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Pringle, R., Larsson, H. & Gerdin, G. (Eds.). (2019). Critical Research in Sport, Health and Physical Education: How to Make a Difference. Routledge
Open this publication in new window or tab >>Critical Research in Sport, Health and Physical Education: How to Make a Difference
2019 (English)Collection (editor) (Other academic)
Abstract [en]

Within the overlapping fields of the sociology of sport, physical education and health education, the use of critical theories and the critical research paradigm has grown in scope. Yet what social impact has this research had?

This book considers the capacity of critical research and associated social theory to play an active role in challenging social injustices or at least in ‘making a difference’ within health and physical education (HPE) and sporting contexts. It also examines how the use of different social theories impacts sport policies, national curricula and health promotion activities, as well as the practices of HPE teaching and sport training and competition.

Critical Research in Sport, Health and Physical Education is a valuable resource for academics and students working in the fields of research methods, sociology of sport, physical education and health.

(Text from publisher)

Place, publisher, year, edition, pages
Routledge, 2019. p. 260
Series
Routledge Research in Sport, Culture and Society
National Category
Social Sciences Sport and Fitness Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-5493 (URN)978-1-138-57167-9 (ISBN)978-0-203-70259-8 (ISBN)
Available from: 2018-12-10 Created: 2018-12-10 Last updated: 2018-12-10
Nyberg, G., Backman, E. & Larsson, H. (2019). Exploring the meaning of movement capability in physical education teacher education through student voices. European Physical Education Review
Open this publication in new window or tab >>Exploring the meaning of movement capability in physical education teacher education through student voices
2019 (English)In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749Article in journal (Refereed) Published
Abstract [en]

Scholars argue that movement content knowledge in physical education teacher education (PETE) needs to be revisited and problematised. In this paper we develop the concept of movement capability representing a widened view of movement content knowledge. If teacher educators want to teach movement capability as an intrinsic educational goal in PETE there is an apparent need to consider what to teach, how it is taught and also how movement capability is understood by the learners. The aim of this paper is to analyse how PETE students experience the meaning of movement capability through the teaching in aquatics, dance and ice-skating. This study takes its departure from a number of previous empirical studies investigating the meaning of movement capability. Interviews with seven PETE students, divided into two focus groups, were conducted on three occasions. A phenomenographic analysis shows four qualitatively different ways of experiencing the meaning of movement capability. Major differences that can be seen when comparing the results of a previous study on physical education teachers and students in PETE are the aspect of subjective experiences and the aspect of the observer. In the main, the students do not seem to take into account an observer?s point of view to the same extent as the group of teachers. The results will hopefully contribute to a deeper and more complex understanding of what can be seen as movement capability in PETE and physical education, and thereby enhance development of the teaching and learning of this capability.

Place, publisher, year, edition, pages
Sage Publications, 2019
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-5735 (URN)10.1177/1356336X19841086 (DOI)
Available from: 2019-05-07 Created: 2019-05-07 Last updated: 2019-05-07Bibliographically approved
Larsson, H. (2019). Gender in physical education: A case for performative pedagogy?. In: Richard Pringle, Håkan Larsson, Göran Gerdin (Ed.), Critical Research in Sport, Health and Physical Education: How to Make a Difference (pp. 160-171). Routledge
Open this publication in new window or tab >>Gender in physical education: A case for performative pedagogy?
2019 (English)In: Critical Research in Sport, Health and Physical Education: How to Make a Difference / [ed] Richard Pringle, Håkan Larsson, Göran Gerdin, Routledge, 2019, p. 160-171Chapter in book (Other academic)
Place, publisher, year, edition, pages
Routledge, 2019
National Category
Sport and Fitness Sciences Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-5495 (URN)978-1-138-57167-9 (ISBN)978-0-203-70259-8 (ISBN)
Available from: 2018-12-10 Created: 2018-12-10 Last updated: 2018-12-10
Pringle, R., Larsson, H. & Gerdin, G. (2019). Introduction: Are we making a difference?. In: Richard Pringle, Håkan Larsson, Göran Gerdin (Ed.), Critical Research in Sport, Health and Physical Education: How to Make a Difference (pp. 1-24). Routledge
Open this publication in new window or tab >>Introduction: Are we making a difference?
2019 (English)In: Critical Research in Sport, Health and Physical Education: How to Make a Difference / [ed] Richard Pringle, Håkan Larsson, Göran Gerdin, Routledge, 2019, p. 1-24Chapter in book (Other academic)
Place, publisher, year, edition, pages
Routledge, 2019
National Category
Social Sciences Sport and Fitness Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-5494 (URN)978-1-138-57167-9 (ISBN)978-0-203-70259-8 (ISBN)
Available from: 2018-12-10 Created: 2018-12-10 Last updated: 2018-12-10
Backman, E., Nyberg, G. & Larsson, H. (2019). Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student perspective. European Physical Education Review
Open this publication in new window or tab >>Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student perspective
2019 (English)In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749Article in journal (Refereed) Epub ahead of print
Abstract [en]

