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- Maivorsdotter, Ninitha, 1966-, et al.
(author)
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Being a competent athlete or a competent teacher? : Aestetic experiences in physical education teacher education
- 2014
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In: European Physical Education Review. - London : Sage Publications. - 1356-336X .- 1741-2749. ; 20:3, s. 407-422
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Journal article (peer-reviewed)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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| 2. |
- Maivorsdotter, Ninitha, 1966-, et al.
(author)
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The act of running : a practical epistemology analysis of aesthetic experience in sport
- 2012
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In: Qualitative Research in Sport, Exercise and Health. - Oxon, United Kingdom : Routledge. - 2159-676X .- 2159-6778. ; 4:3, s. 362-381
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Journal article (peer-reviewed)abstract
- The aim of this study is to explore aesthetic experiences in sport and how people – in this case a marathon runner – are ‘bodying’ the world aesthetically as part of their participation in sport. Aesthetic experiences in sport are mostly lived through the senses of the body, and even if there is a need to focus on people making sense of bodily movements, there is still the problem of transforming bodily movements and aesthetic experiences into words. In order to try to bridge this gap we suggest that a professional author could have tools for fruitfully articulation of non-linguistic aspects of corporeal existence in words. We therefore use a memoir What I talk about when I talk about running, written by the author and marathon runner Haruki Murakami, as empirical data in order to explore aesthetic experiences in sport through narratives of what we term aesthetic events. Using a practical epistemology analysis (PEA), a tool developed for analyzing meaning making and learning, the study shows that aesthetic experiences during the act of running involve different ways of ‘bodying’ the world in transaction. The major theme is moving and the importance of keeping moving and the two minor themes are moving across a race and moving along the continuum of physical capacity. The study shows how aesthetic experiences play a part of meaning-making and in fulfilling the purposes of running. The study accordingly contributes to a discussion about meaning-making in sport in a non-dualistic manner where emotional aspects of experiences can be taken into account.
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| 3. |
- Maivorsdotter, Ninitha, 1966-, et al.
(author)
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Young people’s aesthetic experience of playing Wii
- 2014
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Conference paper (peer-reviewed)abstract
- Recently, scholars in physical education have begun to explore how young people experience exergames. The research is often undertaken in the light of increasing public health problem among young people. The purpose of this study was to investigate students’ experiences when playing the exergame Wii in an educational context. Questions that have guided the analysis were: (1) Which meanings do the students make when playing Wii exergames? (2) How are aesthetic experiences in terms of likes and dislikes used in this meaning-making process?Drawing on the work of John Dewey, the later works of Ludwig Wittgenstein and socio-cultural approaches, a practical epistemology analysis (PEA) with focus on aesthetic judgments was used as approach in order to investigate situated learning.The empirical data consists of video recordings of two groups of 15 year olds (3 boys and 3 girls) playing different exergames once a week for ten weeks.When analyzing the data three themes emerged as essential to students’ meaning-making. The major theme was to interact socially with their peers, and the two minor themes were to participate in a struggle and to develop technical skills suitable for the game. By analyzing the aesthetic judgments used by the students during gaming it was clear that participating could not be reduced as just being “fun”, instead the students showed feelings ranging from enjoyment, engagement, isolation to frustration. Conclusions: To understand the healthy aspects of exergaming we must broaden the definition of health, not to only interpret health in terms of physiological benefit, but as psychological and sociological benefit as well. It is also clear that the understanding of “fun” must be problematized. It is not appropriated to only understand young people’s gaming in terms of enjoyment, but as a complex social interaction were young people form their identity in relation to the social situation as well as the game.
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| 5. |
- Quennerstedt, Mikael, 1966-, et al.
(author)
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LEXIS : Learning and Exergames in School
- 2013
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In: SVEBIs Utbildnings och forskningskonferens, Stockholm 20 november 2013..
