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| 2. |
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| 3. |
- Barker, Dean, et al.
(författare)
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Transformative pedagogy in physical education and the challenges of young people with migration backgrounds
- 2016
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Ingår i: Routledge Handbook of Physical Education Pedagogies. - : Routledge. - 9781138820999 ; , s. 356-367
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Bokkapitel (refereegranskat)abstract
- This chapter provides an overview of scholarship dealing with ethnicity and cultural diversity in relation to PE. It identifies two central themes that have occupied scholars over the last two decades: Muslim girls’ experiences, and teachers’ preparedness to respond to increasing cultural pluralism. It also takes in a small number of investigations focusing on the experiences and perceptions of young people from minority groups. In synthesizing this literature, the chapter underscores recurring issues, central findings, and implications for practitioners, as well as identifying themes that require further theoretical and practical attention.
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| 4. |
- Bourdieu, Pierre, et al.
(författare)
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Leve idrottspedagogiken : En vänbok tillägnad Lars-Magnus Engström
- 2005
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Vem ägnar sig åt idrott? Vilken betydelse har fritiden i barns och ungdomars liv? Vad innebär hälsa i skolämnet idrott och hälsa?Leve idrottspedagogiken! tillägnas Lars-Magnus Engström. Texterna i boken speglar delar av det idrottspedagogiska forskningsområdet i Sverige, vars framväxt Lars-Magnus Engström varit den främste företrädaren för. Läsaren får här ta del av exempelvis idrottskulturen, fritidskulturen och skolans ämne idrott och hälsa. Genomgående handlar texterna om villkoren för barns och ungdomars deltagane och om de olika lärprocesser som sker i anslutning till idrottsutövning.Lars-Magnus Engström har gjort betydande insatser som forskare och lärare samt som professor vid Lärarhögskolan i Stockholm och vid Gymnastik- och idrottshögskolan. I snart fyrtion år har han arbetat med studier kring påverkans- och lärprocesser i idrott. Hans forskning har främst kretsat kring människors idrottsvanor och vilka som utvecklar en fysiskt aktiv livsstil. Idrotts- och motionsutövningar ger både ett så kallat egenvärde och investeringsvärde. Med dessa begrepp bland många andra har Lars-Magnus Engström bidragit till en fördjupad vetenskaplig förståelse av idrottskulturen.De flesta författarna har eller har haft Lars-Magnus Engström som handledare och tillhör forskningsgruppen för pedagogik, idrott och fritidskultur. Redaktörer för boken är Karin Redelius och Håkan Larsson.
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| 5. |
- Brun Sundblad, Gunilla, et al.
(författare)
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Orka hela vägen : Upplevd hälsa, idrotts- och träningsbakgrund bland studenter på en fysiskt inriktad yrkesutbildning. Lärarstudenter GIH 2008 delrapport 1: 2009
- 2010
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Sammanfattning Ett sammanfattande porträtt av den nyantagna lärarstudenten vid GIH med utgångspunkt från enkätsvaren ger vid handen en bild av en person, som är ca 21 år gammal, född i Sverige och uppvuxen i en medelstor stad i Mellansverige. Studenten trivdes mycket bra i skolan och var som elev något över medel med MVG i idrott och hälsa. Valet av yrkesutbildning grundade sig på ett stort intresse för idrott, samt en önskan att få jobba med barn och ungdom. Studievalet hade för många påverkats av en tidigare idrotts-lärare, kompisar och familj. En bra lärare i idrott och hälsa är enligt studenten positiv, engagerad, rättvis, bestämd och kunnig. Lärarstudenten ser sig behärska bollspel väl. Störst kunskap och färdighet uppges i fot-boll och alpin skidåkning. Minst kunskap och färdighet skattades i softboll, baseboll, bergsklättring, långfärdsskridskoåkning och i konsten att kunna valla skidor. Många ser sig ha god kunskap om sambandet mellan hälsa, livsstil och miljö, men mindre god om hur en idrottsaktivitet har betydelse för kulturarvet, samband mellan miljö och männi-skans hälsa i ett historiskt och nutidsperspektiv samt i ergonomi. På sin fritid går lärarstudenten ofta på idrottsevenemang, café, tittar på TV och video eller umgås med vänner och familj. Lärarstudenten går sällan på bio och nästan aldrig på tea-ter, museum eller vernissager. "Vad är vernissage?" undrar en student. Hälsan, både fysiskt och psykiskt, skattas som tillfredsställande och man känner ofta hopp, glädje och meningsfullhet. Emellertid finner man sig även ofta stressad på grund av tidsbrist och alla krav. Många kvinnliga studenter (41%) rapporterade ryggont och många, både kvinnor och män, beskrev att de har besvär från en skadad fotled eller knä. De flesta lärarstudenterna är regelbundet fysiskt aktiva och de finner att mängden motion delvis är tillfredsställande. Förväntningarna är höga på utbildningen både att den är mångsidig och kommer att ge ökad kunskap inom olika områden. Under studietiden förväntar man sig att utvecklas och förbättra sin egen fysiska status och hälsa. En student uttrycker det med orden: "Mitt nya liv startar idag". Den sammanfattande bilden av lärarstudenten på GIH liknar den som tidigare har redovisats av Meckbach och Wedman i en liknande studie från maj 2005. Deras studie genomfördes på studenter efter ett års studier på GIH (Meckbach & Wed-man, 2007).
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| 6. |
- Brun Sundblad, Gunilla, et al.
(författare)
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Studenter tar plats i SIH-projektet
- 2013
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Ingår i: Svensk Idrottsforskning. - 1103-4629. ; 22:1, s. 20-24
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- I drygt tio år har SIH-projektet kartlagt ungas upplevda hälsa, fysiska status och aktivitetsgrad, och dessutom skolämnet idrott och hälsa. Studenter vid GIH har medverkat i projektet och bidragit med forskningsdata. I artikeln presenteras aktuella resultat och hur projektet har integrerats i studenternas utbildning samt vetenskapliga skolning.
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| 7. |
- Carl, Johannes, et al.
