set aside for teachers in the development of pedagogical models, it is important that the practising of MbP always retains a very real sense of becoming. By continuing to problematize the M and the P, and by engaging in respectful and agonistic debate, we are better able to unite the hope and the happening of MbP.
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10.
  • Ferry, Magnus (författare)
  • Idrottsprofilerad utbildning : i spåren av en avreglerad skola
  • 2014
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • This thesis aims to contribute to a deeper understanding of the Swedish school sports system, a system which has evolved since the beginning of the 1970s, the prevalence of which has increased significantly at all school levels since the mid-1990s and today attracts a large number of pupils and teachers.Starting with the neoliberal discourse which has had a major impact on the development of the Swedish school system, and inspired by Pierre Bourdieu’s theoretical framework, the reasons for the emergence of the school sports system and the reasons why schools chose to specialise in sport is described. Also examined are the pupils and teachers involved and the mechanics behind their participation.Empirically, this thesis is based on registry data, telephone interviews with principals at schools offering school sports and questionnaires responses from pupils and teachers involved in school sports.The results of the thesis suggest that the main reason school sports has become so common is closely connected to increased competition on the local school market; by offering school sports, schools have found a possible way to attract more pupils. Furthermore, the results show that the social characteristics of pupils who have been selected or have chosen to participate in school sports differs from the national population of pupils and participants in sports clubs. This suggests that the available supply of school sports is better adapted to some pupils’ social backgrounds and habitus. In relation to the teachers involved, the results show that other resources than what is normally required to become a teacher is valued in school sports. Instead of a teacher certificate, a coaching education and experiences in competitive sport is valued highly which suggests that this is recognised as symbolic capital for teachers in school sports.In conclusion this thesis demonstrates that school sports is influenced by both the fields of education and sport, and that the increased supply of school sports has implications for both fields.
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