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Svennberg, L., Meckbach, J. & Redelius, K. (2018). Swedish PE teachers struggle with assessment in a criterion-referenced grading system. Sport, Education and Society, 23(4), 381-393
Open this publication in new window or tab >>Swedish PE teachers struggle with assessment in a criterion-referenced grading system
2018 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 23, no 4, p. 381-393Article in journal (Refereed) Published
Abstract [en]

In the field of education, the international trend is to turn to criterion-referenced grading in the hope of achieving accountable and consistent grades. Despite a national criterion-referenced grading system emphasising knowledge as the only base for grading, Swedish physical education (PE) grades have been shown to value non-knowledge factors, such as students’ characteristics and behaviour. In 2011, a new national curriculum was implemented which attempts to deal with the problem by prescribing specific knowledge requirements with a clear progression as the only basis for different grades. The aim of the present study is to explore the impact of the new knowledge requirements on what teachers consider important when assigning grades. It is also to discuss what non-knowledge-related aspects (if any) teachers continue to look for and why these seem to remain resilient to the reform. The Repertory Grid technique was employed to interview the teachers before (2009) and after the implementation (2013). During the interviews, the grading of 45 students was discussed, which generated 125 constructs. After the implementation, there was a near doubling of knowledge constructs, half as many motivation constructs and an almost total elimination of constructs based on confidence and social skills. While motivational factors were still considered valuable for the award of a higher grade, clear criteria seemed to be important, but too limited for the teachers’ needs. In order to understand the persistence of motivational factors, we discuss the results in relation to Bernstein’s interrelated message systems of curriculum, pedagogy and assessment. We emphasise the need to discuss how valid grades can be achieved and, at the same time, give value to the regulative discourse in order to realise the overarching national goals of values and norms in education and PE.

Keywords
Bernstein, curriculum regulation, interrelated message systems, motivation, pedagogic discourse, physical education, regulative discourse, repertory grid, standards-based grading, teachers grading practice
National Category
Educational Sciences Sport and Fitness Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-4491 (URN)10.1080/13573322.2016.1200025 (DOI)000427952300009 ()
Available from: 2016-06-28 Created: 2016-06-28 Last updated: 2018-05-17Bibliographically approved
Nyberg, G. & Meckbach, J. (2017). Exergames 'as a teacher' of movement education: exploring knowing in moving when playing dance games in physical education. Physical Education and Sport Pedagogy, 22(1), 1-14
Open this publication in new window or tab >>Exergames 'as a teacher' of movement education: exploring knowing in moving when playing dance games in physical education
2017 (English)In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 22, no 1, p. 1-14Article in journal (Refereed) Published
Abstract [en]

Background: A fundamental dimension of school physical education (PE) is arguably movement and movement activities. However, there is a lack of discussion in the context of PE regarding what can be called the capability to move in terms of coordinative abilities, body consciousness and educing bodily senses.Purpose: This article explores and articulates what there is to know, from the mover's perspective, when knowing how to move in specific ways when playing exergames (dance games). Taking different ways of moving as expressing different ways of knowing as a point of departure, the following questions are the focus of this article: (i) How do students move when imitating movements in a dance game, and what different ways of knowing the movements can be described in the student group? (ii) What aspects of the movements are discerned simultaneously through the different ways of knowing the movements? (iii) What aspects seem critical for the students to discern and experience in order to know the movements in as complex a way as possible?Design and analysis: The theoretical point of departure concerns an epistemological perspective on the capability to move as knowing how with no distinction between physical and mental skills, and also knowing as experiencing aspects of something to know. The data in this study comprise video recordings of students playing Nintendo Wii dance games in PE lessons in a compulsory school (for children aged between 7 and 16 years) in a small Swedish town. There were three PE lessons with four different stations, of which one was Nintendo Wii dance games (Just Dance 1 and 2). In total, the videoed material covers three 60-minute PE lessons, recorded during the autumn of 2012 and in which just over twenty students participated. In the study, we have used video observation as a data collection method. Jordan and Henderson maintain that video observation removes the gap between ‘what people say they do and what they, in fact, do’ (51). To conduct a systematic and thorough analysis of how the students experienced the avatar's movements, we looked for moments where all the students and the avatar could be simultaneously observed. Two video sequences were chosen, showing four students imitating two distinct and defined movements which constituted the basis for a phenomenographic analysis.Conclusion: The result of the phenomenographic analysis shows different ways of knowing the movements as well as what aspects are discerned and experienced simultaneously by the students. In other words, these aspects also describe knowing in terms of discerning, discriminating and differentiating aspects of ways of moving. By examining a certain exergame's role ‘as a teacher,' we have emphasized the capability to move, from the mover's perspective, as an intrinsic educational goal of PE while highlighting the need for systematically planning movement education.