(författare)
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Physical Literacy in Europe: The Current State of Implementation in Research, Practice, and Policy
- 2023
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Ingår i: Journal of Exercise Science and Fitness. - : Elsevier BV. - 1728-869X .- 2226-5104. ; 21:1, s. 165-176
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Tidskriftsartikel (refereegranskat)abstract
- The holistic concept of physical literacy (PL) embraces different person-centered qualities (physical, cognitive, affective/psychological) necessary to lead physically active lifestyles. PL has recently gained increasing attention globally and Europe is no exception. However, scientific endeavors summarizing the current state of PL in Europe are lacking. Therefore, the goal of this study was to comprehensively assess and compare the implementation of PL in research, policy, and practice across the continent. We assembled a panel of experts representing 25 European countries. Employing a complementary mixed-methods design, the experts first prepared reviews about the current state of PL in their countries (categories: research, practice/policy). The reviews underwent comparative document analysis ensuring a transnational foureyes principle. For re-validation purposes, the representatives completed a quantitative survey with questions reflecting the inductive themes from the document analysis. The document analysis resulted in ten disjunct themes (related to “concept”, “research”, “practice/policy”, “future/prospect”) and yielded a heterogenous PL situation in Europe. The implementation state was strongly linked to conceptual discussions (e.g., existence of competing approaches), linguistic issues (e.g., translations), and country-specific traditions. Despite growing scholarly attention, PL hesitantly permeates practice and policy in most countries. Nevertheless, the experts largely anticipate increasing popularity of PL for the future. Despite the heterogeneous situation across Europe, the analysis has uncovered similarities among the countries, such as the presence of established yet not identical concept. Research should intensify academic activities (conceptuallinguistic elaborations, empirical work) before PL may gain further access into practical and political spheres in the long term.
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| 8. |
- Carlman, Peter, 1976-
(författare)
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”Det är halvidrott, kanske lite mer än halvidrott” : Idrottsskolan som en praktik för formandet av idrottsbarndomar
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the dissertation was to investigate children’s views on and experiences of The Sport for All programme in school (SAP) (idrottsskolor) and the significance of the activities for children’s ”sports childhood”.The study is anchored in the so-called “new sociology of childhood”. Such a standpoint is based on that children are competent social actors with agency. Following that, childhood is constructed both by actors in specific fields and by the children in these social practices.The dissertation is based on three interview studies from three different SAPs. In study I fifteen individual interviews were conducted with: the programme manager, three school teachers, two sport club leaders and nine children (aged 9-10). Study II was based on repeated focus group interviews with 15 ten-year-old Swedish children participating in a SAP. In study III individual interviews were conducted with eight children, four years after they completed their participation in a SAP. In all three studies the children described the SAP as a different sport practice in relation to traditional organized sport. In the SAP sport was offered in a new context with other meanings and functions compared to conventionally organized sport. But, study II showed that children with a strong performance ethos had the capacity to influence and control the practice in the SAP, which contribute to a “competitive atmosphere” in the SAP activities. Further, study III showed that children with a weak interest in sport enjoyed the activities. However, it was not something this certain group of children wanted to continue to practice outside the program. While other participants with an already established interest in sports, experienced a deepening and widening of their sport interest through the SAP.In terms of agency, the children’s individual and collective views of sport are important to consider in regard to understanding the SAP practice. The children brought prior knowledge, understanding and skills into the SAP, which can contribute to the experience of the practice.
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| 9. |
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| 10. |
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| 11. |
- Ekblom, Örjan, et al.
(författare)
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Predictors of adolescent fitness levels among Swedish adolescents, a longitudinal study
- 2012
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Ingår i: Journal of Science and Medicine in Sport. - : Elsevier BV. - 1440-2440. ; , s. S185-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: It has been consistently demonstrated that low aerobic fitness is causally linked to increased cardio-metabolic risk. Aerobic fitness has also been causally related to cognitive function. From adolescence and onwards, the inter-individual stability ("tracking") in fitness is fairly high. An individual's fitness level in adolescence is therefore a central determinant for future health. However, childhood predictors of adolescent fitness levels are largely unknown. The present study aimed at identifying personal, school-specific and structural determinants in childhood (age 10 yrs) for adolescent aerobic fitness (at age 16 yrs).Methods: Body mass index-based overweight status (normal weight vs overweight/obese, according to Cole et al.) and gross motor skills (based on the Tidén-Nyberg test) were measured at baseline in 209 Swedish children (mean [SD] age 9.8 [0.60] yrs) from randomly selected schools on Sweden. Immigration status (self-report) and average household income in quartiles on community level (register obtained) were used as possible structural confounders. Data on educational status of the PE teacher and lesson structure (gender-separated vs mixed classes) was obtained from the PE teacher. At the reexamination (at age 15.8 [0.33] yrs), aerobic fitness was estimated using the Åstrand-Ryhming nomogram. Low aerobic fitness was defined as below the first quartile (29.7 mL x min-1 x kg-1). Risk for low aerobic fitness was assessed using logistic regressionResults: Risk for low aerobic fitness at follow-up was lower in children who were normal weight (OR: 0.23.95% CI: 0.10 to 0.49) and in children with trained PE-teachers (OR: 0.40, 95% CI: 0.17 to 0.93), but higher among children with poor gross motor skills (OR:1.84, 95% CI 1.08 to 3.13) at baseline. Gender, immigration history, neighborhood economical status and lesson structure were all non-significant predictors of low adolescent fitness.Discussion: The results stress the importance for early overweight prevention and treatment and for professional identification and treatment of children with impaired gross motor skills at young ages. In Sweden, a lagre proportion of PE-teachers in lower grades lack formal PE-teacher education, which according to the present study poses a threat to children's future health. Early screening and treatment of children with limited motor proficiencies seems may help children adapting a physically active lifestyle and avoiding low fitness levels in adolescence and young adulthood.
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| 12. |
- Ekblom, Örjan, et al.