The purpose of this paper is to analyse and discuss physical education teacher education (PETE) students? conceptions of teaching and assessment of movement capability as a part of content knowledge in aquatics, dance and ice-skating at a university in Sweden. The theoretical perspective involves Shulman?s concept of content knowledge, the further elaboration of content knowledge into common content knowledge, and the theoretical perspective underpinning movement capability. The sample consists of two groups with a total of seven PETE students who volunteered to take part in group interviews. Semi-structured interviews with the two groups were conducted on three occasions. Findings display that the students? conceptions of movement capability seem to be focused around performance of movements. Further, the participants felt the messages to be unclear in terms of what they are to know regarding movement capability before entering PETE. There was also a contradiction in that the PETE students felt it to be obvious that they would ?know? certain movements, and at the same time they requested clear and distinct criteria when it came to the performance of movements. This study shows that expectations in terms of PETE students? levels of movement content knowledge need to be further investigated and discussed. This study also highlights the importance of conceptualising what PETE students need to learn if they are to see the need to develop their movement capability on their own. Assessments of students? reflections on what it means to master movements are discussed as an alternative to assessment of performance of movements.

Place, publisher, year, edition, pages
Sage Publications, 2019
Keywords
Common content knowledge, movement capability, physical education teacher education, Shulman, movement content knowledge, physical education
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-5678 (URN)10.1177/1356336X19837287 (DOI)
Available from: 2019-03-26 Created: 2019-03-26 Last updated: 2019-03-26Bibliographically approved
Redelius, K., Larsson, L., Larsson, H. & Lundvall, S. (2019). Physical education teacher education in Sweden. In: Ann MacPhail, Deborah Tannehill, Zuleyha Avsar (Ed.), European physical education teacher education practices: initial, induction, and professional development (pp. 379-396). Meyer & Meyer Sport
Open this publication in new window or tab >>Physical education teacher education in Sweden
2019 (English)In: European physical education teacher education practices: initial, induction, and professional development / [ed] Ann MacPhail, Deborah Tannehill, Zuleyha Avsar, Meyer & Meyer Sport, 2019, p. 379-396Chapter in book (Other academic)
Place, publisher, year, edition, pages
Meyer & Meyer Sport, 2019
National Category
Educational Sciences Sport and Fitness Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-5748 (URN)9781782551775 (ISBN)
Available from: 2019-05-20 Created: 2019-05-20 Last updated: 2019-05-20
Roe, D., Hugo, M. & Larsson, H. (2019). 'Rings on the water': examining the pedagogical approach at a football program for detained youth in Sweden.. Sport in Society: Cultures, Media, Politics, Commerce, 22(6), 919-934
Open this publication in new window or tab >>'Rings on the water': examining the pedagogical approach at a football program for detained youth in Sweden.
2019 (English)In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 22, no 6, p. 919-934Article in journal (Refereed) Published
Abstract [en]

