| 1. |
- 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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| 2. |
- Aggerholm, K., et al.
(författare)
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On practising in physical education : outline for a pedagogical model.
- 2018
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Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 23:2, s. 197-208
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Tidskriftsartikel (refereegranskat)abstract
- Background: Models-based approaches to physical education have in recent years developed as a way for teachers and students to concentrate on a manageable number of learning objectives, and align pedagogical approaches with learning subject matter and context. This paper draws on Hannah Arendt’s account ofvita activato map existing approaches to physical education as oriented towards: (a) health and exercise, (b) sport and games, and (c) experience and exploration.Purpose: The aim of the paper is to outline a new pedagogical model for physical education:a practising model. We argue that the form of human activity related to practising is not well represented in existing orientations and models. To sustain this argument, we highlight the most central aspects of practising, and at the same time describe central features of the model.Relevance and implications: The paper addresses pedagogical implications the practising model has for physical education teachers. Central learning outcomes and teaching strategies related to four essential and ‘non-negotiable’ features of the practising model are discussed. These strategies are: (1) acknowledging subjectivity and providing meaningful challenges, (2) focusing on content and the aims of practising, (3) specifying and negotiating standards of excellence and (4) providing adequate time to practising.Conclusion: The practising model has the potential to inform new perspectives on pedagogical approaches, and renew and improve working methods and learning practices, in physical education.
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| 3. |
- Barker, Dean, 1977-, et al.
(författare)
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Developing the practising model in physical education : an expository outline focusing on movement capability.
- 2018
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Ingår i: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 23:2, s. 209-221
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Tidskriftsartikel (refereegranskat)abstract
- Background: Physical educators currently have a number of pedagogical (or curricular) models at their disposal. While existing models have been well-received in educational contexts, these models seek to extend students’ capacities within a limited number of ‘human activities’ (Arendt, 1958). The activity of human practising, which is concerned with the improvement of the self, is not explicitly dealt with by current models.Purpose: The aim of the paper is to outline how a model of human practising related to movement capability could be enacted in physical education.Findings: Building on a theoretical exposition of human practising presented in a separate paper, this paper provides a practically oriented discussion related to: (1) the general learning outcomes as well as teaching and learning strategies of the model; (2) an outline of five activities that describe how the model could be implemented; and (3) the non-negotiable features of the model.Discussion: The model’s potential contribution to the ongoing revitalization of PE as an institutionalized educational practice is discussed. Points concerning how the model relates to wider physical cultures, its position regarding transfer of learning, standards of excellence, and social and cultural transmission are considered.Conclusion: The paper is concluded with some reflections on pedagogical models generally and how they relate to the pedagogical model of practising movement capability presented in this paper.
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| 4. |
- Barker, Dean, 1977, et al.
(författare)
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Inter-student interactions and student learning in health and physical education: a post-Vygotskian analysis
- 2015
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Ingår i: Physical Education and Sport Pedagogy. - Oxfordshire, United Kingdom : Routledge. - 1740-8989 .- 1742-5786. ; 20:4
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Tidskriftsartikel (refereegranskat)abstract
- Background: Group work is often used in Physical Education (and Health – HPE). In this paper, we propose that despite: (1) its widespread use; (2) advances surrounding HPE models that utilize group strategies; and (3) a significant amount of literature dealing with group work in other school subjects, we do not have a particularly good theoretical understanding of group learning in HPE. Purpose: The purpose of this paper is to propose one way of conceptualizing individual learning in peer interaction based on three tenets of post-Vygotskian theory that relate to the zone of proximal development (ZPD); namely that in learning situations: (i) group members engage in shared communication; (ii) expert–novice relationships can develop and change during group activities and (iii) constructing knowledge can be thought of as reaching agreement. Participants and setting: Empirical material was generated with eight different HPE classes in lower and upper secondary schools in Sweden. Schools were selected in a way that maximized variation and were distributed across four geographic locations with varying sizes and types of communities. Data collection: Observational material was produced at each of the sites with the use of two cameras: one stationary and the other mobile. Stationary filming maintained a wide-angled focus and captured the entire class. Mobile filming focused on different groups working within the classes. During mobile filming, between two and five students were generally in the frame and filming was directed at sequences in which a group of students worked together on a specific task. Data analysis: Analysis of the data focused on two kinds of incidents. The first comprised a sequence in which two or more students were interacting to complete a task which they could not immediately do and were engaged in collective signification by talking about or doing the activity in mutually compatible ways. These conditions were sufficient in our view to signal the creation of a ZPD. The second kind of incident fulfilled the first criteria but not the second – i.e. the students were interacting but not in mutually compatible ways. Findings: A post-Vygotskian interpretation of three group work sequences draws attention to: (i) the flexible and fluid nature of ‘expertness’ as it exists within groups; (ii) the unpredictable nature of member interactions and (iii) the challenging role that teachers occupy while trying to facilitate group work. Conclusion: Such an interpretation contributes to a growing understanding of group work and helps HPE practitioners to make the most of a teaching strategy which is already used widely in schools.