(författare)
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Predictors of perceived competence in physical activities (PCPA) among Swedish adolescents, a longitudinal study
- 2012
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Ingår i: Journal of Science and Medicine in Sport. - : Elsevier BV. - 1440-2440. ; , s. S113-
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Introduction: An individual's perceived competence in physical activities (PCPA) has been proven a powerful predictor for future physical activity. However, the perception of one¥s competence may differ over time, especially during childhood and adolescence but also between types of physical activities or tasks. Further, the predictors for PCPA are largely unknown, but overweight status and gross motor skills have been proposed as candidates. We sought to identify predictors for general PCPA in Swedish adolescents, and PCPA in three highly prevalent forms of physical activities in Swedish physical education (PE), namely swimming, aerobics and soccer.Methods: Body mass index-based overweight status (normal weight vs overweight/obese, according to Cole et al.) and gross motor skills (based on the TidÈn-Nyberg test) were measured in 352 Swedish children (160 girls and 192 boys) at baseline (age 10). Immigration status (self-report) and average community household income level (quartiles, register obtained) at 10 yrs were used as possible socio-cultural confounders. Data on educational status of the PE teacher responsible for education at age 10 yrs was obtained by self-report from the teachers. Self reported data on general PCPA and PCPA in soccer, swimming and aerobics at 16 yrs was obtained at follow-up and predictors for PCPA was identified using logistic regression.Results: Being overweight or obese (OR: 2.27, 95% CI: 1.18–4.38) and attending PE classes with unqualified teachers (OR: 2.41, 95% CI: 1.36–4.27) at age 10 yrs were both risk factors for low general PCPA a age 16 yrs. Concerning the selected activities, being overweight or obese at age 10 yrs predicted low PCPA in swimming (OR: 2.67, 95% CI:1.31–5.46) but not in the other activities at age 16 yrs. Poor gross motor skills at age 10 yrs predicted low PCPA at 16 yrs only in soccer (OR:1.48, 95% CI: 1.02–2.13). Female gender (OR: 0.21, 95% CI: 0.13–0.38), and higher socioeconomic status (OR: 0.71 per quartile, 95% CI: 0.55–0.92)at age 10 yrs were both found to be associated to lower risk for low PCPA in aerobics.Discussion: Overweight status and educational status of the PE teacher both affect the risk of having low general PCPA. The effect of gender, overweight status, gross motor skill and socio-economy seem to differ between specific activities, indicating that PCPA may be task specific in adolescents. These results may serve as background when planning physical activity interventions. Further, they stress the need for professional PE teachers to teach in younger classes.
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| 13. |
- Engdahl, Christopher, et al.
(författare)
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Dancing as searching with Deleuze - a study of what students in physical education teacher education express and experience in creative dance lessons
- 2022
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Ingår i: Research in Dance Education. - : Informa UK Limited. - 1464-7893 .- 1470-1111.
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Tidskriftsartikel (refereegranskat)abstract
- Physical education (PE), and specifically the teaching area of dance, has been identified as an important pedagogical setting within which young people develop creativity. Creativity is thus an important aspect of schooling. Several studies have suggested however, that dance is seldom taught in PE in ways that acknowledge creative aspects of movement learning, and that students in physical education teacher education (PETE) receive insufficient training in the area of dance. Very little research has been conducted specifically on how teachers and PETE students understand the subject tradition of creative dance. The aim of this paper is to create insights into what PETE students express and experience in creative dance lessons where we specifically explore a pedagogy based on imitation. To address this aim, empirical material was generated through observations and logbooks during a pedagogical sequence of creative dance at a Swedish PETE institution. Deleuzian concepts of palpation and experimentation were used to guide our analysis. The results of this study show alternative ways of understanding what can happen when students participate in creative dance lessons. Our findings contribute to researchers' and teacher educators' understandings of students' experiences of working with spaces of creativity in PETE, and how these experiences can be used in teaching of creative dance.
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| 14. |
- 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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| 15. |
- Engdahl, Christopher
(författare)
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Indetermination in creative dance : On creative dance teaching in physical education teacher education
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis is to explore how creative dance in Swedish physical education teacher education (PETE) can be taught and experienced. PETE holds a responsibility to extend preservice teachers’ movement repertoires and plays a crucial role to provide opportunities for the future physical education (PE) teachers to gain experience and knowledge of dance teaching. Creative dance is part of the teaching area of dance in PE and often a new experience for students when entering PETE programs. The research literature is scarce, in a Scandinavian context as well as internationally, about creative dance teaching in PETE. This doctoral project, guided by Deleuzian scholarship, includes three studies, a literature review, an interview study and a pedagogical intervention study. These three studies resulted in one article in the form of an unpublished manuscript and three published articles. The first article, the manuscript, explores how theoretical approaches are used in studies of creative dance teaching in PE and PETE. The second article explores how PE teacher educators describe their teaching of creative aspects of dance in PETE. The third article explores what PETE students express and experience when participating in mirror assignments during creative dance lessons and what insights can be made regarding creative dance teaching. The fourth article explores how human and non-human materialities play a part in movement exploration in creative dance in PETE and pedagogical implications in creative dance teaching. The thesis offers four key insights. The first insight is that PE teacher educators have specific ideas about creative aspects of dance and about teaching creative dance. The second insight is that inspiration from Deleuze’s philosophy can support and extend ideas about teaching mirror assignments in creative dance lessons in PETE. The third insight is that teaching mirror assignments in creative dance lessons in PETE can make students’ expressions and experiences involve indetermination. The fourth insight is that a post-anthropocentric and Deleuzian approach can be seen to extend notions of creative dance teaching in PETE. My thesis shows various ways how teaching can encourage PETE students to engage with a teaching area that can be unfamiliar to them. The pedagogical insights presented in this thesis can support PE teacher educators and PE teachers when considering teaching creative dance.
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| 16. |
- Engelsrud, Gun, et al.
(författare)
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Didaktiske praksiser i lærerutdanning - steder i et landskap
- 2023
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Didaktiske praksiser i lærerutdanning - steder i et landskaper en vitenskapelig antologi. Undertittelen - steder i et landskap -, understreker at bidragene omhandler undervisningspraksiser hentet fra et lærerutdanningsfelt. Bidragene representerer noen fagområder i dette landskapet: pedagogikk, kroppsøving, mat og helse, friluftsliv og retorikk. Didaktiske praksiser vil alltid finne sted avhengig av en topologi som allerede er der, og som ofte er implisitt og lite utforsket, men som i denne boka foldes ut. Målgruppe for boka er undervisere og forskere i lærerutdanning.
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| 17. |
- Engström, Lars-Magnus, et al.
(författare)
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Pedagogisk forskning
- 2014
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Ingår i: Från Kungl. Gymnastiska Centralinstitutet till Gymnastik- och idrottshögskolan. - Stockholm : Gymnastik- och idrottshögskolan, GIH. ; , s. 210-239
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Bokkapitel (populärvet., debatt m.m.)
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| 19. |
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| 20. |
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| 21. |
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| 22. |
- Fröberg, Andreas, 1985, et al.
