Gymnastik- och idrottshögskolan, GIH

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Engdahl, C., Lundvall, S. & Barker, D. (2023). ‘Free but not free-free’: teaching creative aspects of dance in physical education teacher education. Physical Education and Sport Pedagogy, 28(6), 617-629
Open this publication in new window or tab >>‘Free but not free-free’: teaching creative aspects of dance in physical education teacher education
2023 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 28, no 6, p. 617-629Article in journal (Refereed) Published
Abstract [en]

Background

There is a global consensus that stimulating and fostering children’s creativity in education is crucial. Addressing creativity has become an imperative in educational policies and in school curricula internationally. School-based physical education (PE), and specifically the teaching area of dance, has been identified as an important pedagogical setting within which to develop creativity. Existing studies have suggested, however, that dance is seldom taught in PE in ways that acknowledge creative aspects of movement learning. Scholars have claimed that teaching pre-arranged dances with predetermined movement outcomes dominate dance teaching in PE. Furthermore, studies have asserted that the overarching regulative principles of PE and PETE that privilege sport skills and physical exercise hinder creative movement learning. Still, dance teaching is frequently seen as part of expressive dance teaching in PE and PETE and is regarded as holding potential in the area of education for creativity. Little scholarly attention has been given to how teacher educators approach creative aspects in dance teaching.

Purpose

This article aims to create insights into how PETE teacher educators understand and work with creative aspects of dance in their educational practice.

Method and theory

To address our aim, we investigate how teacher educators describe their teaching of creative aspects of dance. To do this, empirical material was generated through qualitative interviews with PE teacher educators from each of the PETE institutions in Sweden. The theoretical concepts of smooth and striated spaces and experimentation by Gilles Deleuze and Félix Guattari were used to guide the analysis of how the PETE educators described their teaching of creative aspects of dance. Deleuze and Guattari developed a framework that concerned questions of creativity and newness. Despite this conceptual framework having not yet been used in dance education in PE and PETE, their writing fits well when analysing questions of creativity in an educational context.

Findings

We identified three major themes relating to creativity in the empirical material: (a) creative aspects of expressive dance; (b) challenges that teacher educators face when introducing movement exploration in expressive dance to their students, and; (c) the teacher educators’ pedagogical work with students.

Discussion

The results of this study show that teaching expressive dance can take teaching in PE and PETE in new directions. The results provide insights into alternative ways of teaching in these educational settings that can counter the dominant ways of teaching dance. Results suggest that teacher educators operate in various striated spaces that are shaped by expectations and conventions. In such spaces, the educators aim to create momentary passages of smoothening that open up for experimentation and the development of students’ creativity. The results also suggest that expressive dance in PE and PETE emphasizes creative movement learning through which students learn to operate within new and unpredictable situations.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
National Category
Pedagogy
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-6894 (URN)10.1080/17408989.2021.2014435 (DOI)000734226800001 ()
Funder
Swedish Research Council, 2017-03685
Available from: 2022-01-04 Created: 2022-01-04 Last updated: 2024-01-23
Jansson, A., Sundblad, G. B., Lundvall, S., Bjärsholm, D. & Norberg, J. R. (2023). Gender Differences and Inequality?: A 20-Year Retrospective Analysis Based on 39,980 Students' Perceptions of Physical Education in Sweden.. Journal of teaching in physical education, 42(2), 371-382
Open this publication in new window or tab >>Gender Differences and Inequality?: A 20-Year Retrospective Analysis Based on 39,980 Students' Perceptions of Physical Education in Sweden.
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2023 (English)In: Journal of teaching in physical education, ISSN 0273-5024, E-ISSN 1543-2769, Vol. 42, no 2, p. 371-382Article in journal (Refereed) Published
Abstract [en]

Purpose: The aim of this study was to critically examine previous studies' claims about the magnitude of gender differences and gender inequality in physical education (PE) in Sweden. Method: The data were based on students' (N = 39,980) perceptions of PE and were gathered from four large research projects in Sweden. Three effect size measures (Cramer's V, r squared, and Cohen's d) were calculated for gender differences. Results: In general, there are small gender differences; and after controlling for students' grade, "sports capital," and parents' "educational capital," the differences are practically irrelevant. Conclusion: This study provides compelling evidence that there are small, or even irrelevant, gender differences in students' perceptions of PE in Sweden. Moreover, given that previous research asserts that large gender differences can be used as an indicator of inequality, this study suggests that gender inequality issues related to students' perceptions of PE are relatively small. 

