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| 2. |
- Andersson, Eva A, 1958-, et al.
(författare)
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Maximal Aerobic Power versus Performance in Two Aerobic Endurance Tests among Young and Old Adults
- 2011
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Ingår i: Gerontology. - : S. Karger AG. - 0304-324X .- 1423-0003. ; :Aug, s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- Background: Aerobic fitness is of great value for reducing risk of mortality and cardiovascular diseases. Objective: This study evaluated the performance in and correlations between a new test (five-minute pyramid test, 5MPT), the six-minute walk-test (6MWT) and maximal oxygen uptake (VO(2max)) among old and young adults. Methods: Forty-four habitually active adults (females and males), 23 old (64-79 years) and 21 young (20-32 years) participated. In the 5MPT, the participants moved back and forth along a short walkway (5.5 m) over boxes (height: 'old people' 0.42 m, 'young people' 0.62 m) arranged like an elongated step pyramid for 5 min. Power in the pyramid test (5MPT(power)) was calculated as the product of numbers of laps, body weight, gravity and highest box level divided by time. A 6MWT and a maximal cycle ergometer test for direct measurements of VO(2max) were also performed. In all tests heart rate, with on-line electrocardiography, and perceived exertion were recorded. Results: There was a strong correlation between the 5MPT(power) and VO(2max) for the entire group studied (r = 0.98), and each of the four subgroups old and young females and males separately (r = 0.78-0.98). Contrary to several earlier studies, especially involving people with various diseases, the present data showed that 6MWT cannot be used to predict VO(2max) among old females and young adults. The correlation with VO(2max) was weaker for the 6MWT than for the 5MPT(power). The relative performance values for the old compared to the young (ratio old/young × 100) were considerably lower in 5MPT(power) and VO(2max) (47-55%) than in distance and 'work' in the 6MWT (82-86%). Conclusions: The results, with age and gender variations, can be valuable information in health-fitness contexts, since measuring physical aerobic capacity is very significant in connection with risk evaluations of mortality and various diseases. The 5MPT is a rapid, functional, easy and inexpensive tool for predicting assessed maximal aerobic power.
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| 3. |
- Andersson, Eva A., et al.
(författare)
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Äldre blir starkare av Hälsoprojektet
- 2013
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Ingår i: Svensk Idrottsforskning. - Stockholm : Centrum för idtrottsforskning (CIF). - 1103-4629. ; 22:1, s. 25-27
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- En god kondition och styrka har samband med förbättrad hälsa, minskad förekomst av flera folksjukdomar samt ökad livslängd. Fysiologiska tester kan vara stimulerande för äldre att följa utvecklingen av sin fysiska kapacitet och för olika aktörer som vill göra hälsoutvärderingar.
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| 4. |
- Andersson, Eva, et al.
(författare)
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Can a six-minute shuttle walk test predict maximal oxygen uptake?
- 2011
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Ingår i: Gazzetta Medica Italiana. - Torino : Minerva Medica. - 0393-3660 .- 1827-1812. ; 170:3, s. 163-70
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Tidskriftsartikel (refereegranskat)abstract
- Aim. This study evaluates the results of and correlations between the six-minute walk-test (6MWT) and a maximal oxygen uptake (VO2max) test among physically active young adults. Methods. Sixty-three adults (33 females and 30 males) aged 18-38 years participated. 6MWT and a maximal running treadmill test for measurements of VO2max were performed. 6MWT reliability was also evaluated. Results. Mean distance in the 6MWT for the females was 848 (685-976) m and for the males 866 (704-1077) m. The gender differences were considerably less for the 6MWT (2%) than in the VO2max test, both normalized to body weight (21%) and in absolute form (35%). The mean values, for the female and male subjects in the VO2max were 46.7 and 58.9 ml/kg/min and 2.94 and 4.53 l/min, respectively. The data showed a very low, not significant, correlation (r=-0.02-0.32) between walking distance in the 6MWT and VO2max. Conclusions: The 6MWT-distance for this physically active young adult group, which previously not has been studied, was considerably higher than in earlier reports for various other groups. In contrast to several prior studies, especially involving people with various diseases, the present data, on healthy active adults, showed that distance in the 6MWT cannot predict maximal oxygen uptake. The present results may be related to the low potential of walking as a locomotor form to tax the cardio-respiratory system sufficiently for this group. Since aerobic capacity is correlated with increased survival, these new data and given comparisons with previous reports are specially valuable when evaluating fitness in various sports and health contexts.