(författare)
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How to teach about sustainable development in physical education? Examples from the perspectives of certified teachers in Sweden
- 2023
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Ingår i: Frontiers in Education. - 2504-284X. ; 8
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Tidskriftsartikel (refereegranskat)abstract
- Teachers have a vital role in educating and empowering students to become informed and active agents of change in promoting sustainable development (SD). Little is known what PE teachers teach about SD. The aim of the present study was to explore what certified compulsory school and upper-secondary school physical education (PE) teachers in Sweden teach about SD within their practice. An online survey was used to collect data about background information and what the PE teachers had taught about SD in PE. Data from 653 PE teachers was used and the teaching examples were analysed through thematic analysis. The analysis resulted in eight themes: Equality, inclusion, and norms, Exploring the local environment, Outdoor education and care of nature, Interdisciplinary projects, Picking waste and recycling, Sustainable bodies, Sustainable lifestyles, health and well-being, and Sustainable use of products and consumption. The findings suggest that PE can have distinct subject-specific contribution to aspects of the SD agenda, but also a role to empower students of how movement, exercise, and sport can be embedded within a broader ecological perspective. Furthermore, the described themes may open for research about what competences that are particularly relevant for PE teachers in the context of SD.
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| 23. |
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| 24. |
- Fröberg, Andreas, 1985, et al.
(författare)
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Physical Literacy Assessment: A Conceptualization and Tools
- 2024
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Ingår i: Springer Cham. - : Springer Cham. - 9783031655951 ; , s. 67-87
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- During the recent decade, the concept of physical literacy has gained increasing prominence worldwide. Introduced by Whitehead in the early 1990s, physical literacy was conceptualized as a developmental process encompassing competence in the physical, affective, and cognitive dimensions that should be understood in a holistic manner where the attributes are interconnected and inseparable. Physical literacy has been proposed to associate with several related outcomes, such as physical activity (PA), sport participation, and an overall active lifestyle, as well as other health behaviors and outcomes. Due to the potential of the concept, there has been an increased interest in assessing physical literacy, especially among school-aged children and adolescents. The purpose of present chapter is to explore what is currently known regarding physical literacy assessment tools, the validity of the tools, and the association between physical literacy and PA participation and health and well-being among school-aged children and adolescents.
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| 25. |
- Fröberg, Andreas, 1985, et al.
(författare)
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Skolämnet Idrott och hälsa och Agenda 2030? - En forskningsöversikt
- 2022
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Ingår i: Svensk Förening för Beteende- och Samhällsvetenskaplig Idrottsforskning (2022) - årskonferens.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Introduktion Agenda 2030 med de 17 globala målen för hållbar utveckling antogs 2015 och är den mest ambitiösa överenskommelsen för hur Förenta Nationernas medlemsländer gemensamt ska arbeta för hållbar utveckling. De angivna hållbarhetsmålen integrerar såväl sociala, ekonomiska som miljömässiga dimensioner av hållbarhet. Alla delar i samhället förväntas medverka och aktivt arbeta för att nå dessa globala mål vilket innebär krav på att människor besitter de kunskaper och förmågor som krävs för att främja en hållbar utveckling. I relation till detta är utbildning på alla olika nivåer, från unga år till vuxen ålder, en nyckelfaktor, varpå skolan har identifierats som en kritisk samhällsinstitution. Vidare framgår i Agenda 2030 att fysisk aktivitet och idrott spelar en viktig roll för att nå de globala målen. Även skolämnet Idrott och hälsa kan i detta avseende bidra till Agenda 2030 men hitintills saknas en forskningsöversikt som sammanställt artiklar om Idrott och hälsas bidrag till Agenda 2030 och globala målen för hållbar utveckling. Syfte Syftet med forskningsöversikten har varit att sammanställa artiklar om Idrott och hälsas bidrag till Agenda 2030 och de globala målen för hållbar utveckling. Den övergripande forskningsfrågan som vägledde forskningsöversikten var: vilka perspektiv gällande Idrott och hälsas bidrag till Agenda 2030 och globala målen för hållbar utveckling har diskuterats i den vetenskapliga litteraturen? Metod Forskningsöversikten följde riktlinjer i PRISMA. Systematiska databassökningar (Education Research Complete, ERIC, Education database, SportDiscus och Scopus) genomfördes med omfattande söksträngar utvecklade i syfte att identifiera forskning relaterat till 16 globala mål för hållbar utveckling. Dessutom genomfördes en sökning med generella sökord, såsom “sustainability”, “Agenda 2030”, “Millennium Development Goals” och “physical education”. Två författare granskade sökresultatet utifrån titel och abstrakt med förbestämda inklusionskriterier formulerade enligt PICo-strukturen. Artiklar som inkluderades genomgick kvalitetsgranskning. Resultat Totalt genomfördes 85 sökningar som genererade i 11085 unika sökträffar. Av dessa var 4318 publicerade mellan 2015 och 2021. Sökresultat per globala mål för hållbar utveckling varierade från ett till 2232, med flest antal sökträffar för God hälsa och välbefinnande (#3), God utbildning (#4) och Jämställdhet (#5), följt av Fredliga och inkluderande samhällen (#16). Efter vidare granskning av sökresultat utifrån titel och abstrakt kunde tre artiklar inkluderas vilka diskuterade perspektiv avseende Idrott och hälsas bidrag till Agenda 2030 och globala målen för hållbar utveckling. Dessa tre artiklar föreslår att Idrott och hälsa kan bidra till Agenda 2030 inom ett urval av de globala målen för hållbar utveckling, samt att detta kan ske genom att arbeta med olika modeller för undervisning och begreppet rörelserikedom (eng. ”physical literacy”). Diskussion och slutsatser Idrott och hälsas bidrag till Agenda 2030 och de globala målen för hållbar utveckling har i liten utsträckning diskuterats i den vetenskapliga litteraturen. Mer forskning behövs för att förstå hur frågor relaterat till Agenda 2030 och hållbar utveckling kan förstås och integreras i Idrott och hälsa. Forskare, lärare och andra intressenter uppmuntras att kritiskt reflektera över vad det kan innebära att arbeta med frågor kring hållbar utveckling i Idrott och hälsa relaterat till Agenda 2030. Detta skulle kunna vara ett sätt att utmana befintliga normer och kulturer som omfattas av ämnet, samt möjliggöra ett nytänkande kring nya undervisningsmetoder där frågor relaterat till hållbar rörelse, hälsa och miljö är integrerade och relaterade.
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| 26. |
- Fröberg, Andreas, 1985, et al.