Place, publisher, year, edition, pages
Human Kinetics, 2023
Keywords
Cohen's d, constructive replication, Cramer's V, effect size, r -squared
National Category
Sport and Fitness Sciences Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-7639 (URN)10.1123/jtpe.2021-0270 (DOI)000927573500001 ()
Available from: 2023-05-18 Created: 2023-05-18 Last updated: 2023-10-26
Lundvall, S., Svärd, M. & Schantz, P. (2023). Närfriluftsliv, hållbarhet och hälsa: En alternativ didaktisk praktik (1 uppl.ed.). In: Gunn Engelsrud, Bjørg Oddrun Hallås, Suzanne Lundvall, Aslaug Nyrnes, Ove Olsen Sæle og Tobias Christoph Werler (Ed.), Didaktiske praksiser i lærerutdanning: Steder i et landskap, (pp. 182-200). Oslo: Universitetsforlaget
Open this publication in new window or tab >>Närfriluftsliv, hållbarhet och hälsa: En alternativ didaktisk praktik
2023 (Swedish)In: Didaktiske praksiser i lærerutdanning: Steder i et landskap, / [ed] Gunn Engelsrud, Bjørg Oddrun Hallås, Suzanne Lundvall, Aslaug Nyrnes, Ove Olsen Sæle og Tobias Christoph Werler, Oslo: Universitetsforlaget , 2023, 1 uppl., p. 182-200Chapter in book (Other academic)
Place, publisher, year, edition, pages
Oslo: Universitetsforlaget, 2023 Edition: 1 uppl.
Keywords
plats, lärande, hållbarhet, friluftsliv
National Category
Other Humanities
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-8054 (URN)978-82-15-06098-9 (ISBN)
Available from: 2024-01-15 Created: 2024-01-15 Last updated: 2024-01-18Bibliographically approved
Seger, I., Lundvall, S., Eklund, A., Jamshidpey, A., Takats, J., Stålman, C., . . . Andersson, E. A. (2022). A Sustainable Swedish School Intervention with Extra Aerobic Exercise: Its Organization and Effects on Physical Fitness and Academic Achievement. Sustainability, 14(5), 2822-2822
Open this publication in new window or tab >>A Sustainable Swedish School Intervention with Extra Aerobic Exercise: Its Organization and Effects on Physical Fitness and Academic Achievement
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2022 (English)In: Sustainability, E-ISSN 2071-1050, Vol. 14, no 5, p. 2822-2822Article in journal (Refereed) Published
Abstract [en]

A large majority of Swedish children do not reach the recommended daily activity level. Some, but not all, studies show that extra physical activity may have positive effects on children’s school performance, physical fitness and health. The present purpose was to offer pupils from the 7th to the 8th grade extra aerobic exercise led by physical education teachers and to evaluate the effects on aerobic fitness, muscle strength, school grades and health. The hypothesis was that extra aerobic exercise would improve physical fitness, school grades and health. In the two-year project, 122 pupils aged 13–14 years from three schools constituted an aerobic group with 30 min extra exercise sessions (≥70% maximal heart rate) twice weekly. A control group of 26 pupils was included. All 148 pupils also had regular 60 min physical education lessons (2/week). A moderate to large significant effect size (via partial eta-squared) of the interaction effect for the aerobic group compared to the control group over time was generally seen for aerobic fitness, the muscle strength test with push-ups, school grades in Swedish, English and physical education, and in average school grade for four school subjects combined, thus also including mathematics. Within the aerobic group, significant improvements were also shown for aerobic fitness, endurance and strength of abdominal and leg muscles, and the total physical test index during the two-year project. The control group showed no corresponding improvement in these parameters. Improvements in school grades were generally seen among both sexes in the aerobic group, whereas improvements in physical capacity were distinctly more pronounced among boys and seldom among girls. A similar pattern with significant improvement in several school grades was noted in all three intervention schools, although one of the schools had a distinctly larger proportion of children who immigrated to Sweden. The aerobic group showed significantly higher ratings (with a small to moderate effect size) on several questions about physical self-perception than the control group at the end of the 8th grade. This teacher-led school intervention generated a sustainable project with improvements in physical fitness and school grades. The project might act as an inspiration for other schools to increase physical activity to improve physical fitness and possibly school grades.