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| 5. |
- Andersson, Eva, et al.
(författare)
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Improved Physical Capacity in a Project with Guided Physical Activity for Persons with Depression or Anxiety.
- 2010
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Konferensbidrag (refereegranskat)abstract
- Background: Higher physical capacity is correlated with increased health. Knowledge in this area regarding psychiatric diseases is sparse. Purpose: The aim was to study aerobic and several strength capacities in a physical activity project for persons with depression or anxiety. Methods: Eighty-four persons (56 women and 28 men) with depression or anxiety were recruited from psychiatric out-patient clinics in Stockholm. Their mean age and BMI was 46 (21-80) years and 26 (17-41) kg/m2, respectively. 50% were sick-listed. 50% had BMI>25. Aerobic and strength tests were chosen by each subgroup´s project leaders. Directed physical activity was given, in groups 10-15, 1 hour twice/week during 8-12 weeks. Results: Significant changes (p<0.05, of all n=84) between pre- and post tests were seen in submaximal cycle test (11% enhanced values, n=56) and distance of 6 minutes walk test (16%, n=15) as well as in strength tests for the back for the back (i.e. time in static horizontal belly-back, 40%, n=44), abdominal and hip flexors (i.e. number of hip flexion sit-ups, 45%, n=38), leg (i.e. standing with 90O in hips and knees, 48%, n=56) and arm with shoulder muscles (i.e. number of raising weights alternately with the arms, 46%, n=32). Hand grip tests, BMI or blood pressure values did not change significantly. Conclusions: Directed 8-12 weeks physical activity programs can improve physical fitness in individuals with depression or anxiety.
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| 6. |
- Askling, Carl, et al.
(författare)
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A new hamstring test to complement the common clinical examination before return to sport after injury
- 2010
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Ingår i: Knee Surgery, Sports Traumatology, Arthroscopy. - : Springer-Verlag. - 0942-2056 .- 1433-7347. ; 18:12, s. 1788-1803
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Tidskriftsartikel (refereegranskat)abstract
- PURPOSE: The aim was to introduce and evaluate the reliability and validity of an active hamstring flexibility test as a complement to common clinical examination when determining safe return to sport after hamstring injury. METHODS: Eleven healthy subjects (28 years) were tested on repeated occasions, and 11 athletes (21 years) with MRI-verified acute hamstring strain were tested when common clinical examination revealed no signs of remaining injury, i.e. there was no differences between the legs in palpation pain, manual strength tests, and passive straight leg raise. Flexibility, i.e. highest range of motion of three consecutive trials, was calculated from electrogoniometer data during active ballistic hip flexions and conventional passive slow hip-flexions in a supine position. A VAS-scale (0-100) was used to estimate experience of insecurity during active tests. RESULTS: No significant test-retest differences were observed. Intra-class correlation coefficients ranged 0.94-0.99 and coefficients of variation 1.52-4.53%. Active flexibility was greater (23%) than passive flexibility. In the athletes, the injured leg showed smaller (8%) active, but not passive, flexibility than the uninjured leg. Average insecurity estimation was 52 (range 28-98) for the injured and 0 for the uninjured leg, respectively. CONCLUSION: The new test showed high reliability and construct validity; furthermore, it seems to be sensitive enough to detect differences both in active flexibility and in insecurity after acute hamstring strains at a point in time when the commonly used clinical examination fails to reveal injury signs. Thus, the test could be a complement to the common clinical examination before the final decision to return to sport is made.
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| 7. |
- Backman, Erik, 1972-, et al.
(författare)
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A Physical Education teacher should know - what? Empirical observations of learning objectives for future Physical Education teachers in Sweden
- 2011
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Ingår i: Presentation av paper vid AARE Conference, Hobart, Tasmanien.
