Gymnastik- och idrottshögskolan, GIH

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Publications (10 of 27) Show all publications
Tidén, A. (2023). Bollspelens didaktik och didaktiska möjligheter (1 uppl.ed.). In: Suzanne Lundvall (Ed.), Boll och bollspel i skolan: lek, lärande och rörelse (pp. 230-245). Liber
Open this publication in new window or tab >>Bollspelens didaktik och didaktiska möjligheter
2023 (Swedish)In: Boll och bollspel i skolan: lek, lärande och rörelse / [ed] Suzanne Lundvall, Liber, 2023, 1 uppl., p. 230-245Chapter in book (Other academic)
Place, publisher, year, edition, pages
Liber, 2023 Edition: 1 uppl.
National Category
Didactics
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-7623 (URN)9789177270959 (ISBN)
Available from: 2023-05-05 Created: 2023-05-05 Last updated: 2023-05-05
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
Thedin Jakobsson, B. & Tidén, A. (2022). Inclusive teaching in Physical Education and Health: A practice-based study in school year 3 to 6.. In: : . Paper presented at Svensk Förening för Beteende- och Samhällsvetenskaplig Idrottsforskning SVEBI Malmö, 14–15 juni 2022.
Open this publication in new window or tab >>Inclusive teaching in Physical Education and Health: A practice-based study in school year 3 to 6.
2022 (English)Conference paper, Poster (with or without abstract) (Refereed)
National Category
Sport and Fitness Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-7452 (URN)
Conference
Svensk Förening för Beteende- och Samhällsvetenskaplig Idrottsforskning SVEBI Malmö, 14–15 juni 2022
Available from: 2022-12-22 Created: 2022-12-22 Last updated: 2022-12-22Bibliographically approved
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
Backman, E., Tidén, A., Wiorek, D., Svanström, F. & Pihl, L. (2021). "Things that are taken from one culture don't necessarily work well in another culture." Investigating epistemological tensions through preservice teachers' views on the assessment of a games course in Swedish PETE. Cogent Education, 8(1), Article ID 1940636.
Open this publication in new window or tab >>"Things that are taken from one culture don't necessarily work well in another culture." Investigating epistemological tensions through preservice teachers' views on the assessment of a games course in Swedish PETE
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2021 (English)In: Cogent Education, E-ISSN 2331-186X, Vol. 8, no 1, article id 1940636Article in journal (Refereed) Published
Abstract [en]

As a part of the discussion about how movement knowledge is valued in physical education teacher education (PETE), issues of assessment have been brought to the fore. Studies have shown that how and when movement knowledge is assessed is strongly culturally dependent and based different epistemological orientations. The aim of this paper is to analyse and discuss how preservice teachers in Sweden perceive assessment in an invasion games course according to the games performance assessment instrument (GPAI). The empirical material presented in this study is based on a web-survey carried out at the end of the invasion games course where the participants were asked to write comments of how the experienced GPAI and its relevance in school physical education. The findings suggest that the preservice teacher experience prediction and measurement of appropriate and non-appropriate behaviours in GPAI as problematic from a didactic perspective. The ideas of "correctness" and "appropriateness", which are fundamental in GPAI, is discussed in the relation to the socially critical constructivist epistemology that underpins Swedish PETE.

Place, publisher, year, edition, pages
Taylor & Francis, 2021
Keywords
games performance assessment instrument, movement knowledge, physical education teacher education, epistemology, PEDAGOGICAL CONTENT KNOWLEDGE, ASSESSMENT INSTRUMENT GPAI, PHYSICAL-EDUCATION
National Category
Pedagogy
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-6770 (URN)10.1080/2331186X.2021.1940636 (DOI)000667058900001 ()
Available from: 2021-08-19 Created: 2021-08-19 Last updated: 2021-09-16
Tidén, A., Redelius, K. & Lundvall, S. (2017). The social construction of ability in movment assessment tools.. Sport, Education and Society, 22(6), 697-709
Open this publication in new window or tab >>The social construction of ability in movment assessment tools.
2017 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 22, no 6, p. 697-709Article in journal (Refereed) Published
Abstract [en]