Keywords
capability to move, exergames, dance, movement education, knowing in moving
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-4223 (URN)10.1080/17408989.2015.1112778 (DOI)000393873900001 ()
Projects
TV-spel som hälsofostran - om exergaming och ungdomars lärande om kropp, fysisk aktivitet och hälsa
Funder
Swedish Research Council, 721-2010-4756
Available from: 2015-11-24 Created: 2015-11-24 Last updated: 2017-12-01Bibliographically approved
Larsson, H., Lundvall, S., Meckbach, J., Peterson, T. & Quennerstedt, M. (2016). Forskarskolan i idrott och hälsas didaktik: praktiknära idrottsdidaktik. In: Håkan Larsson, Suzanne Lundvall, Jane Meckbach, Tomas Peterson & Mikale Quennerstedt (Ed.), Hur är det i praktiken?: Lärare utforskar ämnet idrott och hälsa (pp. 5-16). Stockholm: Gymnastik- och idrottshögskolan, GIH
Open this publication in new window or tab >>Forskarskolan i idrott och hälsas didaktik: praktiknära idrottsdidaktik
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2016 (Swedish)In: Hur är det i praktiken?: Lärare utforskar ämnet idrott och hälsa / [ed] Håkan Larsson, Suzanne Lundvall, Jane Meckbach, Tomas Peterson & Mikale Quennerstedt, Stockholm: Gymnastik- och idrottshögskolan, GIH , 2016, p. 5-16Chapter in book (Other academic)
Abstract [sv]

Vad ska elever lära sig i idrott och hälsa? Hur lägger man upp undervisning som stödjer alla elever i deras lärande? Hur kan lärare göra likvärdiga bedömningar av elevers kunskaper? Detta är några av de frågor som behandlas i boken du nu håller i. Boken sammanfattar den forskning som genomförts inom Forskarskolan i idrott och hälsas didaktik (FIHD). FIHD startade år 2011 som ett led i den statliga satsningen Lärarlyftet, där särskilda medel avsattes för genomförandet av forskarskolor för lärare och förskollärare. Deltagarna i FIHD är alla verksamma lärare i idrott och hälsa. Detta har en central betydelse i sammanhanget. Skolämnet idrott och hälsa har funnits länge i den svenska skolan, men den vetenskapliga förankringen och utforskningen av ämnet har varit svag. Den forskning som existerat har inte i första hand genomförts av, eller på initiativ av, lärare i ämnet. Initiativen har istället kommit från annat håll, ofta från olika myndigheter. Forskningsresultaten har speglat myndigheternas intressen snarare än lärarnas. Därför är det ett stort nöje att i denna bok få möjlighet att presentera forskningsresultat som bygger på lärares frågor och där lärare har varit forskare. I detta inledande kapitel presenterar FIHD:s styrgrupp, bestående av medarbetare vid Gymnastik- och idrottshögskolan (GIH), Malmö högskola och Örebro universitet, bakgrunden till FIHD, den forskning som fanns till hands då lärarna påbörjade sina forskningsprojekt samt de ambitioner som varit förknippade med forskarskolan.

Place, publisher, year, edition, pages
Stockholm: Gymnastik- och idrottshögskolan, GIH, 2016
Keywords
lic forskarskol, praktiknära forskning, idrott och hälsa, idrottsdidaktik
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-4376 (URN)978-91-980862-8-7 (ISBN)
Projects
Forskarskolan i idrott och hälsas didaktik
Funder
Swedish Research Council, 729-2011-5270
Available from: 2016-03-11 Created: 2016-03-11 Last updated: 2016-03-14Bibliographically approved
Almqvist, J., Meckbach, J., Öhman, M. & Quennerstedt, M. (2016). How Wii Teach Physical Education and Health. SAGE Open, 6(4), 1-8
Open this publication in new window or tab >>How Wii Teach Physical Education and Health
2016 (English)In: SAGE Open, ISSN 2158-2440, E-ISSN 2158-2440, Vol. 6, no 4, p. 1-8Article in journal (Refereed) Published
Abstract [en]