Place, publisher, year, edition, pages
MDPI, 2022
Keywords
physical activity, physical education, school, teachers, academic achievements, fitness
National Category
Pedagogy
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-7007 (URN)10.3390/su14052822 (DOI)000769133400001 ()
Projects
ULF-projektet
Available from: 2022-03-15 Created: 2022-03-15 Last updated: 2022-10-20
Engdahl, C., Lundvall, S. & Barker, D. (2022). Dancing as searching with Deleuze - a study of what students in physical education teacher education express and experience in creative dance lessons. Research in Dance Education
Open this publication in new window or tab >>Dancing as searching with Deleuze - a study of what students in physical education teacher education express and experience in creative dance lessons
2022 (English)In: Research in Dance Education, ISSN 1464-7893, E-ISSN 1470-1111Article in journal (Refereed) Epub ahead of print
Abstract [en]

Physical education (PE), and specifically the teaching area of dance, has been identified as an important pedagogical setting within which young people develop creativity. Creativity is thus an important aspect of schooling. Several studies have suggested however, that dance is seldom taught in PE in ways that acknowledge creative aspects of movement learning, and that students in physical education teacher education (PETE) receive insufficient training in the area of dance. Very little research has been conducted specifically on how teachers and PETE students understand the subject tradition of creative dance. The aim of this paper is to create insights into what PETE students express and experience in creative dance lessons where we specifically explore a pedagogy based on imitation. To address this aim, empirical material was generated through observations and logbooks during a pedagogical sequence of creative dance at a Swedish PETE institution. Deleuzian concepts of palpation and experimentation were used to guide our analysis. The results of this study show alternative ways of understanding what can happen when students participate in creative dance lessons. Our findings contribute to researchers' and teacher educators' understandings of students' experiences of working with spaces of creativity in PETE, and how these experiences can be used in teaching of creative dance.

Place, publisher, year, edition, pages
Taylor & Francis, 2022
Keywords
Creativity, creative dance, physical education teacher education, Deleuze, experimentation, palpation
National Category
Pedagogy
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-7420 (URN)10.1080/14647893.2022.2144195 (DOI)000882932600001 ()
Available from: 2022-12-02 Created: 2022-12-02 Last updated: 2024-01-23
Seger, I., Lundvall, S., Eklund, A., Jamshidpey, A., Takats, J., Stålman, C., . . . Andersson, E. (2022). En hållbar svensk skolintervention med extra pulshöjande träning: dess organisation och effekter på fysisk kapacitet och akademisk prestation. In: Svensk idrottsmedicin 2022:2: . Paper presented at SFAIMs vårmöte 2022. Tillsammans för framtidens fysiska aktivitet och idrottsmedicin. Stockholm 19-20 maj 2022.. Svensk förening för fysisk aktivitet och idrottsmedicin, 41
Open this publication in new window or tab >>En hållbar svensk skolintervention med extra pulshöjande träning: dess organisation och effekter på fysisk kapacitet och akademisk prestation
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2022 (Swedish)In: Svensk idrottsmedicin 2022:2, Svensk förening för fysisk aktivitet och idrottsmedicin , 2022, Vol. 41Conference paper, Oral presentation with published abstract (Other academic)
Place, publisher, year, edition, pages
Svensk förening för fysisk aktivitet och idrottsmedicin, 2022
National Category
Health Sciences
Research subject
Medicine/Technology
Identifiers
urn:nbn:se:gih:diva-7431 (URN)
Conference
SFAIMs vårmöte 2022. Tillsammans för framtidens fysiska aktivitet och idrottsmedicin. Stockholm 19-20 maj 2022.
Available from: 2022-12-05 Created: 2022-12-05 Last updated: 2022-12-05
Jansson, A., Sundblad, G. B., Lundvall, S., Bjarsholm, D. & Norberg, J. R. (2022). Students' perceived learning in physical education: variations across students' gender and migration background in Sweden. Sport, Education and Society, 27(4), 421-433
Open this publication in new window or tab >>Students' perceived learning in physical education: variations across students' gender and migration background in Sweden
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2022 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 27, no 4, p. 421-433Article in journal (Refereed) Published
Abstract [en]