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Konferensbidrag (refereegranskat)abstract
- In Physical Education (PE), as well as in several other school subjects, the content knowledge has been proven to be reproduced through strong subject traditions. In PE, this reproduction has promoted children who are already privileged in school and society. In this paper, explanations to the difficulties of influencing subject traditions in PE are searched within Physical Education Teacher Education (PETE). Learning objectives stipulated in curricula documents within teacher training courses at six Swedish PETE institutions have been investigated. The preliminary results of the study indicate that the learning objectives expressed appear to reproduce the dominance of (natural) scientific and behaviouristic traditions in PETE and a dualistic approach to PE teacher knowledge. These results will be discussed in relation to theories of teacher knowledge. Exploring learning objectives within PETE may be of significance for the construction of PE knowledge at a school level and may also offer explanations to the promotion and marginalisation of children in PE teaching.
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| 8. |
- Backman, Erik, 1972-, et al.
(författare)
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Activating students as resources in physical education teacher education – a complex process making social and physical capital visible.
- 2023
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Konferensbidrag (refereegranskat)abstract
- It is well established that students in higher education need to develop evaluative skills in order to become effective learners (Guest & Riegler 2022). Assessment for Learning (AfL) is a model for assessment that strengthens learning in schools as well as in higher education (Black et al 2002). This is also the case in physical education teacher education (PETE) (Eather et al 2017, Macken et al 2020) and in school physical education (Leirhaug 2016). One of the key learning strategies in AfL is to activate peers as resources for learning, often operationalised as peer assessment. In PETE, peer assessment (or peer-assisted learning in a broader meaning) has proven to strengthen learning for both the observer and the observed (Lamb et al 2012). One dimension of peer assessment, that has only scarcely been covered in the PETE context (Macken et al 2020) but that is more highlighted in research of peer assessment in general teacher education (see e.g. Kilic 2016, Tait-McCutcheon & Bernadette Knewstubb 2018), is the tensions inherent in giving feedback to peers on their work, peers who might also often be friends. According to Kilic (2016, 137) preservice teachers “do not feel comfortable when critiquing another student” and Tait-McCutcheon and Knewstubb (2018, 773) argues that “peer assessment could reflect friendships more than learning outcomes”. Research demonstrates a complexity with regards to the potential for peer assessment in PETE. On the one hand, preservice teachers have expressed that giving feedback to peers creates a positive, safe, equal and relaxed learning environment (Lamb et al., 2012) and peer assessment has been reported to improve competence, confidence and self-efficacy among preservice teachers (Eather et al., 2017). On the other hand, a study by Macken et al. (2020) reported that preservice teachers believe their students would be mean to each other if implementing peer assessment during their school placement practice in PETE.In this paper, we aim to further explore the complexity involved in peer assessment in PETE to get a deepened and more differentiated picture of this phenomenon. Our overall aim is to contribute to more knowledge about how to involve preservice teachers in PETE and students in school physical education as resources for learning without risking to cause harm. Drawing on the call from Scanlon et al. (2022) for more studies on how assessment is taught in PETE, our specific aim in this paper is to investigate preservice teachers’ views on what as well as how peer assessment is taught in PETE, to be used in school physical education. We will use Pierre Bourdieu’s (1990) concept of capital, as well as the work of Hay and Penney (2013) on how accountability mechanisms functions in assessment, in order to analyse what is assigned value in peer assessment. The two questions that will guide our analysis in this paper reads: What mechanisms are assigned value in peer assessment according to preservice teachers in PETE? And: How do the mechanisms that are assigned value in peer assessment in PETE function according to preservice teachers? More knowledge about the what and the how in teaching of assessment practices in PETE can improve these practices within school physical education.MethodologyThe study presented in this paper is conducted as part of a greater project with the aim of exploring how PETE matters for school physical education. In the overall project we have recruited preservice teachers, with physical education as one of their subjects, during their last year in teacher education. During this last year, one campus-placed course in assessment and one school placement course, constituted the contexts from which we collected empirical material to this study (Authors 2021). The participants in this study were 21 preservice teachers from two different PETE institutions in Sweden (10 from uni A and 11 from uni B). The empirical material analysed in this study compriced of: Three audio-recorded seminars (90-120 min each) from the campus-based assessment courses (one seminar from uni A and two from uni B) conducted before the preservice teachers’ school placement studies.Seven individual