The use of educational computer games in physical education (PE) has become more popular in recent years and has attracted research interest. The aim of the article is to investigate how physical activities and images of the human body are offered by the game. The results show how the “teacher” constituted in the games is one who instructs and encourages the players to exercise and think about their bodies, but not a “teacher” who can help students to investigate, argue, or discuss images of health and the human body. We argue that the use of a wide range and variety of ways of teaching would make the teaching richer and offer a deeper understanding about the body and health.

Keywords
teaching, artifact, physical education, exergames
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-4664 (URN)10.1177/2158244016682995 (DOI)
Projects
TV-spel som hälsofostran
Funder
Swedish Research Council, 721-2010-4756
Available from: 2016-12-16 Created: 2016-12-16 Last updated: 2017-11-29Bibliographically approved
Larsson, H., Lundvall, S., Meckbach, J., Peterson, T. & Quennerstedt, M. (Eds.). (2016). Hur är det i praktiken?: Lärare utforskar ämnet idrott och hälsa. Stockholm: Gymnastik- och idrottshögskolan, GIH
Open this publication in new window or tab >>Hur är det i praktiken?: Lärare utforskar ämnet idrott och hälsa
Show others...
2016 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

Vad ska elever lära sig i idrott och hälsa? Hur lägger man upp undervisning som stödjer alla elever i deras lärande? Hur kan lärare göra likvärdiga bedömningar av elevers kunskaper? Detta är några av de frågor som behandlas i denna bok. Boken sammanfattar den forskning som genomförts inom Forskarskolan i idrott och hälsas didaktik (FIHD). FIHD startade år 2011 som ett led i den statliga satsningen Lärarlyftet, där särskilda medel avsattes för genomförandet av forskarskolor för lärare och förskollärare. Deltagarna i FIHD är alla verksamma lärare i idrott och hälsa. I denna bok presenterar de översiktligt resultat och slutsatser från sina olika forskningsprojekt. Kapitlen behandlar aktuella teman som lärande, hälsa, etnicitet och genus samt betyg och bedömning i idrott och hälsa.

Boken finns fritt tillgänglig på webben.

Innehåll:

  • Forskarskolan i idrott och hälsas didaktik: praktiknära idrottsdidaktik
  • Träffar vi alltid rätt? Elevers lärande i idrott och hälsa / Andreas Jacobsson
  • Elevers förståelse av hälsa i idrott och hälsa / Annika Ahlberg
  • Är grönsaker alltid hälsosamt? / Magnus Brolin
  • Hitta lätt – så blir det rätt! / Kerstin Nilsson
  • Dansspel som läromedel / Béatrice Gibbs
  • Dokumentation i idrott och hälsa – en omöjlig ekvation? / Rickard Håkanson
  • Passar jag in? Nyanlända ungas möte med idrott och hälsa / Åke Huitfeldt
  • Att göra tudelning – idrott och hälsa i åk 1 ur ett genusperspektiv / Inga Oliynyk
  • Bedömning för lärande (BFL) i ämnet idrott och hälsa / Björn Tolgfors
  • Vad är ”kroppslig förmåga”? Om behovet av ett yrkesspråk i idrott och hälsa / Jenny Kroon
  • Betygsättning – ett (o)möjligt uppdrag? / Izabela Seger
Place, publisher, year, edition, pages
Stockholm: Gymnastik- och idrottshögskolan, GIH, 2016. p. 140
Keywords
idrottsdidaktik, idrott och hälsa, praktiknära forksning, lic forskarskola
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-4372 (URN)978-91-980862-8-7 (ISBN)
Funder
Swedish Research Council, 729-2011-5270
Available from: 2016-03-07 Created: 2016-03-07 Last updated: 2016-03-14Bibliographically approved
Lundvall, S., Meckbach, J., Redelius, K. & Mattsson, T. (2016). Some early and later female pioneers in physical education, dance and sports in Sweden: three different portraits. In: Rosa Diketmüller (Ed.), Inspirational Women in Europe: Making a difference in Physical Education, Sport and Dance (pp. 86-124). Juiz de Fora: NGIME/UFJF
Open this publication in new window or tab >>Some early and later female pioneers in physical education, dance and sports in Sweden: three different portraits
2016 (English)In: Inspirational Women in Europe: Making a difference in Physical Education, Sport and Dance / [ed] Rosa Diketmüller, Juiz de Fora: NGIME/UFJF , 2016, p. 86-124Chapter in book (Other (popular science, discussion, etc.))
Abstract [en]