Studies indicate that sport within youth institutional settings can be beneficial (e.g. learning social skills) or problematic (e.g. social exclusion) depending on how they are structured, delivered and, ultimately, experienced by students. In this article, we examine the experiences of students and staff in an educational sport program at a Swedish all-male youth detention home (ages 16–20) in order to increase understanding of the pedagogical approach of a sports-based program for detained youth. Drawing on interviews with both students and staff, we identify and elaborate four aspects of the program—building a pedagogical platform, 'seeing' and meeting students, creating a supportive environment, and thinking beyond the institution—that were collectively represented to initiate and guide a process of growth and change for students. We discuss how these aspects of the program's pedagogical approach, in contrast to deficiency-based approaches, can provide a useful framework for delivering sport in ways that can benefit detained youth and other young people in socially vulnerable situations. ABSTRACT FROM AUTHOR

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
*SPORTS for youth, *SPORTS participation, JUVENILE detention, detained youth, football, pedagogical tact, Sport pedagogy, Sweden, youth justice
National Category
Sport and Fitness Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-5719 (URN)10.1080/17430437.2019.1565381 (DOI)000464565500003 ()
Available from: 2019-04-23 Created: 2019-04-23 Last updated: 2019-05-07
Joy, P. & Larsson, H. (2019). Unspoken: exploring the constitution of masculinities in Swedish physical education classes through body movements.. Physical Education and Sport Pedagogy, 24(5), 491-505
Open this publication in new window or tab >>Unspoken: exploring the constitution of masculinities in Swedish physical education classes through body movements.
2019 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 24, no 5, p. 491-505Article in journal (Refereed) Published
Abstract [en]

Background: Masculinities are fluid and socially constructed. Physical education is one means by which masculinities are constituted. Some masculinities may be limited through content, activities, and pedagogy of physical education that shape the way students come to know gender. The purpose of this study was to explore how movements contribute to the discursive construction of masculinities in secondary school physical education; specifically, how body movements constitute masculinities. Methodology: This study uses a poststructural theoretical framework to explore how masculinities are constituted through body movements. The methodology is also informed by knowledge production from bodily practices known as embodied knowledge. Video recordings of physical education classes from eight Swedish secondary schools were observed. The body movements of students were noted and analyzed through discourse analysis. Results: Masculinities were constituted in the moments between formal teaching and activities within the classrooms. Five themes were constructed from the visual observations of students' movements from all lessons including: 1) Movements of energy, 2) Movements of playfulness and bonding, 3) Swaggering movements, 4) Dividing movements, and 5) Regulating movements. These different movements are the ways boys come to know masculinities. Conclusion: This study highlights how embodied knowledge and movements of boys constitute masculinities. It is recommended that pedagogical practices that examine, challenge, and disrupt limiting gender performativity are developed in physical education teaching. ABSTRACT FROM AUTHOR

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Masculinities, embodied knowledge, physical education, movements, poststructuralism
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-5808 (URN)10.1080/17408989.2019.1628935 (DOI)
Available from: 2019-08-14 Created: 2019-08-14 Last updated: 2019-08-14Bibliographically approved
Pringle, R., Larsson, H. & Gerdin, G. (2019). "What do we want? When do we want it? Now!": Some concluding observations. In: Richard Pringle, Håkan Larsson, Göran Gerdin (Ed.), Critical Research in Sport, Health and Physical Education: How to Make a Difference (pp. 241-251). Routledge
Open this publication in new window or tab >>"What do we want? When do we want it? Now!": Some concluding observations
2019 (English)In: Critical Research in Sport, Health and Physical Education: How to Make a Difference / [ed] Richard Pringle, Håkan Larsson, Göran Gerdin, Routledge, 2019, p. 241-251Chapter in book (Other academic)
Place, publisher, year, edition, pages
Routledge, 2019
National Category
Sport and Fitness Sciences Social Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-5496 (URN)978-1-138-57167-9 (ISBN)978-0-203-70259-8 (ISBN)
Available from: 2018-12-10 Created: 2018-12-10 Last updated: 2018-12-10
Larsson, H. (2018). Att motverka traditionella könsmönster: gästkrönika. Idrott & hälsa, 10-11
Open this publication in new window or tab >>Att motverka traditionella könsmönster: gästkrönika
2018 (Swedish)In: Idrott & hälsa, ISSN 1656-1124, p. 10-11Article in journal (Other (popular science, discussion, etc.)) Published
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-5464 (URN)
Available from: 2018-11-12 Created: 2018-11-12 Last updated: 2018-11-26Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0638-7176

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