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| 5. |
- Barker, Dean, 1977, et al.
(författare)
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Student learning through interaction in physical education
- 2017
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Ingår i: European Physical Education Review. - London, United Kingdom : Sage Publications. - 1356-336X .- 1741-2749. ; 23:3, s. 273-278
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Tidskriftsartikel (refereegranskat)abstract
- The creation of this special issue can be thought of as a cartographic exercise aimed at providing examples of current research on learning in and through interactions in physical education. Together, the collection forms a kind of map useful for identifying connections and conceptual similarities and differences between current approaches. As such, the special issue has the potential to stimulate dialogue and to guide future research and pedagogical endeavors when encouraging student learning through interaction in physical education. As with any project of this sort, it is expedient to begin with some contextualization. Over the last 50 years, following the work of prominent education theorists like Piaget and Vygotsky, constructivist principles have become a central feature of the educational landscape (Roth and Lee, 2007; Fosnot, 2005). This trend has led to a practical emphasis on providing students with opportunities to make decisions, work collaboratively, discuss content, and negotiate with one another to actively ‘construct meaning’ in physical education. Constructivist perspectives have provided an important stimulus for the genesis of policy decisions, scholarship and pedagogical models (Rovegno and Dolly, 2006, Wright, Macdonald and Burrows, 2004). Pedagogical models with social constructivist orientations in PE include Sport Education (Kirk, 2006; Siedentop, Hastie, and van der Mars, 2011), Teaching Games for Understanding (TGfU) (Butler, 2006; Kirk and MacPhail, 2002) and Cooperative Learning (Dyson and Casey, 2014; Lafont, 2012). While it is not entirely clear the extent to which these models, or indeed constructivist principles in general, are being implemented in physical education internationally, the volume of literature on constructivist approaches (Rovegno and Dolly, 2006), along with the frequency of use of terms like ‘student centered’ suggest there has been a significant shift in the way physical educators think about teacher-student and student-student interactions. This is a key reason for examining interactions in practice more closely, and an important starting point for this special issue.
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| 6. |
- Maivorsdotter, Ninitha, 1966-, et al.
(författare)
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Being a competent athlete or a competent teacher? : Aestetic experiences in physical education teacher education
- 2014
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Ingår i: European Physical Education Review. - London : Sage Publications. - 1356-336X .- 1741-2749. ; 20:3, s. 407-422
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to explore physical education teacher education students’ meaningmaking of participating in lessons – in this case gymnastics and basketball – based on their aesthetic judgements, expressed in written stories. A transactional approach, drawing on the work of John Dewey, was used in the study and the empirical data was generated through observations and collection of students’ written stories. A practical epistemology analysis was used in order to explore the students’ meaning-making in-depth. The purposes that the students ascribed to participating in the lessons were to develop both as athletes and as teachers. When analysing the stories, the importance of being a competent athlete emerged as the main purpose of participating in the lessons, and the majority of the students never included the purpose of developing as a teacher in their stories at all. By making the competent athlete the centre of their participation, other positions of participation were excluded or marginalized. However, even if all the students’ stories contribute to the collective appropriation of the type, the majority did not include the projected, ideal type in all respects. In their stories, it was clear that many of the students expressed a tension between doing gymnastics or basketball within the context of competitive sport and doing the same activities within the context of physical education teacher education. Even if the students did not fulfil this awareness of contrasting ideals by undoing ‘the competent athlete’ completely, many of them did highlight the conflict.
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| 7. |
- Meckbach, Jane, et al.
(författare)
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Exergames som läromedel i Idrott och hälsa?
- 2013
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Ingår i: SVEBIs konferens 2013.
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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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| 8. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
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Why do Wii teach physical education in school?
- 2013
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Ingår i: Swedish Journal of Sport Research. - : Swedish Association for behacioural and social research in sport. - 2001-6018 .- 2001-9475. ; 2
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Tidskriftsartikel (refereegranskat)abstract
- Videogames including bodily movement have recently been promoted as tools to be used in school to encourage young people to be more physically active.The purpose of this systematic review has been to explore the arguments for and against using exergames in school settings and thus facilitate new insights into this field. Most of the arguments for and/or against these of exergames can be organised in relation to health and sport. In relation to health, the dominant theme is about fitness and obesity. In relation to sport, the two main themes were skill acquisition, and exergames as an alternative to traditional PE. Theidea why Wii teach PE in schools is that children are becoming more obese, which in turn threatens the health of the population. Schools seem to be an appropriate arena for this intervention, and by using exergames as an energy consuming and enjoyable physical activity a behaviour modification and the establishment of good healthy habits is argued to be achieved
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| 9. |
- Tidén, Anna, et al.
(författare)
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Development and Initial Validation of the NyTid Test : A Movement Assessment Tool for Compulsory School Pupils.
- 2015
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Ingår i: Measurement in Physical Education and Exercise Science. - : Routledge. - 1091-367X .- 1532-7841. ; 19:1, s. 34-43
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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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| 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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