Students' perceived learning in physical education (PE) is an important yet neglected area of research. Increased knowledge about students' perceived learning can provide teachers with useful information to promote meaningful learning experiences in PE. Moreover, perceived learning can potentially be an alternative measurement to school grades when analyzing equality of outcome. Given that gender and migration background are associated with equality issues in PE, these groups are of particular focus in this study. With this background, the aim of this paper is threefold: (a) to explore students' perceived learning in PE in Sweden, (b) to analyze what perceptions of PE are most prominent, and (c) present a way to quantitatively illustrate how perceptions about PE vary across gender and migration background. The analysis was based on a question about students' perceived learning and was conducted in two steps. First, the students' answers were categorized using qualitative content analysis. The analysis shows that the perceived learning in PE can be categorized into the following categories: 'Physical doing', 'Emotional experiences', 'Health', 'Do not learn', 'Outdoor Education' and 'Social interaction'. Second, by quantitatively illustrate all answers in relation to the six categories, the result showed that the category of 'Physical doing' (36%) was the most prominent, and thereafter, in descending order are the categories of 'Emotional experiences' (22%), 'Health' (18%), 'Do not learn' (10%), 'Outdoor Education' (10%) and 'Social interaction' (4%). The results also showed that regardless of gender and migration background, students have somewhat similar perceptions of what they learn in PE. In this study we: (i) present a categorization of students' perceived learning in PE, (ii) show that physical doing is a prominent aspect in students answers, lastly (iii) by quantitatively illustrate students' perceived learning in PE, this study also suggest an alternative measurement to analyze equality in PE.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2022
Keywords
Equality, gender, migration background, meaningfulness, perceived learning, physical education
National Category
Sport and Fitness Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-6577 (URN)10.1080/13573322.2021.1878129 (DOI)000612735500001 ()
Available from: 2021-03-03 Created: 2021-03-03 Last updated: 2022-05-18
Tidén, A., Sundblad, G. B. & Lundvall, S. (2021). Assessed movement competence through the lens of Bourdieu: a longitudinal study of a developed taste for sport, PE and physical activity. Physical Education and Sport Pedagogy, 26(3), 255-267
Open this publication in new window or tab >>Assessed movement competence through the lens of Bourdieu: a longitudinal study of a developed taste for sport, PE and physical activity
2021 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 26, no 3, p. 255-267Article in journal (Refereed) Published
Abstract [en]

Background The interest for young people?s movement ability has increased. Literature shows that many factors, apart from movement ability, influence the development of and sustained interest in or taste for physical activity and the learning thereof.Purpose This longitudinal study illustrates, through the lens of Bourdieu, whether and how assessed movement ability at the age of 15, together with cultural capital and sports habitus, is reflected in exercise habits and a taste for participation in sport and physical activity as a young adult.Data collection and analysis A multidisciplinary project called School-Sport-Health (Skola-idrott-hälsa) was established in 2001 in Sweden to investigate the physical and health status of children and youth, as well as attitudes to and participating in school physical education. Schools were randomly selected by the agency Statistics Sweden. In total, 1,975 pupils aged 9, 12 and 15 answered a life style questionnaire, and took part in at least one sub study of the baseline study in 2001. Movement ability was examined using the NyTid test. 560 pupils (283 girls, 277 boys) aged 15 (born in 1985, ±1) completed the test. In the follow-up study, lifestyle questionnaires, were answered nine years apart by the pupils who had participated in the NyTid test at the age of 15. The response rate was 61 per cent (341 young adults: 186 females, 155 males). Group and gender differences between those who had a high level of assessed movement ability (HLG) and those with a low level (LLG) were analysed. Data were analysed through Bourdieu?s analytical concepts habitus and capital.Findings The assumption that an acquired high level of movement ability plays a central role in being physically active later in life is both confirmed and challenged by the results. The HLG view themselves as more physically active and with a higher intensity (71 per cent) than the LLG (44 per cent). A low level of assessed movement ability at the age of 15 did not prevent young adults from acquiring a taste for sport and physical activity later in life. Habitus is a generative principle and can, according to the logic of practice, give action meaning, which may go against earlier habitus and trigger actions. Earlier described gender differences appear to be less evident in young adults.Conclusions Further research is needed to understand how pupils? movement narratives are constructed to support young people?s taste for movement and development of movement competence.