According to the latest Gender Gap Report by the World Economic Forum, Sweden is one of the most equal countries in the world (www.weforum.org). The equality is described by for example the proportion of women working outside the home and their economical distribution. The Swedish parliament has also one of the world’s highest representation numbers of women parliament members. To be able to understand this development of equality, factors like a long period with a social democracy government and a strong popular movement are often put forward as explanations for the Swedish gender policy development. But an unproven hypothesis is also that the early education of both men and women in bodily exercise and physical activity played a role in this development. The purpose of this chapter is to pay attention to three Swedish women who, through their engagement in physical culture and sports in different time periods, made difference to the lives for girls and women. The first pioneer, Martina Bergman Österberg, established a female Physical Education Teaching Training Program (PETE), the second, Ann Elefalk, broke the way for female coaches in a male dominated sport and the third Cecilia Dahlgren brought dance into compulsory schools in Sweden. The three portraits differ, but together they illustrate how education, passion and strategies can move mountains.

Place, publisher, year, edition, pages
Juiz de Fora: NGIME/UFJF, 2016
Keywords
swedish entrepreneur, female pioneer, female cultural space, gender
National Category
Educational Sciences Sport and Fitness Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-4438 (URN)
Note

Was presented at the ICSEMIS Congress September 2016: http://www.icsemis2016.org/

Available from: 2016-05-27 Created: 2016-05-27 Last updated: 2017-01-20Bibliographically approved
Larsson, L. & Meckbach, J. (2015). Att utveckla rekryteringsmetoder och stödjande miljöer för unga ledare. In: Josef Fahlén och Staffan Karp (Ed.), Idéer för idrottsutveckling: (pp. 61-76). Stockholm: SISU Idrottsböcker
Open this publication in new window or tab >>Att utveckla rekryteringsmetoder och stödjande miljöer för unga ledare
2015 (Swedish)In: Idéer för idrottsutveckling / [ed] Josef Fahlén och Staffan Karp, Stockholm: SISU Idrottsböcker , 2015, p. 61-76Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: SISU Idrottsböcker, 2015
Keywords
ung ledare, stödjande miljöer, rekrytering, ledarutbildning
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-4177 (URN)978-91-87745-59-1 (ISBN)
Available from: 2015-10-20 Created: 2015-10-20 Last updated: 2016-01-18Bibliographically approved
Nyberg, G. & Meckbach, J. (2015). Dance exergames – a pedagogical device in movement education?: Symposia: Technology and Social Networking in Teacher Education and Physical Education. In: ECER 2015: Education and Transition - Contributions from Educational Research. Paper presented at EERA/ECER, 7-11 September 2015, Budapest.
Open this publication in new window or tab >>Dance exergames – a pedagogical device in movement education?: Symposia: Technology and Social Networking in Teacher Education and Physical Education
2015 (English)In: ECER 2015: Education and Transition - Contributions from Educational Research, 2015Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

A fundamental dimension of school physical education (PE) is arguably movement and movement activities. However, there is a lack of discussion, in the context of PE, regarding what can be called capability to move in terms of coordinative abilities, body consciousness and educing bodily senses (Larsson et al. 2011; Redelius et al. 2009; Evans 2004; Shusterman 2004; Kirk 2010; Tinning 2010). In this presentation we want to contribute to this discussion in terms of what capability to move can mean, and how this capability can be developed in the context of PE when introducing new artifacts. Our study focuses on the growing use of Exergames as a form of teaching aid in PE (Quennerstedt et al. 2013) and subsequently this study explores the potential contribution of these games to teaching and learning the capability to move. Many of these games include imitating movements and one aim of using the games in PE, apart from fighting obesity and increasing students’ fitness levels, is their potential contribution to motor skill acquisition (Meckbach et al. 2013).