(författare)
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Sustainability-oriented learning in Physical education and Health (PEH)? A document analysis of the Swedish syllabi
- 2023
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Ingår i: Curriculum Studies in Health and Physical Education. - : Informa UK Limited. - 2574-2981 .- 2574-299X. ; 14:3, s. 340-356
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we add to the literature by exploring how sustainable development (SD), and sustainability-oriented learning, are reflected in the Swedish compulsory school and upper secondary school physical education and health (PEH) syllabi. The source of data was the PEH syllabi and the commentary material, as produced by the Swedish National Agency of Education. These were qualitatively analysed through document and thematic analysis using two educational guideline resources as guiding frameworks. We found no explicit statements related to SD in the PEH syllabi for the compulsory school and upper secondary school. In the commentary materials, however, there were explicit statements made in relation to outdoor life and nature and ergonomics. We also found links possible between the PEH syllabi and totally five SDGs as the syllabi stands today. Our analysis signals a lack of conceptualisation of SD, but also openings for working with these perspectives, and to address these in the Swedish PEH syllabi.
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| 27. |
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| 28. |
- Fröberg, Andreas, 1985, et al.
(författare)
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Sustainable development competencies among more than 1100 certified physical education and health teachers in Sweden
- 2022
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Ingår i: International Journal of Environmental Research and Public Health (IJERPH). - : MDPI AG. - 1661-7827 .- 1660-4601. ; 19:23
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Tidskriftsartikel (refereegranskat)abstract
- School physical education and health (PEH) may not only be an important cornerstone to the holistic development of students but may also contribute to the sustainable development (SD) agenda. Although PEH may have unique characteristics that can contribute to the SD agenda, most research to date has been theoretical. The overall aim of this study was to explore sustainable development competencies among physical education and health teachers (PEH) teachers in Sweden. An online questionnaire was used to collect data about background and SD competencies. SD competencies was collected through the use of the Physical Education Scale for Sus-tainable Development in Future Teachers (PESD-FT). Of the 1153 participants, 31% reported being males, and 48% of the participants reported teaching PEH when completing the questionnaire. The median SD competencies score for all participants was 105 (range: 18-144) out of 144. Virtually no differences were observed across groups of participants. A stronger correlation was observed between SD competencies vs long-time interests in health and health issues (rs = 0.343) than for long experience of participating in organised sports (rs = 0.173). In the total sample, 26% reported having taught about SD in PEH, such as using outdoor education, interdisciplinary projects, picking, and sorting waste, as well as paying attention to material issues. Among those who reported teaching PEH when completing the questionnaire, 70% perceived that they are in great need of professional development education in the area of SD. In conclusion, SD competencies were higher for the PESD-FT items that concerned the social dimension of SD compared to the economic and environmental dimensions. Relatively few teachers had taught about SD in PEH, and the majority perceive that they are in great need of professional development education in the area of SD. Future studies are required to understand more of what types of competencies practicing PEH-teachers, and PEH teacher education programmes, are lacking to fulfil the call for a contribution to the SD agenda.
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| 29. |
- Fröberg, Andreas, 1985, et al.
(författare)
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Sustainable development goals-oriented learning objectives and competencies in physical education teacher education: An analysis of learning outcomes
- 2022
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Ingår i: Sustainability. - : MDPI AG. - 2071-1050. ; 14:10
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Tidskriftsartikel (refereegranskat)abstract
- Although school education, including the subject of physical education (PE), has the potential to contribute to the visions set out by the 2030 Agenda and its sustainable development goals (SDGs), little attention has been directed towards sustainable development perspectives in PE teacher education (PETE). In this explorative paper, we aimed to investigate how sustainable development perspectives are reflected in Swedish PETE course syllabi, focusing on learning outcomes. The source of data was 496 learning outcomes retrieved from PETE course syllabi at the eight Swedish PETE institutions that examine PE teachers for compulsory school grades 7−9 and upper secondary school. A qualitative thematical analysis was performed, and two educational resources developed to support how to use education in achieving SDGs were used as a guiding framework. The findings show eight learning outcomes (<2%) explicitly related to sustainable development perspectives. We found these learning outcomes in courses dealing with outdoor education, movement and health didactics, and work environment and ergonomics. Our further analysis suggests that 37 learning objectives (19% as cognitive, 43% as socio-emotional, and 38% as behavioural) and 31 competencies (35% within knowledge and understanding, 32% within skills and applications, and 32% within values and attributes) could be linked to our themes of learning outcomes. These learning objectives and competencies of the SDGs were good health and well-being, quality education, gender equality, reduced inequalities, peace, justice, and strong institutions. The main findings signal a possibility to work with the conceptualisation of sustainable development perspectives and SDGs in PETE. PETE educators should be encouraged to critically reflect on what it can mean to include sustainable development perspectives in PETE course syllabi.
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| 30. |
- Fröberg, Andreas, 1985, et al.
(författare)
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Sustainable Development Goals perspectives in physical education teacher education: An analysis of learning outcomes
- 2022
-
Ingår i: International Association for Physical Education in Higher Education 2022 World Congress.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this paper was to investigate how sustainability perspectives are reflected in physical education (PE) teacher education (PETE) course syllabi, focusing on the learning outcomes (LOs). The source of data was PETE course syllabi from each of the eight PETE institutions in Sweden that examine PE-teachers for compulsory school grades 7-9 and upper secondary school. In total, more than 500 LOs were located through the institutions’ websites. As theoretical framework, two educational resources from UNESCO and Commonwealth developed to support how to use education in achieving the Sustainable Development Goals (SDGs) were used. Of the more than 500 LOs, less than two percent explicitly related to learning objectives including sustainability. These LOs were found in courses dealing with ’friluftsliv’/outdoor life, movement and health from a sustainable development perspective, and work environment, ergonomics, and sustainable health and development. A preliminary analysis using an adapted thematic analysis of 20% of the 500 LOs suggest that most of the LOs refer to competencies related to the SDGs good health and well-being and gender equality. The complete version of the analysis will be presented during the conference.
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| 31. |
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| 32. |
- Fröberg, Andreas, 1985, et al.
(författare)
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The Distinct Role of Physical Education in the Context of Agenda 2030 and Sustainable Development Goals: An Explorative Review
- 2022
-
Ingår i: The International Association for Physical Education in Higher Education 2022 World Congress.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Education, physical activity and sport are recognized as critical means to achieve the Sustainable Development Goals (SDGs) defined by the Agenda 2030. The aim of this explorative review was to perform a review regarding the distinct role of physical education (PE) in the context of Agenda 2030 and its SDGs. More specifically, to explore what perspectives related to PE in the context of Agenda 2030 and its SDGs that have been discussed in research literature. Five electronic databases were systematically searched using search strings developed to identify research between 2015 and 2021 that explicitly referred to PE and Agenda 2030 and/or any of the SDGs. In total, 4300 papers were selected and extracted, but only three met the inclusion criteria. These three papers indicate that SDGs, such as good health and well-being and quality education, relate to PE and that these SDGs could be worked on using different PE practice-based models or by considering physical literacy as the foundation of a quality PE agenda. In conclusion, Agenda 2030 is a largely unexplored area of research in the field of PE. More research is needed to understand how sustainability can be understood, framed and integrated in PE.
