33 - 35 of 35
rss atomLink to result list
Permanent link
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
  • Barker, Dean
    et al.
    Örebro universitet, Göteborgs universitet.
    Nyberg, Gun
    Högskolan Dalarna.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Joy, fear and resignation: investigating emotions in physical education using a symbolic interactionist approach2019In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243Article in journal (Refereed)
    Abstract [en]

    Emotional dimensions of physical education have garnered attention from scholars in the last two decades. Many scholars claim that emotions significantly affect learning and that positive emotions such as joy and pleasure are necessary for continued participation in movement activities beyond the classroom. Much of the existing literature, however, is based on the idea that emotions comprise internal mental states that are retrospectively oriented. In the current paper, we work with alternative principles that can create new understandings of the affective dimensions of PE and specifically, movement learning. We draw on symbolic interactionist principles, framing emotions as multimodal communicative resources that are performed in social contexts. From this perspective, we demonstrate how emotions: (1) can be investigated as part of the production of broader sequences of pedagogical action and (2) relate to issues of knowledge, identity and authority. We present observational material generated with PE teacher education students as they develop movement capability. We focus on three interactional episodes in which fear, joy and resignation are performed by students interacting with either peers or an observing researcher. In each case, we demonstrate how emotions: affiliate or dis-affiliate the actor with the movement knowledge in focus, index an institutionally recognizable identity and influence the subsequent actions of the participants in the interactional sequence. The key thesis developed in the paper is that as symbolic resources, emotions have important consequences for actors within movement learning environments. The paper is concluded with reflections on the implications of the approach for practitioners along with a consideration of questions in need of further scientific attention.

  • Almali, Leyli
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Vad är hälsa för högstadieelever?: En intervjustudie om flickor och pojkar och deras uppfattning om begreppet hälsa i årskurs 92019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]


    The purpose of this survey is to investigate what students in grade 9 thinks what health is. How they relate to health in the subject physical education and what image they have on the subject.


    • What do students in grade 9 think about what they learn about the notion of health.
    • How do the teachers convey their knowledge to the students about health.
    • Do the students have a pathogen or a salutogenic perspective of health.


    To answer the questions the survey used a qulitative method with interviews. Six students from grade 9 and 3 teachers in physical education participated in the study. The interviews were semistructured because the content and questions were decided before hand but the follow up questions were adapted to the people that participated.


    The students perceived the notion of health in the subject differently. Some students connects the notion of health to different physical activities whilst some students thinks about nutrition as an important part of health. All the participating teachers used theory sessions to educate about health. However, the content could differ between the teachers. The image of what the students think about health is mainly from a salutogenic perspective. 5 of 6 students said they interpreted that they had a salutogenic perspective and only one person thought about health from a pathogen perspective.


    The students interpreted the notion of health differently. The teachers used theory sessions when they educated about health. Both students and teachers thought about health from mainly a salutogenic perspective.

  • Nilsson, Hampus
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Makten och skolan: Debatten om skolan inför riksdagsvalet 20142019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]



    The aim of the study was to analyze how the parties in the Swedish parliament debated the matter of  the Swedish school prior to the 2014 election. The question for the survey was:

    • How did the parties debate school governance?

    • How did the parties debate grades and results?

    • How did the parties debate the question of independent schools?

    • How did the parties debate the role of teachers and the status of teacher profession?


    The empirical material consisted of 1) debating articles written by party leaders or school political spokesmen. 2) Swedish public service hearings with party leaders 3) party election programs. The method for analysis Arne Naess´ (1970) argumentative analysis described by Bergström och Boréus (2005) searching for thesis, pro- and contra arguments. The selection of the empirical material was made through hand picked selections. Naess´ argumentative analysis was less suited for analysing the parties ‘electoral programs than the hearings and articles, as the text, by their nature, rarely were argumentative.


    The study showed that the Moderate party argued for shared responsibility between the state and the municipalities. The Centre party, the Social democrats, the Swedish democrats, the Green party and the Liberal party argued for a nationalization. The Liberal party argued for grades starting from grade 6 at the same time as arguing for written reviews giving a more descriptive picture of the pupil. The Social democrats, The Centre party and the Liberal party used PISA surveys supporting their argument in the question of grades. The Christian democrats were in favour of independent schools. Similarly, the Centre party argued for continued legislation allowing share-out for owners of independent schools. The Social democrats and the Left party argued for banning share-outs. The Social democrats, the Liberal party, the Green party argued for strengthening teachers ‘role and status primarily by raising teacher´s and increasing the time spent teaching while decreasing administrative work.


    The Social democrats, The Liberal party, the Swedish democrats, the Green party and the Left party wanted nationalize the Swedish school. The Christian democrats, the Liberal party and the Centre party were in favour of share-outs while the Social democrats, the Green party and the Left party opposed share-outs. The Liberal party argued for grading pupils at a lower age. The Social democrats argued for the introduction of career opportunities which would lead to teachers being becoming more separated from their teaching assignments. The question of the school could not be divided into left or right wing politics.

    Naess´ argumentative analysis was less suited for analysing the parties ‘electoral programs than the hearings and articles, as the text, by their nature, rarely were argumentative.