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Publications (10 of 106) Show all publications
Larsson, H. & Andreasson, J. (2020). Sport and Masculinities in Sweden: Performance and the Notion of Gender Equality. In: Rory Magrath, Jamie Cleland, Eric Anderson (Ed.), The Palgrave Handbook of Masculinity and Sport: (pp. 465-481). Palgrave Macmillan
Open this publication in new window or tab >>Sport and Masculinities in Sweden: Performance and the Notion of Gender Equality
2020 (English)In: The Palgrave Handbook of Masculinity and Sport / [ed] Rory Magrath, Jamie Cleland, Eric Anderson, Palgrave Macmillan, 2020, p. 465-481Chapter in book (Other academic)
Abstract [en]

The aim of the chapter is to describe and analyse how the ‘doing’ of masculinity has been performed in Sweden over time, and within two cultural contexts—that of organized (mainly competitive) sport, and physical education in school. Situated within the development of the Swedish welfare state, the research shows that the concept and idea of gender equality is largely a hegemonic sociocultural ideal. At the political and sociocultural level, there is an ongoing movement towards gender-neutral ways of constructing and understanding bodies as well as sport and physical education in Sweden. At the same time the research shows that on an interrelational level, this picture is less clear, as physical education teachers, athletes, coaches and others seemingly tend to talk about gender equality as an ideal, but sometimes fail to practise this in day-to-day living. Nevertheless, embedded in and part of social life at large, the chapter argues that relational patterns are, and will hopefully continue to be, greatly influenced by and part of the Swedish welfare system, which by necessity influences men’s choices in contemporary Sweden concerning how to ‘do’ masculinity and physical activity in relation to more gender inclusive configurations.

Place, publisher, year, edition, pages
Palgrave Macmillan, 2020
National Category
Gender Studies Sport and Fitness Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-5841 (URN)978-3-030-19798-8 (ISBN)978-3-030-19799-5 (ISBN)
Available from: 2019-09-18 Created: 2019-09-18 Last updated: 2019-10-11
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). Forskarskolan FIHD utvecklar framtidens idrottsundervisning. Idrott & hälsa (2), 14-15
Open this publication in new window or tab >>Forskarskolan FIHD utvecklar framtidens idrottsundervisning
2019 (Swedish)In: Idrott & hälsa, ISSN 1653-1124, no 2, p. 14-15Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Svenska idrottslärarföreningen, 2019
National Category
Sport and Fitness Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-5905 (URN)
Available from: 2019-11-06 Created: 2019-11-06 Last updated: 2019-11-11Bibliographically 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: 2019-09-25
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: 2019-09-25
Barker, D., Nyberg, G. & Larsson, H. (2019). Joy, fear and resignation: investigating emotions in physical education using a symbolic interactionist approach. Sport, Education and Society
Open this publication in new window or tab >>Joy, fear and resignation: investigating emotions in physical education using a symbolic interactionist approach
2019 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243Article in journal (Refereed) Epub ahead of print
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.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Emotion, interaction, movement capability, learning, identity, physical education teacher education
National Category
Sport and Fitness Sciences Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-5893 (URN)10.1080/13573322.2019.1672148 (DOI)000489952000001 ()
Available from: 2019-10-29 Created: 2019-10-29 Last updated: 2019-12-20
Larsson, H. & Larsson, B. (2019). Logics of practice in movement culture: a fifty-year follow-up study. In: AISEP International Conference 2019 Book of abstracts: . Paper presented at AIESEP International Conference June 19-22, 2019, New York (International Association for Physical Education in Higher Education) (pp. 464).
Open this publication in new window or tab >>Logics of practice in movement culture: a fifty-year follow-up study
2019 (English)In: AISEP International Conference 2019 Book of abstracts, 2019, p. 464-Conference paper, Oral presentation with published abstract (Other academic)
National Category
Sport and Fitness Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-5844 (URN)
Conference
AIESEP International Conference June 19-22, 2019, New York (International Association for Physical Education in Higher Education)
Available from: 2019-09-18 Created: 2019-09-18 Last updated: 2019-09-18Bibliographically approved
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
Thedin Jakobsson, B. & Larsson, H. (2019). Organised physical activity during the school day: a review study. In: AISEP International Conference 2019 Book of abstracts: . Paper presented at AIESEP International Conference June 19-22, 2019, New York (International Association for Physical Education in Higher Education) (pp. 501).
Open this publication in new window or tab >>Organised physical activity during the school day: a review study
2019 (English)In: AISEP International Conference 2019 Book of abstracts, 2019, p. 501-Conference paper, Oral presentation with published abstract (Other academic)
National Category
Sport and Fitness Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-5845 (URN)
Conference
AIESEP International Conference June 19-22, 2019, New York (International Association for Physical Education in Higher Education)
Available from: 2019-09-18 Created: 2019-09-18 Last updated: 2019-09-18Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-0638-7176

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