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Conference paper (other academic/artistic)abstract
- Forskning framhåller ofta att ungdomar blir fysiskt inaktiva och överviktiga av att de spelar för mycket dator- och TV-spel. Samtidigt är datorer en viktig källa till kunskap, och IT-kompetens ses som en nödvändig kunskap i framtiden. Mitt i denna paradox introduceras ett nytt sorts datorspel där fysisk aktivitet utgör det centrala inslaget, och inte enbart stillasittande framför en skärm. Dessa spel, så kallade ’exergames’ är spel där kroppsrörelse ingår genom användandet av balansplattor, ’step-up bänkar’, motionscyklar, dansmattor eller att en fjärrkontrollen används som racket vid exempelvis tennisspelande.Exergames lyfts nu i allt större utsträckning fram i flera länder som ett potentiellt läromedel i skolan, bl a för att i utbildning stimulera barns och ungas vilja att vara fysiskt aktiva, samt för att tackla överviktsfrågor. Inte minst har de lyfts fram som intressant i framtidens skolämne idrott och hälsa.De problem som lyfts fram i debatten med användandet av exergames i skolan är främst av teknisk eller ekonomisk art, dvs att det är dyrt att köpa in eller att teknik lätt går sönder. På intet sätt syns en diskussion om vad införande av exergames i skolan innebär för elevers kunskaper och lärande, utan de framhålls istället som ett modernt sätt att motionera. Frågan om hur och till vad exergaming kan användas i undervisningen görs därmed främst till en fysiologisk fråga om energiförbrukning snarare än en fråga om utbildning, kunskaper och lärande.Projektet LEXIS – Learning and EXergames In School – består av flera delstudier som undersöker användandet av exergames som läromedel i skolan. I projektet riktas blicken mot vad ungdomarna lär sig när de spelar TV-spelen samt hur detta lärande sker. I projektet studerar vi därmed samspelet mellan ungdomars erfarenheter, de sociala relationerna mellan deltagarna samt mellan deltagarna och det innehåll som spelet erbjuder.Vid presentationen på konferensen kommer vi att presentera, diskutera och problematisera det lärande avseende kropp, rörelse, fysisk aktivitet och hälsa som sker i ungdomars spelande av exergames i olika undervisningssituationer. Vi kommer också presentera en processtudie från en skola där dansspel har använts som läromedel och där skapandet av danser i grupp samt användandet av olika rörelsekvaliteter i dans står i fokus.
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| 6. |
- Almqvist, Jonas, et al.
(author)
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How Wii teach Physical Education and Health
- 2014
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Conference paper (peer-reviewed)abstract
- BackgroundThe potential use of exergames in Physical Education and Health is surrounded by a growing discussion among practitioners, policy makers and researchers focusing on different expectations about the games. In this discussion there is, however, a need to further include issues about the learning content offered by these games, how the content is expected to be taught and about the potential consequences the use of games may have for learning and socialisation. This study focus on how meanings about health and the human body are offered by the game: What kind of teaching is delegated to the artifact when used in Physical Education and Health?Focus of inquiryThe aim of this article is to investigate how images of health and the human body and are taught by using exergames.Analytical framework and Research methodsThe empirical study builds on the use of an analytical tool called “Epistemological move analysis”. Studies of teaching and learning have shown how teachers use different kinds of actions (for example instructive, confirming, re-orienting, generative, re-constructive and evaluative moves) in order to try to direct the meaning making in educational settings. In this study, these categories are used, developed and specified in the context of teaching in Physical Education and Health. The empirical material used consists of video recordings from sessions where the games Wii Fit Plus and EA Sports Active were played.Research findingsThe results of the analyses show how the games offer different kinds of epistemological moves: Instructive moves about the fit body and how to play the game, re-orienting moves used in order to help the players to modify their action towards a more relevant and effective way, generative moves used to help the players to think about how to play the game and confirming move about the players’ gaming. In sum, the “teacher” constituted in the game is a teachers who instructs, confirms and encourages the players to move and exercise their bodies. But it is not a teacher who, in contrast to teaching in other contexts, is able to help the learners to make investigations or to participate in argumentation and discussion about for example images of health and the human body. Teaching in these games is constituted as a behavioral modification focused on an idea about a pre-defined and ideal body not expected to be discussed in education.
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| 8. |
- Barker, Dean, 1977-, et al.
