Gymnastik- och idrottshögskolan, GIH

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Hoy, S., Larsson, H., Kjellenberg, K., Nyberg, G., Ekblom, Ö. & Helgadóttir, B. (2024). Gendered relations? Associations between Swedish parents, siblings, and adolescents' time spent sedentary and physically active. Frontiers in Sports and Active Living, 6, Article ID 1236848.
Open this publication in new window or tab >>Gendered relations? Associations between Swedish parents, siblings, and adolescents' time spent sedentary and physically active
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2024 (English)In: Frontiers in Sports and Active Living, E-ISSN 2624-9367, Vol. 6, article id 1236848Article in journal (Refereed) Published
Abstract [en]

Introduction

The family is assumed to be fundamental in youth socialization processes and development, connected to social and cultural practices such as healthy lifestyles and physical activity. However, gender patterns in physical activity among adolescents and the structural drivers of gender inequality (e.g., parentage and siblingship) are poorly understood. The aim of this study was to explore further how gender structures relate to adolescents' time spent being sedentary and physically active, using contemporary gender theory.

Methods

This cross-sectional study involved 1,139 adolescents aged 13-14 and their parents, including 815 mothers and 572 fathers. Physical activity and time spent sedentary were assessed through accelerometry among adolescents and through a self-report questionnaire for parents validated against accelerometry.

Results

The results showed significant relationships between mothers' moderate-to-vigorous physical activity (MVPA) and girls' MVPA on weekdays and weekends, and fathers' MVPA was significantly related to girls' MVPA on weekdays. Our results imply that the relationship between Swedish parents' and adolescent girls' physical activity in higher intensities are to some extent gendered practices. However, time spent sedentary does not seem to show any patterns of being performed according to binary ideas of gender. Further, our exploratory analyses suggest that these results somewhat intersect with parents' educational level and relate to intra-categorical aspects of doing gender. The results also indicate slight gendered patterns in the “doing” of brotherhood for time spent sedentary, however, for boys only on weekends.

Discussion 

The study contributes to the understanding of gender norms as constraints and enablers for adolescents' participation in physical activity. The results can spur public health and physical activity research to apply a contemporary gender theory approach, and to expand the research agenda connected to what relates to gender inequalities in physical activity practices.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2024
National Category
Public Health, Global Health, Social Medicine and Epidemiology Sport and Fitness Sciences
Research subject
Medicine/Technology
Identifiers
urn:nbn:se:gih:diva-8126 (URN)10.3389/fspor.2024.1236848 (DOI)
Available from: 2024-02-22 Created: 2024-02-22 Last updated: 2024-02-22
Barker, D., Larsson, H. & Nyberg, G. (2024). How Movement Habits Become Relevant in Novel Learning Situations. Journal of teaching in physical education, 43(1), 152-160
Open this publication in new window or tab >>How Movement Habits Become Relevant in Novel Learning Situations
2024 (English)In: Journal of teaching in physical education, ISSN 0273-5024, E-ISSN 1543-2769, Vol. 43, no 1, p. 152-160Article in journal (Refereed) Published
Abstract [en]

Purpose: To (a) present a theoretical framework that describes how learners' movement habits become relevant in the development of movement capability and (b) present data that illustrate how this process occurs in practice. Method: An investigation with preservice physical education teachers was conducted in two phases. The first phase involved examining participants' movement habits, and the second phase involved examining the participants' development of novel capabilities in the context of unicycling. Results: Empirical materials from two participants are presented as case studies. The cases demonstrate how different sets of movement habits interact with novel tasks, making the demand for creative action more or less likely. The cases also demonstrate how subjective and physical elements are interwoven. Finally, the cases provide insights into potentially productive habits for movement learning. Discussion/Conclusion: The paper is concluded with pedagogical implications, including a consideration of how crises might be managed in educational contexts.

Place, publisher, year, edition, pages
Human Kinetics, 2024
Keywords
movement capability, pragmatism, case study, embodied learning, differentiation, Dewey
National Category
Sport and Fitness Sciences Learning
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-7727 (URN)10.1123/jtpe.2022-0272 (DOI)001018599700001 ()
Available from: 2023-08-21 Created: 2023-08-21 Last updated: 2024-01-11
Auran, I. & Larsson, H. (2024). Svårt för transpersoner att bli del av idrottskulturen. Idrottsforskning.se, Article ID 25 jan.
Open this publication in new window or tab >>Svårt för transpersoner att bli del av idrottskulturen
2024 (Swedish)In: Idrottsforskning.se, article id 25 janArticle in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

Alla är välkomna. Det är en retorik som används flitigt inom idrotten. Däremot bemöts transpersoner ofta med tveksamhet eller direkt motstånd i idrotts- och träningssamanhang. De tvingas då till olika strategier för att bli en av alla.