This paper focuses on how 'ability' is conceptualised, configured and produced in movement assessment tools. The aim of the study was to critically analyse assessment tools used for healthy and typically developed children. The sample consists of 10 tools from 6 different countries. In the study, we pay special attention to content and evaluation methods. The theoretical analysis explores and discusses what kind of movement ability the tools construct. The theoretical framework is inspired by Bourdieu's concepts of habitus, capital and field which are used as analytical tools to explore how the testing processes and content shape what is regarded as ability. Our findings show both a great variation of concepts and evaluation methods and a narrow view of what is regarded as valuable to assess. The assessed movements are strongly related to traditional sports and construct a specific form of physical capital. None of the tasks assessed take place in natural outdoor environments. Open skills, rhythmical movements to music or tasks including a wider range of flexibility are also absent in the assessment tools. The explored tools and tests assess a limited number of decontextualised movements and produce a narrow view of 'ability'. Hence, the testing process itself often promotes a child who is physically mature and benefits those who have experience of traditional sports. In other words, the assessed 'taste for sport' and the 'embodied physical capital' construct what is considered to be legitimate knowledge in relation to movement and physical culture. Accordingly, the social construction of movement ability through assessment tools is far from a neutral concept and could affect how children see themselves and their 'ability'.

Place, publisher, year, edition, pages
Routledge, 2017
Keywords
movement, ability, assessment tools, social construction
National Category
Social Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-4060 (URN)DOI:10.1080/13573322.2015.1071249 (DOI)000404272900001 ()
Available from: 2015-08-11 Created: 2015-08-11 Last updated: 2017-09-01Bibliographically approved
Tidén, A. (2016). Bedömningar av ungas rörelseförmåga: En idrottsvetenskaplig problematisering och validering. (Doctoral dissertation). Stockholm: Gymnastik- och idrottshögskolan, GIH
Open this publication in new window or tab >>Bedömningar av ungas rörelseförmåga: En idrottsvetenskaplig problematisering och validering
2016 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall purpose of this thesis is to investigate, discuss and problematise different aspects of movement ability. The four sub-studies of the thesis deal with various issues concerning assessment of movement ability. First, the focus is on how the concept of physical literacy has influenced the steering document of the subject physical education and health (PEH) in Sweden. The question is: What kind of tensions and conflicts arise when different approaches and interpretations of movement ability are used in an educational context? Second, a structural validation is conducted of the NyTid test, an assessment tool developed to assess basic and complex movement skills at the ages of 12-16 years. The question is: Which categories of movement skills are identified through the validation of the NyTid test? Third, the study examines how ‘ability’ is conceptualised, configured and produced in movement tests and movement assessment tools. Finally, an investigation of how or whether an assessed low or high movement ability at the age of 15 matters for developing an interest in, or taste for, sport and physical activities nine years later, in young adulthood.

Movement ability is studied from different perspectives, including a multidisciplinary sport science approach using mixed methods. The theoretical standpoint in the sociocultural analyses is inspired by Bourdieu’s theories and concepts of habitus, capital, field and doxa, which are used as analytical tools. Different theories relating to the evaluation of movement abilities as product- or process oriented assessment are also made use of.

Movement abilities tests and assessment tools are also found to construct a specific and narrow form of physical capital strongly related to traditional sports. Accordingly, the social construction of movement ability through assessment tools is far from neutral and could affect how children see themselves and their sense of ‘ability’. Furthermore, the assumption that an acquired high level of movement ability plays a central role for being physically active is challenged in the thesis. Even though pupils at the age of 15 had a low level of assessed movement ability, it did not prevent them from acquiring a taste for sport and physical activity later in life. However, more studies on movement ability and the underlining mechanisms and factors for engaging in physical activities are necessary.

Place, publisher, year, edition, pages
Stockholm: Gymnastik- och idrottshögskolan, GIH, 2016
Series
Avhandlingsserie för Gymnastik- och idrottshögskolan ; 06
Keywords
movement ability, movement competence, fundamental movement skills, movement assessment, motor skills test, the NyTid test, youth, physical education and health, physical activity, physical literacy, social construction, physical capital, habitus, structural validation, longitudinal study
National Category
Sport and Fitness Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-4351 (URN)978-91-980862-7-0 (ISBN)
Public defence
2016-03-11, Aulan, Lidingövägen 1, Stockholm, 13:00 (Swedish)
Opponent
Supervisors
Projects
Forskningslinjen Utbildning
Available from: 2016-02-16 Created: 2016-02-15 Last updated: 2016-09-19
Tidén, A., Lundqvist, C. & Nyberg, M. (2015). Development and Initial Validation of the NyTid Test: A Movement Assessment Tool for Compulsory School Pupils.. Measurement in Physical Education and Exercise Science, 19(1), 34-43
Open this publication in new window or tab >>Development and Initial Validation of the NyTid Test: A Movement Assessment Tool for Compulsory School Pupils.
2015 (English)In: Measurement in Physical Education and Exercise Science, ISSN 1091-367X, E-ISSN 1532-7841, Vol. 19, no 1, p. 34-43Article in journal (Refereed) Published
Abstract [en]