The aim with the presented study is twofold. Firstly, we will explore, through a phenomenographic analysis (Pang, 2003), a specific Exergame’s contribution to a group of students’(in a Swedish secondary school) motor skill acquisition in terms of their different ways of knowing two dance movements. Secondly, we will discuss necessary conditions for learning and developing capability to move and the game’s potential contribution ‘as a teacher’ in relation to the potential contribution of a PE-teacher.

References

Evans, John (2004) Making a difference? Education and ‘ability’ in physical education. European Physical Education Review 10 (1) 95-108.

Kirk, David (2010) Physical Education Futures. Oxon: Routledge.

Larsson, Håkan, Redelius, Karin and Fagrell, Birgitta (2011). Moving (in) the heterosexual matrix. On heteronormativity in secondary school physical education. Physical Education and Sport Pedagogy, 16 (1) 67–81. 

Meckbach, Jane; Gibbs, Beatrice; Almqvist, Jonas & Quennerstedt, Mikael (2014). Wii teach movement qualities in physical education, Sport Science Review, vol. XXIII, no. 5-6, 2014, 241 – 266.

Pang, Ming Fai. 2003. “Two Faces of Variation: On Continuity in the Phenomenographic Movement.” Scandinavian Journal of Educational Research, 47 (2): 145–156.

Quennerstedt, Mikale, Almqvist, Jonas, Meckbach, Jane, & Öhman, Marie. (2013). Why do Wii teach physical education in school? Swedish Journal of Sport Research, 2:55–81.

Redelius, Karin, Fagrell, Birgitta, and Larsson, Håkan (2009). Symbolic capital in physical education and health. To do, to be or to know? That is the gendered question, Sport, Education and Society, 14(2): 245–260.

Shusterman, Richard (2004). Somaesthethics and education: Exploring the terrain. In: Laura Bresler (ed) Moving bodies moving minds p. 51–60. Dordrecht: Kluwer Academic Publisher.

Tinning, Richard (2010) Pedagogy and human movement. Theory, practice, research. Oxon: Routledge.

 

 

Keywords
Physical education, dance, exergames, capability to move, motor skill
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-4136 (URN)
Conference
EERA/ECER, 7-11 September 2015, Budapest
Projects
TV-spel som hälsofostran - om exergaming och ungdomars lärande om kropp, fysisk aktivitet och hälsa
Funder
Swedish Research Council, 721-2010-4756
Available from: 2015-09-14 Created: 2015-09-14 Last updated: 2015-09-16Bibliographically approved
Nyberg, G. & Meckbach, J. (2015). Exergame - a pedagogical device in movement education?. In: BERA Annual Conference 2015: . Paper presented at BERA Annual Conference, 14-17 September 2015, Belfast.
Open this publication in new window or tab >>Exergame - a pedagogical device in movement education?
2015 (English)In: BERA Annual Conference 2015, 2015Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

A fundamental dimension in the subject Physical Education (PE) is movement and movement activities. However, there is a lack of discussion, in the context of PE, regarding capability to move in terms of coordinative abilities, body consciousness, educing bodily senses and creating movements (Larsson et al., 2005, 2011; Ekberg 2009,;Redelius et al., 2009; Evans 2004; Shusterman 2004; Whitehead 2005; Kirk 2010, p. 29; Tinning 2010, p. 29).

Our intention with this presentation is to contribute to a discussion of what capability to move can mean and how this capability can be developed in the context of PE. Our interest focuses on the growing use of exergames as a form of teaching aid in PE (Quennerstedt et al., 2013) and subsequently this study explores these games' potential contribution to teaching and learning capability to move. Many of these games include imitating movements and one argument of using the games in PE, apart from fighting obesity and increasing students' fitness levels, is, according to PE teachers in Sweden, their potential contribution to motor skill acquisition (Meckbach et al., 2013).

The aim with this study is twofold. Firstly, we will explore a specific dance game's contribution to a group of students' motor skill acquisition. However, our approach to motor skills is in this context described as a theoretical perspective on capability to move as knowing how in line with Ryle (1949), including both understanding and mastering, thus also challenging the distinction between mental and physical skills. Secondly, having explored the students' knowing when playing the dance game, we will discuss necessary conditions for developing capability to move and the game's potential contribution ‘as a teacher' in relation to the potential contribution of a PE-teacher.

