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- Tomasdottir, Maria, et al.
(author)
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Risk markers of incident atrial fibrillation in patients with coronary heart disease
- 2021
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In: American Heart Journal. - : Elsevier. - 0002-8703 .- 1097-6744. ; 233, s. 92-101
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Journal article (peer-reviewed)abstract
- BackgroundIn patients with coronary heart disease (CHD), atrial fibrillation (AF) is associated with increased morbidity and mortality. We investigated the associations between clinical risk factors and biomarkers with incident AF in patients with CHD.Methods and resultsAround 13,153 patients with optimally treated CHD included in the STabilization of Atherosclerotic plaque By Initiation of darapLadIb TherapY (STABILITY) trial with plasma samples obtained at randomization. Mean follow-up time was 3.5 years. The association between clinical risk factors and biomarkers with incident AF was estimated with Cox-regression models. Validation was performed in 1,894 patients with non-ST-elevation acute coronary syndrome included in the FRISC-II trial.The median (min-max) age was 64 years (range 26-92) and 2,514 (19.1%) were women. A total of 541 patients, annual incidence rate of 1.2%, developed AF during follow-up. In multivariable models, older age, higher levels of NT-proBNP, higher body mass index (BMI), male sex, geographic regions, low physical activity, and heart failure were independently associated with increased risk of incident AF with hazard ratios ranging from 1.04 to 1.79 (P ≤ .05). NT-proBNP improved the C-index from 0.70 to 0.71. In the validation cohort, age, BMI, and NT-proBNP were associated with increased risk of incident AF with similar hazard ratios.ConclusionsIn patients with optimally treated CHD, the incidence of new AF was 1.2% per year. Age, NT-proBNP as a marker of impaired cardiac function, and BMI were the strongest factors, independently and consistently associated with incident AF. Male sex and low physical activity may also contribute to the risk of AF in patients with CHD.
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- Ceder, Simon, et al.
(author)
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Exploring ‘Affirmative Iterations’ : A Participatory Approach to Researching Educational Practices
- 2024
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Conference paper (peer-reviewed)abstract
- This paper introduces the concept of ‘affirmative iterations’ as an approach that integrates the realms of educational practices and participatory research. Drawing inspiration from action research’s iterative nature, researcher-practitioners engage in a series of cyclical-sequential interventions (Casey & Coghlan, 2021) that are both educational and research-based. Additionally, we draw on affect theory’s affirmative stance in performing critique (Staunes 2016). Each educational iteration (i.e. lesson/workshop/seminar) is critically engaged with in an affirmative way, through acritical and careful sensibility (Gunnarsson 2018; 2022), building on what works andhow the situated practice can be developed (cf. Wessels 2022). In this way, affirmative iterations offer a productive framework for planning and executing educational practices through an organic evolution while simultaneously researching these practices.This paper explores how affirmative iterations can deepen our understanding of the participatory aspects in three distinct educational practices. The first case study delves into the planning and execution of a series of playful art education ‘walk-shops’. In the second case, ‘dendro educational seminars’ are organized, exploring how craft teachers can develop their approach to wood as a material. The third example highlights a collaborative teaching unit in creative dance in physical education teacher education (Engdahl et al. 2022).These examples demonstrate how each workshop, seminar, or lesson in the series naturally evolves from its predecessor. Researcher-educators collaborate closely with participants, fostering a shared sense of agency and collaboration. This approach aligns with the principles of co-creation and participatory research, enabling practitioners to adapt and innovate in response to the specific needs of the community or participants.
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- Engdahl, Christopher, et al.
(author)
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Avslutande reflektioner
- 2022
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In: Hur kan vi förstå rörelse?. - Stockholm : Liber. - 9789147145393 ; , s. 236-244
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Book chapter (other academic/artistic)
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- Engdahl, Christopher, et al.
(author)
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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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In: Research in Dance Education. - : Informa UK Limited. - 1464-7893 .- 1470-1111.
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Journal article (peer-reviewed)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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- Engdahl, Christopher, et al.