This study presents the development process and initial validation of the NyTid test, a process-oriented movement assessment tool for compulsory school pupils. A sample of 1,260 (627 girls and 633 boys; mean age of 14.39) Swedish school children participated in the study. In the first step, exploratory factor analyses (EFAs) were performed in Sample 1, consisting of one third of the participants. The EFA indicated that the 17 skills in the test could be reduced to 12 and divided into four factors. In the second step, the suggested factor structure was cross-validated with confirmatory factor analyses (CFAs) in the larger Sample 2. The NyTid test adopts a holistic perspective in which qualitative criteria offer an alternative approach to product-oriented measurement. The study confirms that the NyTid test is a valid process-oriented assessment tool designed for typically developed children aged 12 and 16. ABSTRACT FROM AUTHOR

Keywords
process-oriented assessment, movement development, movement skills, confirmatory factor analyses, the NyTid test
National Category
Sport and Fitness Sciences Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-3746 (URN)10.1080/1091367X.2014.975228 (DOI)
Available from: 2015-02-24 Created: 2015-02-24 Last updated: 2021-03-23Bibliographically approved
Tidén, A., Redelius, K. & Lundvall, S. (2015). Movement Assessment Tools: A Critical Examination. In: : . Paper presented at 20th Annual Congress of European College of Sport science. "Sustainable sport" (ECSS) 24th-27th June, Malmö, Sweden..
Open this publication in new window or tab >>Movement Assessment Tools: A Critical Examination
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Introduction

In contemporary society there are calls to increase young people’s physical activity. In the wake of this concern we find a growing interest in studying and assessing children’s and adolescents’ movement abilities. Consequently, there are a number of tools developed for assessing children’s movement abilities. However, many scholars have suggested that ability is far from a neutral concept and the notion of ability is often taken for granted as simply a measureable and observable capacity. The aim with this study is to critically examine assessment tools used for healthy and typically developed children. (Evans, 2004; Hay & Macdonald, 2013; Wright & Burrows, 2006).

Methods

The examination comprises ten tools from six different countries. In the study we pay special attention to selected movement tasks in the tools and the evaluation methods. The theoretical framework is inspired by Bourdieu’s concepts of habitus and capital, (Bourdieu, 1988) which are used as analytical tools. The analysis explores and discusses what kind of movement ability the tools may construct.

Results

The findings show both a great variation of concepts and evaluation methods and a narrow view of what is regarded as valuable to assess. The assessment tools are strongly related to traditional sports and represent a specific form of physical capital. Rhythm and dance, for example, are never or seldom assessed, neither movements in a broader perspective as open skills or movement tasks taking place in an outdoor environment. The examined tools and tests assess a limited number of decontextualised movements and produce a narrow view of movement ability.

Discussion

The study gives an overview of what kind of movements and abilities that is valued and promoted in movement assessment. Evaluation processes often promotes a child who is physically mature and benefits those who have experience of traditional sports. In other words, the assessed ‘taste for sport’ and the ‘embodied physical capital’ construct what is considered to be legitimate knowledge in relation to movement culture. Accordingly, the construction of movement ability through assessment tools could affect how children see themselves and their ‘ability’. The results raises questions about how the assessments influence children’s desire to move or their interest for physical activity in broader perspectives.

References

Bourdieu, P. (1988). Program for Sociology of Sport. Sociology of Sport Journal, 5, 153-161.

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

Hay, P.J., & Macdonald, D. (2013). Evidence for the social construction of ability in physical education. Sport Education and Society, 15, 1-18.

Wright, J. & Burrows, L. (2006). Re-conceiving ability in physical education: a social analysis. Sport Education and Society, 11, 275-291.

National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-4241 (URN)
Conference
20th Annual Congress of European College of Sport science. "Sustainable sport" (ECSS) 24th-27th June, Malmö, Sweden.
Available from: 2015-12-03 Created: 2015-12-03 Last updated: 2016-02-25Bibliographically approved
Larsson, H. & Tidén, A. (2014). Bedömning och betyg i Idrott och hälsa. In: : . Paper presented at SVEBI:s forskningskonferens 26‐27 november 2014, Kristianstad. 2014..
Open this publication in new window or tab >>Bedömning och betyg i Idrott och hälsa
2014 (Swedish)Conference paper, Oral presentation only (Other academic)
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-3701 (URN)
Conference
SVEBI:s forskningskonferens 26‐27 november 2014, Kristianstad. 2014.
Available from: 2015-01-15 Created: 2015-01-15 Last updated: 2021-01-26Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2232-253X

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