Place, publisher, year, edition, pages
Centrum för idrottsforskning, 2024
National Category
Sport and Fitness Sciences Gender Studies
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-8111 (URN)
Available from: 2024-02-13 Created: 2024-02-13 Last updated: 2024-02-13
Larsson, H. & Auran, I. (2024). Trans* inclusion and gender equality in sport and exercise - an (im)possible equation?. Sport in Society: Cultures, Media, Politics, Commerce, 27(1), 52-67
Open this publication in new window or tab >>Trans* inclusion and gender equality in sport and exercise - an (im)possible equation?
2024 (English)In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 27, no 1, p. 52-67Article in journal (Refereed) Published
Abstract [en]

Heteronormativity and the idea of binary sex constrain sport and exercise as well as many gender equality measures that are implemented in sport and exercise contexts. This strongly affects trans people's opportunities to participate. The purpose of the paper is to explore trans performativity in relation to gender equality efforts in sport and exercise. Through interviews with ten trans individuals, we untangle how trans is, in the words of Karen Barad, produced in and through agential intra-actions of multiple apparatuses of bodily production. Our diffractive analysis shows how meaning comes to matter in sport and exercise regarding what trans 'is,' who and how one can identify as 'trans,' and in what ways trans individuals experience inclusion and exclusion. The study demonstrates challenges with reconciling gender equality and trans inclusion in sport and exercise contexts given current conceptualizations of sport and exercise, gender equality, and trans.

Place, publisher, year, edition, pages
Routledge, 2024
Keywords
Trans*, sport and exercise, performativity, intra-action, Barad
National Category
Sport and Fitness Sciences Gender Studies
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-7734 (URN)10.1080/17430437.2023.2233439 (DOI)001024657400001 ()
Available from: 2023-08-29 Created: 2023-08-29 Last updated: 2024-01-08
Rosén, A. & Larsson, H. (2023). Arriving in the body - students' experiences of yoga based practices (YBP) in physical education teacher education (PETE). Sport, Education and Society
Open this publication in new window or tab >>Arriving in the body - students' experiences of yoga based practices (YBP) in physical education teacher education (PETE)
2023 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243Article in journal (Refereed) Epub ahead of print
Abstract [en]

The interest in yoga, mindfulness or similar yoga-based practices (YBP) has grown exponentially in the western world, also within education, including physical education (PE). Although some studies have been conducted on YBP in PE, yoga has not yet been researched in the framework of physical education teacher education (PETE). Using a regional lifeworld approach, the purpose of this article is to investigate how PETE students experience their participation in a YBP didactics unit when it was included in the PETE programme. What thoughts, feelings and bodily sensations were evoked in the students as they explored YBP and their prospects for teaching it themselves? The project involved 13 students during their fifth year in one of Sweden's PETE programmes. Questionnaires and diaries were used as information sources. Ten of the 13 students were also interviewed. In the phenomenological analysis, the phenomenon of friction 'showed itself' to be an essential part of the perceived experiences. Friction was characterised by a tension between an absence of friction, which describes experiences of participating in YBP smoothly, and the presence of friction, which included experiences of resistance. The students also oscillated between experiences of I-here and now, and Me-my future teaching profession. At least to some extent, the YBP that was practised during the course changed the students' views of what education in 'human in motion' can be by discovering and breaking their habitual attitudes towards PE. Rather than being discussed in terms of 'benefits', the YBP practice charged the body, the room and the group with a heightened awareness of the present moment that could also be expressed verbally. It is anticipated that this kind of reflexive knowledge will help the student to make careful didactical considerations in their future teaching practices.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Yoga based practices, physical education teacher education, experience, phenomenology, regional lifeworld
National Category
Educational Sciences
Research subject
Social Sciences/Humanities; Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-7500 (URN)10.1080/13573322.2022.2157385 (DOI)000911966800001 ()
Available from: 2023-02-28 Created: 2023-02-28 Last updated: 2023-02-28
Tolgfors, B., Barker, D., Nyberg, G. & Larsson, H. (2023). Assessment for and of learning in nonlinear movement education practices. Physical Education and Sport Pedagogy
Open this publication in new window or tab >>Assessment for and of learning in nonlinear movement education practices
2023 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786Article in journal (Refereed) Epub ahead of print
Abstract [en]

Background. Principles such as instructional alignment and step-by-step progression are often seen as crucial features of good assessment practices in school physical education (PE). These features are problematic from nonlinear educational perspectives, which are based on the idea that movement learning cannot be expected to take place in the same manner for all students. Without some resolution of the contradiction between nonlinear pedagogies and principles of good assessment, the likelihood of physical educators fully embracing any kind of nonlinear approach to movement education remains doubtful.