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| 33. |
- Fröberg, Andreas, 1985, et al.
(författare)
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The distinct role of physical education in the context of Agenda 2030 and Sustainable Development Goals: An explorative review and suggestions for future work
- 2021
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Ingår i: Sustainability. - : MDPI AG. - 2071-1050. ; 13:21
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Forskningsöversikt (refereegranskat)abstract
- Agenda 2030 is a universal call to action which emphasises that all sectors of society should mobilize to create an inclusive and equal society and improve the lives of people worldwide. Education, physical activity and sport have been recognised as critical means to achieve the Sustainable Development Goals (SDGs), and it makes sense that school physical education (PE) also has the potential to contribute to the visions set out by the Agenda 2030. A critical question is how sustainability can be understood, framed and integrated in PE. In this explorative paper, we therefore performed a review regarding the distinct role of PE in the context of Agenda 2030 and its SDGs. The overall research question that guided this paper was what perspectives related to PE in the context of Agenda 2030 and its SDGs have been discussed in the research literature? To identify relevant papers, five electronic databases (Education Research Complete, ERIC, Education database, SportDiscus, and Scopus) were systematically searched with search strings developed in an effort to identify research that supports the SDGs. The search resulted in about 4300 papers published between 2015 and 2021. Three unique papers met the inclusion criteria. We conclude that, so far, Agenda 2030 is a largely unexplored area of research in the field of PE, and that more research is needed to understand how sustainability can be understood, framed and integrated in PE. Based on the findings, we conclude the paper by providing suggestions for future work.
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| 34. |
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| 35. |
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| 36. |
- Graffman-Sahlberg, Marie
(författare)
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Fysisk hälsa som lärobjekt : En laborativ undervisningsmodell i idrott och hälsa
- 2015
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- An important challenge for physical education teachers is to find strategies for the implementation of health education in the school subject physical education and health (PEH). The overall aim of this thesis has been to develop and explore the implementation of a pedagogical, practice based teaching-learning model in PEH. Focus of the study has been to promote students' understanding of health with aerobic condition, and its impact on health, as the specific object of learn-ing. The concept of Health Literacy has pervaded the entire project, both in the design of the model and in the analysis of students' description of their experi-ence and knowledge development. One upper secondary school class (n=32) was chosen for this action-based study. The implementation of the pedagogical model was designed as a student task-oriented interactive model. The educational outcomes of the model derived from tests and questionnaires were examined analyzed with statistics and con-tent analyses, as presented in article I and with phenomenographic analyses of student reports presented in article II. In focus for the analysis was how the object of learning, the phenomenon that the students encountered were de-scribed, experienced, conceptualized and understood. The design of the model supported an active processing of knowledge and stu-dents' ability of critical self-reflection within the framework of health literacy. To better integrate health in physical education, we need to both broaden stu-dents' way of questioning, and challenge their ways of constructing knowledge in (physical) health.
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| 37. |
- Graffman-Sahlberg, Marie, et al.
(författare)
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Learning health in Swedish physical education : A critical case study of students’ encounters with physical fitness and health as a learning object
- 2019
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Ingår i: Scandinavian Sport Studies Forum. - : Malmö universitet. - 2000-088X. ; , s. 227-250
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Tidskriftsartikel (refereegranskat)abstract
- The interfaces between health, physical education and schooling have a long history. Critical questions are being raised about the enforcement of learning a particular health practice in school physical education (PE). The present study departures from a practice-based research project evaluating a pedagogical model. The aim of the case study was to explore upper secondary students' learning and understandings of a specific learning object, aerobic fitness and how this influences health, after participating in a period of a longer lab work in the context of Swedish physical education. A phenomenographic approach was used when analyzing the students' written reports to identify and distinguish the variations of learning outcomes and understandings that emerged. Expectations of physical performance created tensions, and even conflicts, between the student-centred assignments and existing traditions within the field of physical education. The findings underscore the risk of neoliberal logics underpinning health education in the learning culture of PE. Further studies are needed where teaching methods/models and student learning are paid attention to in order to move away from teaching to be healthy towards students learning about health and make sense of themselves as healthy. This may offer new educational perspectives.
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| 38. |
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| 39. |
- Grahn, Karin, 1974, et al.
(författare)
-
Training materials and tools for institutional transformation (SUPPORTER D2.2)
- 2023
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This deliverable is a mapping of existing training materials and tools within the frame of EC-funded projects implementing systemic institutional transformation towards gender equality, with a specific focus on trainings that include gender-based violence. The aim is to give an overview of existing trainings and tools in the field to provide the basis and function as an inspiration for developing the SUPPORTER training scheme. It outlines existing trainings and tools and evaluates these according to a pre-defined set of criteria and for their applicability in the context of the SUPPORTER's Implementing Organisations (IOs). The deliverable consists of three parts. The first part, the introduction outlines the aims, the methods and materials used for identifying and evaluating trainings and tools. The second part is the mapping, which comes in the form of an appended pdf file (also available as worksheet). The third part, the conclusions, identifies the strengths and weaknesses of existing trainings and provides general recommendations on how to build on these existing trainings.