semi-structured interviews (40-70 min each) (Kvale 1996) conducted during visits at the preservice teachers’ school placement studies (all from uni A).Five individual Stimulated Recall (SR)-interviews conducted during visits at the preservice teachers’ school placement studies (one from A, four from B).Two audio-recorded and semi-structured group interviews (40-60 min each) (Kvale 1996) from the campus-based assessment courses (both from A) conducted after the school placement studies. After having had the empirical material transcribed by an external part, a thematic content analysis was initiated by a process of familiarisation in which all four researchers were engaged (Braun et al 2017). Inspired by an abductive approach (Alvesson & Sköldberg 2017), we allowed ourselves to be open to alternative theories that could help explain the empirical material. The choice of research object was initiated by the impression from the interviews that giving feedback to peers is surrounded by a complexity, both in PETE and in school physical education. The identification of social relationships and certain types of bodies and movements as assigned with value when giving feedback to peers guided our attention towards Bourdieu-inspired interpretations of the social capital (Beames & Atencio 2008) and the physical capital (Redelius & Hay 2010). Educational challenges following when ‘the what’ is reflected in ‘the how’The findings indicate that when the what-aspect of ‘social relationships’ is to be implemented into an how-aspect, the preservice teachers calls for continuous interaction ‘over time’ in order to build a safe and an allowing climate for learning. While this interaction can be implemented in PETE and in school physical education, allowing for school children to build social capital (Beames & Atencio 2008), a result from this study that calls for further discussion is how PETE can make continuous interaction between preservice teachers and school students possible during school placement studies. When the what-aspect of ‘articulating what to learn’ is mirrored in relation to the how-aspect of giving ‘correct feedback’ in peer assessment, this displays that physical capital in school physical education is strongly connected to standards of excellence and norms of right and wrong movement technique (Redelius & Hay 2010). These golden norms seem to be upheld by the displayed lack a common language for learning (Larsson & Redelius 2008). A question following from this study is what resources preservice teachers are offered within PETE to embody a language for learning in school physical education? This study also made visible that ‘the emphasis of certain forms of knowledge ’ is highly valued when preservice teachers are to give feedback to their peers, to their students (during school placement) or when they engage students to give feedback to each other. The preservice teachers claim to handle this ‘what-aspect’ of peer assessment by focus their attention on ‘managing the sensitivity’ arising when themselves or their students are to comment on each others’ bodies in movements. In conclusion, the combination of social and physical capital decides what is possible to say to whom when preservice teachers and students are to give feedback to peers in PETE and in school physical education.ReferencesAlvesson M and Sköldberg K (2017) Tolkning och Reflektion. Vetenskapsfilosofi och Kvalitativ Metod [Interpretation and Reflection. Philosophy of Science and Qualitative Method]. Lund: Studentlitteratur. [In Swedish.]Beames, Simon and Atencio, Matthew (2008)'Building social capital through outdoor education', Journal of Adventure Education & Outdoor Learning,8:2,99 — 112Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. 2002. Working Inside the Black Box. Assessment for Learning in the Classroom. London: GL AssessmentBourdieu, P. (1990). The logic of practice. (Richard Nice, Trans.). Cambridge, MA: Polity Press.Eather, N., Riley, N., Miller, D., Jones, B. (2017) Evaluating the Effectiveness of Using Peer-Dialogue Assessment for Improving Pre-Service Teachers' Perceived Confidence and Competence to Teach Physical Education. Australian Journal of Teacher Education, Guest J & Riegler R (2022) Knowing HE standards: how good are students at evaluating academic work?, Higher Education Research & Development, 41:3, 714-728Hay, P. J., and D. Penney. 2013. Assessment in Physical Education. A Sociocultural Perspective. London: Routledge.Kilic, D. (2016) An Examination of Using Self-, Peer-, and Teacher-Assessment in Higher Education: A Case Study in Teacher Education, Higher Education Studies, 6(1), 136-144. Kvale, Steinar (1996). Interviews. An Introduction to Qualitative Research Interviewing. California: Sage Publications.Lamb P Lane K & Aldous D (2012) Enhancing the spaces of reflection: A buddy peer-review process within physical education initial teacher education, European Physical Education Review 19(1) 21–38Larsson H & Redelius K (2008) Swedish physical education research questioned—current situation and future directions, Physical Education and Sport Pedagogy, 13:4, 381-398, DOI: 10.1080/17408980802353354Leirhaug 2016 Exploring the relationship between student grades and assessment for learning in Norwegian physical education, European Physical Education Review, 22(3) 298–314Macken S, MacPhail, A & Calderon, A (2020) Exploring primary pre-service teachers’ use of ‘assessment for learning’ while teaching primary physical education during school placement, Physical Education and Sport Pedagogy, 25:5, 539-554Redelius, K. & Hay, P. (2010) Defining, acquiring and transacting cultural capital through assess
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| 9. |
- Backman, Erik, 1972-, et al.