Purpose and research question. Our purpose in this paper is to illustrate how assessment for and of learning (AfL and AoL) can look when implemented in nonlinear movement education practices.

Methods. Illustrations of AfL and AoL are drawn from an investigation in which one educator implements a nonlinear movement education module. The module focuses on juggling for students at high school (grade nine students aged approximately 15 years). The module provided students with 10 x 50-minute lessons to explore juggling. Data were generated through observations (film clips and field notes) and ethnographic-type interviews that were conducted with the students during the lessons.

Findings. In the context of the nonlinear movement education module, AfL became: Interacting with students in joint exploration; Introducing learning strategies; Encouraging students to clarify and verbalise the object of learning; Helping students identify critical aspects of the movement activity, and; Inviting students to consider alternative learning trajectories. The educator then evaluates the students' learning experiences in the context of a group performance at the end of the module. This performance can be seen as an instance of holistic assessment within a nonlinear movement education practice.

Conclusions. The suggested holistic perspective on PE assessment could help educators to: circumvent dichotomies such as mind-body and theory-practice; approach students as active meaning-makers; re-frame students' actions as emergent and context-dependent; and replace direct instruction with explorative teaching and learning methods. The major contribution of this study is that it shows how assessment for and of learning can be implemented in nonlinear movement education practices within a linear, goal-related and criterion-referenced, education system.

Place, publisher, year, edition, pages
Routledge, 2023
Keywords
Nonlinear teaching and learning, alternative assessment, exploratory teaching methods, movement learning, school physical education, >
National Category
Sport and Fitness Sciences Learning
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-7728 (URN)10.1080/17408989.2023.2230244 (DOI)001019839500001 ()
Available from: 2023-08-21 Created: 2023-08-21 Last updated: 2023-08-21
Forestier, A. & Larsson, H. (2023). Choreographing gender: masculine domination and heteronormativity in physical education. Sport, Education and Society, 28(2), 132-143
Open this publication in new window or tab >>Choreographing gender: masculine domination and heteronormativity in physical education
2023 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 28, no 2, p. 132-143Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to highlight gender norms in physical education (PE) dance lessons, in order to analyse how secondary school students, both girls and boys, negotiate these norms. To do this, we used Bourdieu's concept of masculine domination and Butler's theory of heteronormativity. Video material was collected from eight Swedish secondary schools. This material was analysed qualitatively with the help of masculine domination and heteronormativity. We bring to light three relevant vignettes that illustrate gender norms during the dance lessons. The first vignette explains that, in most cases, girls choreograph and boys execute. Hence, this situation testifies the emergence of traditional and normative gendered positions between students, accordingly to their gender. Secondly, if the roles are reversed between girls and boys, suggesting that masculine domination is less prevalent during the dance lessons, we demonstrate that girls are still dominated because they teach boys how they should lead girls (at least so that it looks like they are leading). Finally, we observed that masculine domination can be considered a double oppression on boys and girls. There appears a co-construction of the students' own submission because girls teach boys how these have to be masculine, meanwhile boys, victims of their own oppression, keep the position as followers in this feminine activity. In parallel, girls assign masculine and feminine positions according to the gender of the students and support, eventually, the reproduction of balance of power representing the heteronormativity of gendered norms. In conclusion, masculine domination seems, at first glance, to be challenged in PE dance lessons because girls have the dominant role. However, by keeping the balance of power between the gendered positions, they strengthen heteronorms, that is, a principal element of the emergence of masculine domination.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
Physical education, gender, masculine domination, heteronormativity, dance, hegemonic masculinity, power, boys
National Category
Pedagogy
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-6859 (URN)10.1080/13573322.2021.1997980 (DOI)000715184300001 ()
Available from: 2021-11-18 Created: 2021-11-18 Last updated: 2023-03-10Bibliographically approved
Hoy, S., Thedin Jakobsson, B., Lunde, C. & Larsson, H. (2023). Ett fysiskt aktivt liv? En etnografisk komparativ flerfallsstudie av förhandlingar och handlingsutrymmen under skoldagen. In: Program Svensk förening för beteende- och samhällsvetenskaplig idrottsforskning (SVEBI) årliga idrottsvetenskapliga konferens: . Paper presented at SVEBI 2023, 23-24 november, Göteborg (pp. 18).
Open this publication in new window or tab >>Ett fysiskt aktivt liv? En etnografisk komparativ flerfallsstudie av förhandlingar och handlingsutrymmen under skoldagen
2023 (Swedish)In: Program Svensk förening för beteende- och samhällsvetenskaplig idrottsforskning (SVEBI) årliga idrottsvetenskapliga konferens, 2023, p. 18-Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Introduktion