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| 40. |
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| 41. |
-
Hur är det i praktiken? : Lärare utforskar ämnet idrott och hälsa
- 2016
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Vad ska elever lära sig i idrott och hälsa? Hur lägger man upp undervisning som stödjer alla elever i deras lärande? Hur kan lärare göra likvärdiga bedömningar av elevers kunskaper? Detta är några av de frågor som behandlas i denna bok. Boken sammanfattar den forskning som genomförts inom Forskarskolan i idrott och hälsas didaktik (FIHD). FIHD startade år 2011 som ett led i den statliga satsningen Lärarlyftet, där särskilda medel avsattes för genomförandet av forskarskolor för lärare och förskollärare. Deltagarna i FIHD är alla verksamma lärare i idrott och hälsa. I denna bok presenterar de översiktligt resultat och slutsatser från sina olika forskningsprojekt. Kapitlen behandlar aktuella teman som lärande, hälsa, etnicitet och genus samt betyg och bedömning i idrott och hälsa.Boken finns fritt tillgänglig på webben.Innehåll:Forskarskolan i idrott och hälsas didaktik: praktiknära idrottsdidaktikTräffar vi alltid rätt? Elevers lärande i idrott och hälsa / Andreas JacobssonElevers förståelse av hälsa i idrott och hälsa / Annika AhlbergÄr grönsaker alltid hälsosamt? / Magnus BrolinHitta lätt – så blir det rätt! / Kerstin NilssonDansspel som läromedel / Béatrice GibbsDokumentation i idrott och hälsa – en omöjlig ekvation? / Rickard HåkansonPassar jag in? Nyanlända ungas möte med idrott och hälsa / Åke HuitfeldtAtt göra tudelning – idrott och hälsa i åk 1 ur ett genusperspektiv / Inga OliynykBedömning för lärande (BFL) i ämnet idrott och hälsa / Björn TolgforsVad är ”kroppslig förmåga”? Om behovet av ett yrkesspråk i idrott och hälsa / Jenny KroonBetygsättning – ett (o)möjligt uppdrag? / Izabela Seger
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| 42. |
- Håkanson, Rickard, 1973-
(författare)
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Vad betyder OK+? : En studie om lärares dokumentationsarbete i ämnet idrott och hälsa
- 2015
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Denna licentiatuppsats handlar om hur lärare dokumenterar elevers kunskaper i ämnet idrott och hälsa. Syftet med studien var att undersöka hur lärare arbetar med dokumentation, hur detta arbete upplevs utifrån olika förutsättningar samt om det finns skillnader i lärares erfarenheter av dokumentationsarbetet och vad dessa skillnader i så fall består i.I dagens skola ställs allt högre krav på dokumentation av elevernas kunskaper som underlag för en rättssäker bedömning och betygsättning. Många lärare upplever att det är ett problem i ämnet idrott och hälsa där det inte finns någon direkt tradition av skriftliga underlag för bedömning. De ökade kraven på dokumentation och att bedriva en traditionellt utformad undervisning i ämnet uppfattas av många lärare som en omöjlig ekvation.Studiens perspektiv är läroplansteoretiskt. Begrepp som transformering och realisering av undervisningsinnehåll, ramfaktorer för undervisningen samt former av pedagogik, har använts för att analysera problematiken kring dokumentation i idrott och hälsa.Studiens resultat visar att en stor andel av lärarna upplever dokumentation av elevers kunskaper som svårt. Det som framstår som lätt att dokumentera blir också lärarnas underlag för bedömning snarare än det som styrdokumenten stipulerar. En grupp lärare upplever dock inte alls samma problem med dokumentation, trots att de står inför samma utmaningar i form av undervisningstid, schema och elevgrupper som andra lärare. Vad som utmärker dessa lärare, de systematiska planerarna, är att deras undervisningspraktik, innefattande planering, undervisning och bedömning, i stora delar skiljer sig från övriga lärares vilket skapar andra möjligheter för dokumentation.
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| 43. |
- Isgren Karlsson, Andreas, 1982-
(författare)
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Digital technology and environmental sustainability in physical education and physical education teacher education : The enactment of societal movements in educational contexts
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores perceptions and implementation of Digital Technology (DT) and Environmental Sustainability (ES) in Physical Education (PE) and Physical Education Teacher Education (PETE) in Sweden. The aim is to explore how DT and ES are perceived, recontextualised, and enacted within PE and PETE. Research indicates increasing interest in integrating DT and ES in PE and PETE, highlighting benefits and challenges. The use of DT requires PE teachers to be skilled, yet many PETE students feel unprepared due to insufficient practice and mentorship. Research on ES, though limited, suggests potential development avenues, with outdoor education being a key platform and challenges with integration into PE and PETE. PETE curricula often lack explicit sustainability links, despite its recognised importance. A mixed-methods approach, including questionnaires, observations, and interviews, was used to investigate attitudes and perceptions of PE teachers, PETE students, and PETE educators. Bernstein's theory of the pedagogic device was employed to understand how knowledge is recontextualised from universities to schools. Findings indicate varied perceptions of DT and ES among PE teachers. DT is often seen as a specific content area, while ES is viewed more holistically, leading to ambiguity and less concrete implementation. Enthusiasm for DT integration exists, but there is a lack of preparedness and practical guidance for PETE students and PETE educators. ES faces challenges in clarity and practical application, with outdoor education identified as a key area for integration into PE and PETE. However, ES implementation is limited by a lack of explicit guidelines and the overshadowing of theoretical content. The thesis highlights the need for clearer guidelines and a structured approach to integrating DT and ES in PE and PETE. Regulative and instructional discourses shape the pedagogical discourse, influencing content selection and perception. Results suggest balancing central directives with educator autonomy to adapt content meaningfully.
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| 44. |
- Jansson, Alexander, et al.
(författare)
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Assessing Students' Perceived Learning and Contentment in Physical Education : A Scale Development Study and Structural Equation Modeling Analysis
- 2019
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Ingår i: Measurement in Physical Education and Exercise Science. - : Routledge. - 1091-367X .- 1532-7841. ; 23:3, s. 280-290
-
Tidskriftsartikel (refereegranskat)abstract
- Although students' perceived learning is central in physical education (PE), few measurements are available. Furthermore, little is known about how students' perceptions of PE effect students' perceived learning in PE. Therefore, the aim was to develop a scale to assess students' perceived learning and a measurement to assess students' perceived contentment in PE, and furthermore, to analyze the interrelationship between students' perceived learning and students' perceived contentment in PE. A total of 1203 students in Sweden who were aged 12-16 years participated. The results from the exploratory (n = 601) and confirmatory (n = 602) factor analyses as well as the validity and reliability analyses showed that there was psychometric support for the one-dimensional model perceived learning in PE and for the three-dimensional model perceived contentment in PE. The structural equation modeling analyses showed that both competence and joyfulness were directly and positively related to students' perceived learning.
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| 45. |
- Jansson, Alexander, et al.
(författare)
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Exploring the intersection between students’ gender and migration background in relation to the equality of outcome in physical education in Sweden.