(author)
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Exploring Movement in Creative Dance: Introducing ‘Dancemblage’ in Physical Education Teacher Education
- 2023
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In: Journal for Research in Arts and Sports Education. - : Cappelen Damm Akademisk. - 2535-2857. ; 7:3, s. 43-58
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Journal article (peer-reviewed)abstract
- Materialities play a crucial role in both the educational practice of physical education (PE), and in physical education teacher education (PETE). This article explores how, often unnoticed, materialities, human as well as non-human, play part in movement exploration in creative dance in PETE. The methodological point of departure is a pedagogical unit in creative dance enacted as part of an optional dance course in a Swedish PETE program where movement exploration was studied. In the unit, students and a teacher collaboratively explored movement and movement assignments, including the use of materialities. In order to understand how materialities ‘co-act’ in movement exploration during class, this article provides a post-anthropocentric and Deleuzian approach. The concept dancemblage is introduced both as a way to analyse materiality and as something to work with in pedagogical practice. Moreover, the article suggests that by recognising dancemblages in creative dance teaching, teachers can be given a tool to further learn about learners’ explorations and to become open to divergent understandings about what it means to participate in creative dance
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| 16. |
- Engdahl, Christopher, et al.
(author)
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Free but not free-free’: teaching creative aspects of dance in physical education teacher education
- 2023
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In: Physical Education and Sport Pedagogy. - : Informa UK Limited. - 1740-8989 .- 1742-5786. ; 28:6, s. 617-629
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Journal article (peer-reviewed)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
(author)
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Indetermination in creative dance : On creative dance teaching in physical education teacher education
- 2024
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Doctoral thesis (other academic/artistic)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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| 19. |
- Engdahl, Christopher, et al.
(author)
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Introducing Dancemblage : Exploring Movement in Physical Education Teacher Education
- 2024
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Conference paper (peer-reviewed)abstract
- Materiality and movement play crucial roles in both the educational practice of physical education (PE), and in physical education teacher education (PETE). This conference presentation presents how materialities, human as well as non-human, play part in movement exploration in creative dance in PETE.The methodological point of departure is a pedagogical unit in creative dance enacted as part of an optional dance course in a Swedish PETE program where movement exploration was studied. In the unit, students and a teacher collaboratively explored movement and movement assignments, including the use of materialities.In order to understand how materialities ‘co-act’ in movement exploration during class, this article provides a Deleuzian and a posthumanist approach. The concept dancemblage is introduced both as a way to analyse materiality and as something to work with in pedagogical practice.
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| 20. |
- Engdahl, Christopher, et al.
(author)
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Introduktion
- 2022
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In: Hur kan vi förstå rörelse?. - Stockholm : Liber. - 9789147145393 ; , s. 15-59
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Book chapter (other academic/artistic)abstract
- Introduktion till Labans rörelseramverkIntroduktion av sociologiska termerBokens dispositionReferenser
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| 22. |
- Engdahl, Christopher
(author)
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Kreativitet i idrottslärarutbildning : att utveckla en undervisningspraktik
- 2019
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Conference paper (peer-reviewed)abstract
- Introduktion/IntroductionNär Skolverket nu för första gången lyfter att idrottslärare bör utveckla elevers kreativitet – har det gått ca 60 år sedan kreativitet nämndes för första gången i svenska styrdokument: ”Undervisning ska utveckla unga människors kreativitet”. Hur arbetar idrottslärarutbildare idag med att förbereda idrottslärare att utveckla elevers kreativitet?Denna poster presenterar resultat från 2019 av intervjuer med idrottslärarutbildare från samtliga idrottslärarutbildningar i Sverige. Frågor besvaras om hur idrottslärare idag undervisar i ämnet Rörelse och Dans i termer av utforskande, skapande och kreativitet.Syfte och teoretisk ram/Aim and theoretical frameworkSyftet är att presentera resultat från intervjuer med idrottslärarutbildare, som visar på hur idrottslärarutbildare inkluderar aspekter av utforskande, skapande och kreativitet i sin undervisning med studenter.Metod/MethodÅtta intervjuer med idrottslärarutbildare från samtliga idrottslärarutbildningar i Sverige genomfördes augusti-november 2019. Frågor kretsade kring på hur idrottslärarutbildare inkluderar aspekter av utforskande, skapande och kreativitet i sin undervisning med studenter.Resultat/ResultsResultaten är preliminära i dagsläget då enbart två, av åtta, intervjuer är genomförda. Resultaten visar att arbetet skiljer sig åt på de olika idrottslärarutbildningarna, men att aspekter av utforskande, skapande och kreativitet i undervisning med studenter är beaktade. Diskussion och slutsatser/Discussion and conclusionsDiskussionen är preliminär i dagsläget då enbart två, av åtta, intervjuer är genomförda. Resultaten visar att idrottslärarutbildares sätt att arbeta med aspekter av kreativitet överensstämmer med hur ämnet ”Skapande dans”, som primärt hämtar idéer och metoder från 1900-talets fridans samt modern dans, undervisas i skolor nationellt och internationellt.
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