Skolmiljöer presenteras ofta som en stor del av ’lösningen’ på att få unga att engagera sig i rörelse, eftersom i princip alla unga befinner sig i skolan under en tredjedel av dagen. Även om hälsofördelarna med fysisk aktivitet är väl dokumenterade, är anledningarna till att vara fysiskt aktiv eller inte relaterade till både individuella och kontextuella strukturer hos skolan som institution och de som befinner sig där under en skoldag. I den svenska läroplanen för grundskolan står det framskrivet i den allmänna delen att ”skolan ska också sträva efter att ge alla elever daglig fysisk aktivitet inom ramen för hela skoldagen” (Läroplan för grundskolan, förskoleklassen och fritidshemmet [Lgr22], 2022). Trots detta verkar många skolor ha utmaningar med att ta sig an denna uppgift, och strävan efter att ge alla elever daglig fysisk aktivitet i skolmiljöer är mycket mer komplex än vid en första anblick.  Denna studie avser att studera hinder och möjligheter för ungas fysiskt aktiva liv under skoldagen, genom att undersöka skolans vardagsliv i relation till rörelse under ett läsår i fyra högstadieskolor.

Syfte och teoretisk ram

Syftet med denna etnografiska studie är att utforska de olika skolornas uppfattningar och praktiker kopplat till fysisk aktivitet under skoldagen, och hur elever och skolpersonal förhåller sig till möjligheter och hinder för att engagera sig i fysisk aktivitet i skolan.  I den här studien använder vi ett ekologiskt perspektiv, inspirerad av arbetet av Priestley, Biesta och Robinson (2015). Teorin betonar vikten av både individuella kapaciteter och kontextuella dimensioner, men framförallt mötet däremellan, där handlingsutrymme som ett fenomen uppnås i detta samspel.  Handlandet förankras i tidigare erfarenheter och aspirerar mot framtida mål, värderingar och strävanden. På detta sätt rymmer teorin aspekter som är både relationella och temporala.

Metod

Det här en etnografisk komparativ flerfallsstudie som har utförts av ett team på fyra forskare under tre två-veckorsperioder över ett års tid i fyra svenska högstadieskolor i Storstockholms området. Fältarbetet har involverat deltagande observationer, informella samtal och semistrukturerade intervjuer med skolledning, lärare, elevhälsoteam och annan personal, samt högstadieelever (13-14 år). Främst består materialet av fältanteckningar från omkring 700 timmar av fältarbete och 86 intervjuer med 102 respondenter (50 elever och 52 personal) över de fyra skolorna. Analys av det empiriska materialet utfördes med hjälp av reflexiv tematisk analys.

Resultat och diskussion

Preliminära resultat visar att skolans struktur, logiker och miljöer tydligt påverkar möjligheterna för fysisk aktivitet under en skoldag. Ungdomsåldern under högstadiet är en period i livet där självständigheten ofta ökar. Elevers eget inflytande och delaktighet i hur de kan vara aktiva eller inte tilltar med deras utveckling i autonomi, och där fungerar fysiska aktivitetsbeteenden också som en social markör som informeras av könsrelaterade och sociokulturella strukturer. Skolans organisation förändras under högstadiet mot högre krav, större ämnesfokus och bedömning av elever, där utbildningsuppdraget och dess logiker starkt påverkar vad som värderas och prioriteras under en skoldag. Där blir rörelse, lek och (till viss del) svett ofta nedprioriterat och något oseriöst. Detta gör även att ansvarsfrågan kring ungas fysiskt aktiva liv hamnar ’mellan stolarna’ – i skolan som institution, mellan hemmet och skolan, och hos individen själv.  Framtida forskning bör vidare undersöka detta gränsland, där rörelse, hälsopromotion och skolans logiker möts, där (skol)strukturella och pedagogiska perspektiv inom folkhälsoforskning kan lyftas. Det skulle bidra till ett mer hållbart angreppssätt av rörelsefrågan i skolans miljöer.