- 2024
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Ingår i: Sport, Education and Society. - : Taylor & Francis. - 1357-3322 .- 1470-1243. ; 29:1, s. 42-57
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Tidskriftsartikel (refereegranskat)abstract
- School grades are among the most common measurements used to analyze equality of outcome in education. Large or increasing ‘gaps’ in school grades between boys and girls and between students with different migration background are considered strong indicators of inequality. Based on students’ school grades, several studies have shown that equality in Swedish schools has decreased during the last two decades. Although equality has been described as one of the most important goals in physical education (PE), studies that focus on equality of outcome are lacking. Moreover, there have been no studies that focus on equality of outcome since the 2011 implementation of a new school grading system in Sweden. Therefore, the aim of this study is to contribute with new knowledge on equality in PE in Sweden – in regard to gender and migration background. The study is based on register data for all students enrolled in Swedish schools during the years 2012–2016 from Grades 6 and 9 and Year 1 in upper secondary school N = 1,294,990). Based on a cross-sectional approach, analyses were conducted to explore general trends in students’ school grades in PE in the study period 2012–2016, and to calculate the percentage difference in PE grades between students with a Swedish background and both students with a foreign background and foreign-born students. After controlling for grade inflation, regression analyses with Wald tests were used to analyze how gender has moderated the relationship between migration background and school grades in PE in Sweden between 2012 and 2016. The results from this study suggest that (a) the intersection of gender and migration background is related to unequal school grades in PE, (b) there are gender equality issues in relation to students’ school grades in PE and, (c) the most prominent equality issues concern the group foreign-born girls.
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| 46. |
- Jansson, Alexander, et al.
(författare)
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Gender Differences and Inequality? A 20-Year Retrospective Analysis Based on 39,980 Students' Perceptions of Physical Education in Sweden
- 2023
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Ingår i: Journal of Teaching in Physical Education. - : Human Kinetics. - 0273-5024 .- 1543-2769. ; 42:2, s. 371-382
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The aim of this study was to critically examine previous studies' claims about the magnitude of gender differences and gender inequality in physical education (PE) in Sweden. Method: The data were based on students' (N = 39,980) perceptions of PE and were gathered from four large research projects in Sweden. Three effect size measures (Cramer's V, r squared, and Cohen's d) were calculated for gender differences. Results: In general, there are small gender differences; and after controlling for students' grade, "sports capital," and parents' "educational capital," the differences are practically irrelevant. Conclusion: This study provides compelling evidence that there are small, or even irrelevant, gender differences in students' perceptions of PE in Sweden. Moreover, given that previous research asserts that large gender differences can be used as an indicator of inequality, this study suggests that gender inequality issues related to students' perceptions of PE are relatively small.
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| 47. |
- Jansson, Alexander, et al.
(författare)
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Students' perceived learning in physical education : variations across students' gender and migration background in Sweden
- 2022
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Ingår i: Sport, Education and Society. - : Taylor & Francis Group. - 1357-3322 .- 1470-1243. ; 27:4, s. 421-433
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Tidskriftsartikel (refereegranskat)abstract
- Students’ perceived learning in physical education (PE) is an important yet neglected area of research. Increased knowledge about students’ perceived learning can provide teachers with useful information to promote meaningful learning experiences in PE. Moreover, perceived learning can potentially be an alternative measurement to school grades when analyzing equality of outcome. Given that gender and migration background are associated with equality issues in PE, these groups are of particular focus in this study. With this background, the aim of this paper is threefold: (a) to explore students’ perceived learning in PE in Sweden, (b) to analyze what perceptions of PE are most prominent, and (c) present a way to quantitatively illustrate how perceptions about PE vary across gender and migration background. The analysis was based on a question about students’ perceived learning and was conducted in two steps. First, the students’ answers were categorized using qualitative content analysis. The analysis shows that the perceived learning in PE can be categorized into the following categories: ‘Physical doing’, ‘Emotional experiences’, ‘Health’, ‘Do not learn’, ‘Outdoor Education’ and ‘Social interaction’. Second, by quantitatively illustrate all answers in relation to the six categories, the result showed that the category of ‘Physical doing’ (36%) was the most prominent, and thereafter, in descending order are the categories of ‘Emotional experiences’ (22%), ‘Health’ (18%), ‘Do not learn’ (10%), ‘Outdoor Education’ (10%) and ‘Social interaction’ (4%). The results also showed that regardless of gender and migration background, students have somewhat similar perceptions of what they learn in PE. In this study we: (i) present a categorization of students’ perceived learning in PE, (ii) show that physical doing is a prominent aspect in students answers, lastly (iii) by quantitatively illustrate students’ perceived learning in PE, this study also suggest an alternative measurement to analyze equality in PE.
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| 48. |
- Larsson, Håkan, et al.
(författare)
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Bedömningsstöd idrott och hälsa årskurs 4-6
- 2014
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Annan publikation (populärvet., debatt m.m.)abstract
- Som stöd för bedömning i idrott och hälsa i årskurs 6 finns ett material som ger tydliga exempel på bedömningar av de kunskaper som eleverna visar upp utifrån kunskapskraven. Bedömningsstödet syftar till att konkretisera delar av kunskapskraven genom elevexempel och lärares samtal kring bedömning.
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| 49. |
- Larsson, Håkan, et al.
(författare)
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Forskarskolan i idrott och hälsas didaktik : praktiknära idrottsdidaktik
- 2016
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Ingår i: Hur är det i praktiken?. - Stockholm : Gymnastik- och idrottshögskolan, GIH. - 9789198086287 ; , s. 5-16
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vad ska elever lära sig i idrott och hälsa? Hur lägger man upp undervisning som stödjer alla elever i deras lärande? Hur kan lärare göra likvärdiga bedömningar av elevers kunskaper? Detta är några av de frågor som behandlas i boken du nu håller i. Boken sammanfattar den forskning som genomförts inom Forskarskolan i idrott och hälsas didaktik (FIHD). FIHD startade år 2011 som ett led i den statliga satsningen Lärarlyftet, där särskilda medel avsattes för genomförandet av forskarskolor för lärare och förskollärare. Deltagarna i FIHD är alla verksamma lärare i idrott och hälsa. Detta har en central betydelse i sammanhanget. Skolämnet idrott och hälsa har funnits länge i den svenska skolan, men den vetenskapliga förankringen och utforskningen av ämnet har varit svag. Den forskning som existerat har inte i första hand genomförts av, eller på initiativ av, lärare i ämnet. Initiativen har istället kommit från annat håll, ofta från olika myndigheter. Forskningsresultaten har speglat myndigheternas intressen snarare än lärarnas. Därför är det ett stort nöje att i denna bok få möjlighet att presentera forskningsresultat som bygger på lärares frågor och där lärare har varit forskare. I detta inledande kapitel presenterar FIHD:s styrgrupp, bestående av medarbetare vid Gymnastik- och idrottshögskolan (GIH), Malmö högskola och Örebro universitet, bakgrunden till FIHD, den forskning som fanns till hands då lärarna påbörjade sina forskningsprojekt samt de ambitioner som varit förknippade med forskarskolan.
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| 50. |
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