(författare)
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Assessment of movement in Swedish PETE : A matter of learning or just ticking a box?
- 2017
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Konferensbidrag (refereegranskat)abstract
- The general knowledge base of Health and Physical Education Teacher Education (HPETE) is growing stronger. As a part of that knowledge base there is an ongoing discussion of the meaning of HPETE students’ movement capabilities (Brown 2013, Capel et al 2011, Johnson 2013, Siedentop 2009, Tinning 2010). Lee Shulman’s (1987) framework of Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) have been used by scholars to examine how students’ ability to move and their ability to teach are valued in HPETE (Backman & Pearson 2016, Herold & Waring 2016, Ward et al 2015). However, the students’ own voices about these issues have rarely been acknowledged. The aim with this paper is therefore to examine how HPETE students at one university in Sweden experience the assessment of movement knowledge in and about aquatics, dance and ice-skating. Semi-structured interviews with two groups including a total of seven students were performed by the one researcher at three different occasions. The interviewing researcher’s regularly work is not at the same university as the participating students. The interviews focused specifically on the teaching and assessment of aquatics, dance and skating within the first semester of HPETE. The transcription of the six interviews was performed by external assistance and the students were all anonymized in the transcribed material. The following analysis, performed by two researchers stationed at the same university as the participating students, focused on how the transcribed material related to the aim and the concepts of Shulman. Preliminary results show several expressions of that the students in our study were not sure of what kinds or what level of movement knowledge were expected of them as they entered HPETE. Further, several students expressed limited possibilities to develop movement ability merely through HPETE teaching but at the same time, practicing unfamiliar movements outside HPETE teacher-led teaching was rare. Although assessment of movement knowledge were most commonly expressed as a qualitative process, some students mentioned that they occasionally experienced assessment of movement knowledge as “a-tick-in-a-box”. Interestingly, the cognitive aspects of movement knowledge (i.e. describe, observe, analyse, discuss, etc.) were on the one hand expressed as vital, but on the other as less characterized by learning compared to the practice of movement skills. The results will be analysed and discussed in relation to research within the field and in relation to Lee Shulman’s framework of CK and PCK. Although making no claims to generalize the results in this study based on the limited number of participants, they might contribute to the discussion of what forms of knowledge to prioritise in HPETE, and thereby also help develop HPE on a school level.ReferencesBackman, E. & Pearson, P. 2016. “We should assess the students in more authentic situations”. Swedish PE teacher educators’ views of the meaning of movement skills for future PE teachers. European Physical Education Review. 22(1): 47-64.Brown, T.D. 2013. “A vision lost? (Re)articulating an Arnoldian conception of education ‘in’ movement in physical education.” Sport, Education and Society 18 (1): 21-37.Capel, S., Hayes, S., Katene, W. and P. Velija. 2011. “The interaction of factors which influence secondary student physical education teachers’ knowledge and development as teachers.” European Physical Education Review, 17 (2): 183–201.Herold, F. and M. Waring. 2016. “Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education.” Physical Education and Sport Pedagogy. Advance online publication. doi: 10.1080/17408989.2016.1192592Johnson, T.G. 2013. “The value of performance in Physical Education teacher education.” Quest 65 (4): 485-497.Shulman, L.S. 1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1-21.Siedentop, D. 2009. “Content Knowledge for Physical Education. In The Routledge Physical Education Reader, edited by R. Bailey and D. Kirk, 243-253. Abingdon: RoutledgeTinning, R. 2010. Pedagogy and human movement: theory, practice, research. Abingdon: Routledge.Ward, P., Kim, I., Ko, B. and W. Li. 2015. “Effects of Improving Teachers’ Content Knowledge on Teaching and Student Learning in Physical Education.” Research Quarterly for Exercise and Sport 86 (2): 130–139.
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