National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-8039 (URN)
Conference
SVEBI 2023, 23-24 november, Göteborg
Available from: 2024-01-09 Created: 2024-01-09 Last updated: 2024-01-09Bibliographically approved
Thedin Jakobsson, B., Hoy, S., Lunde, C. & Larsson, H. (2023). Physical Activity during the School Day: A Case Study in Swedish School for Students with Special Needs.. In: : . Paper presented at European Educational Research Association (ECER) Glasgow, den 22- 25 Augusti 2023..
Open this publication in new window or tab >>Physical Activity during the School Day: A Case Study in Swedish School for Students with Special Needs.
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

 

National Category
Pedagogy
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-8002 (URN)
Conference
European Educational Research Association (ECER) Glasgow, den 22- 25 Augusti 2023.
Available from: 2023-12-22 Created: 2023-12-22 Last updated: 2023-12-22Bibliographically approved
Larsson, H. & Thedin Jakobsson, B. (2023). School-based physical activity interventions: a discourse analysis. Sport, Education and Society, 1-14
Open this publication in new window or tab >>School-based physical activity interventions: a discourse analysis
2023 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, p. 1-14Article in journal (Refereed) Epub ahead of print
Abstract [en]

School-based physical activity (PA) interventions stand out as a highly valued knowledge technology in relation to attempts to promote daily physical activity (DPA) among school youth. The purpose of the paper is to explore technologies of knowledge that guide school-based PA interventions in lower secondary schools and discuss their power-related implications. Foucault’s notion of discourse as the ensemble of regulated, deliberate, and finalised ways of doing things underpins the analysis of six school-based PA intervention studies that were identified in the literature between the years 2003 and 2021. The analysis concerned the scientific domain of the studies, their justification of school-based PA interventions, the purpose and results of the interventions, and problems with implementing the interventions. The analysis indicated a distinct narrative where researchers within medical science and psychology proposed that (a) young people's level of PA is too low and therefore they are increasingly exposed to the risk of lifestyle diseases; (b) schools appear as the obvious context for attempts to increase the PA of young people, for example through interventions; (c) contextual factors are often pointed out as significant for the success of the interventions, yet these factors are not systematically placed under the research magnifying glass; (d) few studies demonstrate any tangible change in student behaviour because of the interventions; (e) non-occurring behaviour changes are explained by contextual factors, or that school staff simply do not adhere enough to the intervention efforts. These results are discussed through Foucault’s concept of governmentality, that is, the integration of technologies of knowledge, power, and the self. It is concluded that the examined research gain function within a neoliberal governmentality where scientific knowledge aims to change the individual self, rather than to change the social structures in which individuals live their lives.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
School-based physical activity interventions, power-knowledge, governmentality, discourse analysis, neoliberalism
National Category
Sport and Fitness Sciences Pedagogy
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-7928 (URN)10.1080/13573322.2023.2265402 (DOI)001083241500001 ()
Available from: 2023-10-25 Created: 2023-10-25 Last updated: 2023-11-06
Projects
Physical education and health - a subject for learning? [2010-05182_VR]; Swedish School of Sport and Health Sciences, GIH; Publications
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), 491-505Karlefors, I. & Larsson, H. (2018). Searching for the ‘How’: Teaching methods in Swedish physical education. Scandinavian Sport Studies Forum, 25-44Larsson, H. & Nyberg, G. (2017). ‘It doesn't matter how they move really, as long as they move.’ Physical education teachers on developing their students’ movement capabilities.. Physical Education and Sport Pedagogy, 22(2), 137-149Nyberg, G. & Larsson, H. (2017). Physical Education Teachers' Content Knowledge of Movement Capability.. Journal of teaching in physical education, 36(1), 61-69Redelius, K., Quennerstedt, M. & Öhman, M. (2015). Communicating aims and learning goals in physical education: part of a subject for learning?. Sport, Education and Society, 20(5), 641-655Quennerstedt, M. & Larsson, H. (2015). Learning movement cultures in physical education practice. Sport, Education and Society, 20(5), 565-572Larsson, H. & Karlefors, I. (2015). Physical education cultures in Sweden: fitness, sports, dancing … learning?. Sport, Education and Society, 20(5), 573-587Larsson, H., Quennerstedt, M. & Öhman, M. (2014). Heterotopias in physical education: towards a queer pedagogy?. Gender and Education, 26(2), 135-150Quennerstedt, M., Annerstedt, C., Barker, D., Karlefors, I., Larsson, H., Redelius, K. & Öhman, M. (2014). What did they learn in school today?: A method for exploring aspects of learning in physical education.. European Physical Education Review, 20(2), 282-302
Doctoral programme in Physical Education Didactics for Teacher Educators [2017-03685_VR]; Swedish School of Sport and Health Sciences, GIHPhysical Activity for Healthy Brain Functions in School Youth [KK 20180040]; Swedish School of Sport and Health Sciences, GIH; Publications
Hoy, S., Larsson, H., Kjellenberg, K., Nyberg, G., Ekblom, Ö. & Helgadóttir, B. (2024). Gendered relations? Associations between Swedish parents, siblings, and adolescents' time spent sedentary and physically active. Frontiers in Sports and Active Living, 6, Article ID 1236848. Heiland, E. G., Kjellenberg, K., Tarassova, O., Nyberg, G., Ekblom, M., Ekblom, Ö. & Helgadóttir, B. (2023). Acute effects of nitrate and breakfast on working memory and cerebral blood flow in adolescents: a randomized crossover trial. In: : . Paper presented at The International Society of Behavioral Nutrition and Physical Activity (ISBNPA), Uppsala, Sweden, June 15-18, 2023. Regan, C., Heiland, E. G., Ekblom, Ö., Tarassova, O., Kjellenberg, K., Larsen, F. J., . . . Helgadóttir, B. (2023). Acute effects of nitrate and breakfast on working memory, cerebral blood flow, arterial stiffness, and psychological factors in adolescents: Study protocol for a randomised crossover trial.. PLOS ONE, 18(5), Article ID e0285581. Yman, J., Helgadóttir, B., Kjellenberg, K. & Nyberg, G. (2023). Associations between organised sports participation, general health, stress, screen-time and sleep duration in adolescents.. Acta Paediatrica, 112(3), 452-459Nyberg, G., Helgadóttir, B., Kjellenberg, K. & Ekblom, Ö. (2023). COVID-19 and unfavorable changes in mental health unrelated to changes in physical activity, sedentary time, and health behaviors among Swedish adolescents: A longitudinal study.. Frontiers In Public Health, 11, Article ID 1115789. Helgadóttir, B., Fröberg, A., Kjellenberg, K., Ekblom, Ö. & Nyberg, G. (2023). COVID-19 induced changes in physical activity patterns, screen time and sleep among Swedish adolescents - a cohort study.. BMC Public Health, 23(1), Article ID 380. Kjellenberg, K., Heiland, E. G., Tarassova, O., Fernström, M., Nyberg, G., Ekblom, M., . . . Ekblom, Ö. (2023). Effects of physical activity breaks on working memory and oxygenated hemoglobin in adolescents: Results from the AbbaH teen study. In: : . Paper presented at ArtScientific 2023, Frankfurt, Germany, May 5-6, 2023. Fernström, M., Heiland, E. G., Kjellenberg, K., Pontén, M., Tarassova, O., Nyberg, G., . . . Ekblom, Ö. (2023). Effects of prolonged sitting and physical activity breaks on measures of arterial stiffness and cortisol in adolescents. Acta Paediatrica, 112(5), 1011-1018Helgadóttir, B., Fröberg, A., Kjellenberg, K., Ekblom, Ö. & Nyberg, G. (2023). Has COVID-19 led to changes in physical activity patterns, screen time and sleep among Swedish adolescents?: A cohort study. In: : . Paper presented at The International Society of Behavioral Nutrition and Physical Activity (ISBNPA), Uppsala, Sweden, June 15-18, 2023. Thedin Jakobsson, B., Hoy, S., Lunde, C. & Larsson, H. (2023). Physical Activity during the School Day: A Case Study in Swedish School for Students with Special Needs.. In: : . Paper presented at European Educational Research Association (ECER) Glasgow, den 22- 25 Augusti 2023..
Doctoral programme in Physical Education [2018-03388_VR]; Swedish School of Sport and Health Sciences, GIHTransgender and the gender order in sport [CIF P2021-0072]; Swedish School of Sport and Health Sciences, GIHSMOVE Doctoral Programme of Sustainable Movement Education [VR 2021-00520]; Swedish School of Sport and Health Sciences, GIHGender in motion – movement possibilities in school-age educare [VR 2021-00520]; Swedish School of Sport and Health Sciences, GIH
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0638-7176

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