Place, publisher, year, edition, pages
Routledge, 2021
National Category
Pedagogy
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-6613 (URN)10.1080/17408989.2021.1886269 (DOI)000624714600001 ()
Available from: 2021-03-23 Created: 2021-03-23 Last updated: 2021-05-05
Lundvall, S. & Maivorsdotter, N. (2021). Environing as Embodied Experience: A Study of Outdoor Education as Part of Physical Education. Frontiers in Sports and Active Living, 3, Article ID 768295.
Open this publication in new window or tab >>Environing as Embodied Experience: A Study of Outdoor Education as Part of Physical Education
2021 (English)In: Frontiers in Sports and Active Living, E-ISSN 2624-9367, Vol. 3, article id 768295Article in journal (Refereed) Published
Abstract [en]

The development of a re-understanding or re-investigation of body pedagogy is currently prominent in the field of physical education (PE) and sport pedagogy. This goes for the learning of movement capability and health but also in relation to outdoor education (OE). The latter a criticized area for having a one-size-fits-all approach to curriculum, with less attention to what to learn in OE, including aspects of everyday practices of being outdoors. The aim of this study was to explore students aged 15 years, and their meaning making of being outdoors expressed in written stories about a favorite place. Two school year eight classes in a Swedish compulsory school situated in an area with high diversity participated. Through this theory-generated empirical study, written stories were explored as one way of evaluating students' meaning making of outdoor places. By using practical epistemology analysis (PEA) to examine experience operationalized through aesthetic judgements attention is paid to the relation between the student and the situation (their favorite place). The analysis make it possible to discern a sense and meaning making of “being” outdoors as an embodied experience, as a relational whole of the self, others and the environment. Descriptions of aesthetic experiences were analyzed leading to dimensions of environing described as “calm and privacy,” “community and togetherness” and “feelings and senses.” A favorite place was by all students described as a very local and nearby place accessible in everyday life. The analysis generated understandings of feelings of “fulfillment” and different embodied experiences of what an encounter with an outdoor place or being outdoors could mean. Furthermore, how personal and diverse the meaning making place tends to be and how experience and habits contribute to the students' creation of microenvironments. Dimensions of environing become part of an embodied process. The analysis of the written stories calls for an alternative understanding of what OE can or should consist of. The findings encourage teachers and researchers to consider alternative understandings and practices of OE that highlight and educate students' overall embodied (individual) experiences and learning in OE and PE.

Place, publisher, year, edition, pages
Frontiers Media S.A., 2021
Keywords
Physical education, environing, practical epistemology analysis, outdoor education, diversity, peri-urban nature, aesthetic experience
National Category
Sport and Fitness Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-6863 (URN)10.3389/fspor.2021.768295 (DOI)000726031600001 ()34870196 (PubMedID)
Funder
Swedish National Centre for Research in Sports, P2019-0164
Available from: 2021-12-02 Created: 2021-12-02 Last updated: 2022-01-03
Thedin Jakobsson, B. & Lundvall, S. (2021). Learn, Have Fun and Be Healthy! An Interview Study of Swedish Teenagers' Views of Participation in Club Sport.. International Journal of Environmental Research and Public Health, 18(13), Article ID 6852.
Open this publication in new window or tab >>Learn, Have Fun and Be Healthy! An Interview Study of Swedish Teenagers' Views of Participation in Club Sport.
2021 (English)In: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 18, no 13, article id 6852Article in journal (Refereed) Published
Abstract [en]

In Sweden, participation in club sport is a vital part of many children's lives. Despite this, many stop in their teenage years, raising questions concerning if and in what ways club sport can provide health-promoting activities via longer, sustained participation. The aim of this cross-sectional study is to explore and discuss young people's views of club sport from a health-promoting perspective. The analysis draws on three sets of qualitative data: results from focus groups interviews conducted in 2007 (n = 14) and in 2016 (n = 8) as well as 18 in-depth interviews conducted 2008. Antonovsy's salutogenic theory and his sense of coherence (SOC) model inspired the analysis. Teenagers want to be a part of club sport because of a sense of enjoyment, learning, belonging and feeling healthy. Teenagers stop when sport becomes too serious, non-flexible, time-consuming and too competitive. The urge for flexibility and possibilities to make individual decisions were emphasised in 2016. The organisation of club sport, it seems, has not adapted to changes in society and a generation of teenagers' health interests. Club sport has the potential to be a health-promoting arena, but the focus should be on changing the club sport environment, instead of a focus on changing young people.

Place, publisher, year, edition, pages
MDPI, 2021
Keywords
club sport, health promotion, salutogenic, teenagers, young people
National Category
Sport and Fitness Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-6761 (URN)10.3390/ijerph18136852 (DOI)000671122300001 ()34202387 (PubMedID)
Available from: 2021-08-10 Created: 2021-08-10 Last updated: 2021-08-19
Projects
Doctoral programme in Physical Education [2018-03388_VR]; Swedish School of Sport and Health Sciences, GIHSMOVE Doctoral Programme of Sustainable Movement Education [VR 2021-00520]; Swedish School of Sport and Health Sciences, GIH
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1298-8186

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