The data used in this study comprises video recordings of students playing Nintendo Wii dance games in PE-lessons. In order to conduct a systematic and thorough analysis of the students' knowing in moving two video sequences were chosen, showing four students imitating two distinct dance movements which constituted the base for a phenomenographic analysis. The result of the analysis showed different ways of knowing the movements and also what aspects were discerned by the students. This structure of awareness constituted a starting point for a discussion of necessary conditions for learning the movements in more complex ways thus also the potential contributions of the game ‘as a teacher' in relation to a PE teacher.

Keywords
capability to move, dance exergames, physical education
National Category
Sport and Fitness Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-4152 (URN)
Conference
BERA Annual Conference, 14-17 September 2015, Belfast
Projects
TV- spel som hälsofostran: om exergaming och ungdomars lärande om kropp, fysisk aktivitet och hälsa
Funder
Swedish Research Council, 721-2010-4756
Available from: 2015-09-21 Created: 2015-09-21 Last updated: 2015-11-10Bibliographically approved
Meckbach, J., Gibbs, B., Almqvist, J. & Quennerstedt, M. (2015). Movement Analysis Of Playing Exergames In Physical Education. In: Radman, A., Hedenborg, S., & Tsolakidis, E (Ed.), Book of Abstracts: . Paper presented at ECSS, 20th Annual Congress of the European College of Sport Science, Malmö 24-27 June 2015 (pp. 101). , 1
Open this publication in new window or tab >>Movement Analysis Of Playing Exergames In Physical Education
2015 (English)In: Book of Abstracts / [ed] Radman, A., Hedenborg, S., & Tsolakidis, E, 2015, Vol. 1, p. 101-Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Introduction

Exergames inspire participants to be physically active in order to play. Several scholars pay attention to that the games have become popular among young people and may lead to an attractive alternative for promoting a healthy, active lifestyles, not at least in school (Gao et al 2013;Ennis 2013). In Sweden, PE should offer a variety of movement activities and movement qualities. Interesting to explore is then if exergames can be seen as a teaching resource to learn different movement’s qualities.

 

Research question

With a new artefact that has been introduced in PE and new policy documents emphasising development of different movement qualities, this paper aims to explore students’ movement qualities when they use exergames in PE with support of Laban´s movement analysis (LMA) and socio-cultural learning theory.

 

Method

The empirical datain this study mainly includevideo-recordings from three PElessons.The gamesoffered were ofthree differentcharacters, and the recorded material for this studyincludes a total of 24 events ofsports games,fitness games and dancegames. In the study, we are inspired bythe LMA frameworkand explorestudents' movement qualitieson the basis offouraspects; body, -effort-space andrelations. Further, with socio-cultural learning theory,recognition of artefacts, other people and the offered content of the exergames are also involved in the analysis. The learning explored isthereforeaboutaspectswhere the game, the player andthe social environmentinteractin learning of different movement qualities.

 

Results and discussion

Our findings show that exergamesare creating opportunitiesfor PEteachers and studentsto pay attentionto differentmovementqualities.When comparingthe three games both similarities and differencesinmovementqualities emerge in relation to thelearningofmovementqualities thatoccursin the interactionbetweenthe game,the learnerandthe learning environment. In PE the player is accordingly involved in a complexcontext of movement qualities, interactingwith the game andwithother student.

 

References

Ennis, C. D. (2013). Implications of exergaming for the physical education curriculum in the 21 st century. Journal of Sport and Health Science, 2, 152–157

 

Gao, Z., Hannan P., Xiang, P., Stodden, D. F., Valdez, V. E. (2013). Urban Latino children´s physical health and academic performance: effect of active video game based exercise. American Journal of Preventive Medicine, 44, 240–246.

 

 

 

Keywords
artefact, exergames, PE, movement qualities, Laban Movement Analysis
National Category
Learning
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-3874 (URN)
Conference
ECSS, 20th Annual Congress of the European College of Sport Science, Malmö 24-27 June 2015
Projects
TV-spel som hälsofostrare
Funder
Swedish Research Council, 721-2010-4756
Available from: 2015-06-25 Created: 2015-06-25 Last updated: 2015-06-26Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6629-613X

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