(author)
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Examining groupwork in health and physical education : emerging findings from a Vygotskian analysis
- 2012
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Conference paper (peer-reviewed)abstract
- Introduktion: Group work underpins curricular models such as Teaching Games for Understanding, Sport Education and Cooperative Learning. Within such models, HPE teachers typically assume ‘facilitator’ roles, dividing their time and attention between groups. In doing so, teachers gain only a partial view of their students’ learning. Very simply, they do not see what is happening when they are not immediately present. It is difficult to frame this as a problem – it appears to be part of the reality of teaching. At the same time, the argument made in this paper is that an understanding of student interactions where the teacher is absent has significant potential for informing pedagogic practice. Syfte & teoretisk ram: The purpose of this paper is to examine the factors that influence learning when two or more learners are co-constructing meaning in the absence of a teacher.The paper draws on the work of Lev Vygotsky as well as more recent activity theory. Learning is understood as a social enterprise where the relationship between what an individual can do independently and what s/he can do in collaboration with others is crucial. Vygotsky’s notion of a Zone of Proximal Development (ZPD) provides a specific tool for thinking through this relationship. Key tenets include:- performance of novel tasks is often achieved in collaboration with other people before it is achieved individually.- potential for learning is bounded (Vygotsky, 1978, p. 208-209). At a given point in time it is not possible for an individual to learn simply anything. As learning occurs and individual performance increases, so does collaborative learning potential.- learning takes place within the context of dialectical activity. In this respect, all learning is social.- although individuals take on ‘novice’ and ‘expert’ positions during learning activity, these positions are flexible.- for learning to take place, novices and experts should influence the group’s activity. Metod: Empirical material was produced with eight different HPE classes in years 6-9 (lower and upper secondary schools) in Sweden. Schools were selected in a way that maximized variation.Observations consisted of three or four video-recorded lessons with each of the eight classes. Two cameras were used: one stationary and the other mobile. Mobile filming focused on different groups working within the classes. Between two and five students were generally in the frame at any one time and filming was done with the intention of capturing sequences where a group of students worked with a specific problem/task. Here, Emerson’s (2004) notion of key incidents was utilized. Due to the proximity of the camera to students, audio material could be obtained and detailed transcripts of speech exchanges were produced.Resultat: Data suggest that: (1) teachers often define the outcome of groupwork situations with relative precision but pay less attention to process (i.e. how learners will reach the outcome); (2) many groupwork situations do not result in the creation of ZPD’s and hence do not result in learning in a Vygotskian sense; (3) the creation of ZPD’s in HPE are achieved through corporeal and through linguistic strategies - this makes HPE ZPD’s unique from many educational settings.Diskussion: The emerging results suggest that HPE teachers should pay more attention to how they define and implement groupwork. They should reflect on how they present groupwork tasks to learners and think about the relationship between group process and learning outcome. Teachers should also consider how ‘expertise gradients’ can be exploited and help learners to occupy novice and expert positions in ways that maximize learning. Finally, the results suggest that facilitation of groupwork should account for learners’ physical and linguistic capacities.
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| 9. |
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| 10. |
- Barker, Dean, 1977-, et al.
(author)
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Inter-student interactions and student learning in Health and Physical Education : A post-Vygotskian analysis
- 2013
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Conference paper (peer-reviewed)abstract
- If group work has not always been a central element of Physical Education (and Health - HPE), then it has certainly become one in recent times (Ward & Lee, 2005). In this paper we propose that despite: (1) the widespread use of group work in HPE; and (2) significant theoretical advances surrounding HPE models that utilize group strategies (Dyson, Griffin, & Hastie, 2004), we do not have a particularly good theoretical understanding of how learning in groups takes place in the practice of HPE. In order to fill what we see as a significant lacuna, the aim of this paper is to propose one way of conceptualizing individual learning in peer interaction based on three tenets of post-Vygotskian theory; namely that in learning situations: (i) group members create collective consciousnesses; (ii) expert-novice relationships develop and change; and (iii) knowledge can be thought of as reaching agreement (Roth & Radford, 2010). These tenets are considered with respect to three empirical instances that are represented with transcript material from observations conducted in Swedish HPE lessons. A post-Vygotskian interpretation encourages us to consider: (i) how student engagement with tasks relates to learning; (ii) how group members become “other-oriented” along with the reasons why they might not orient themselves towards others, and (iii) how “non-experts” guide interactions even as “expertness” shifts between members. Such an interpretation has the potential to contribute to a growing understanding of group work and help HPE practitioners make the most of a teaching strategy which is already used widely in schools. ReferencesDyson, B., Griffin, L., & Hastie, P. (2004). Sport Education, Tactical Games, and Cooperative Learning: Theoretical and pedagogical considerations. Quest, 56, 226-240.Roth, W., & Radford, L. (2010). Re/thinking the zone of proximal development (symmetrically). Mind, Culture and Activity, 17, 299-307. Ward, P. & Lee, M. (2005). Peer-Assisted Learning in Physical Education: A Review of Theory and Research. Journal of Teaching in Physical Education, 24, 205-225.
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