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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: 2017-12-04Bibliographically 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
Larssson, 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: 2015-12-22Bibliographically approved
Backman, E., Larsson, H., Lundvall, S., Nyberg, M., Redelius, K. & Tidén, A. (2014). Bedömningsstöd i ämnet Idrott och hälsa: gymnasiet. Stockholm
Open this publication in new window or tab >>Bedömningsstöd i ämnet Idrott och hälsa: gymnasiet
Show others...
2014 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Stockholm: , 2014. p. 30
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-3581 (URN)
Projects
Bedömningsstöd i skolämnet idrott och hälsa
Note

Ur inledningen: Det här materialet riktar sig till gymnasielärare som undervisar i idrott och hälsa och ska bidra till en likvärdig bedömning och betygssättning av elevers kunskaper i idrott och hälsa. Bedömningsstödet behandlar exempel från kursen idrott och hälsa 1.

Available from: 2014-11-29 Created: 2014-11-29 Last updated: 2016-09-19Bibliographically approved
Larsson, H., Lundvall, S., Nyberg, M., Redelius, K., Tiden, A. & Thedin Jakobsson, B. (2014). Bedömningsstöd idrott och hälsa årskurs 4-6. Stockholm: Skolverket
Open this publication in new window or tab >>Bedömningsstöd idrott och hälsa årskurs 4-6
Show others...
2014 (Swedish)Other (Other (popular science, discussion, etc.))
Abstract [sv]

Som stöd för bedömning i idrott och hälsa i årskurs 6 finns ett material som ger tydliga exempel på bedömningar av de kunskaper som eleverna visar upp utifrån kunskapskraven. Bedömningsstödet syftar till att konkretisera delar av kunskapskraven genom elevexempel och lärares samtal kring bedömning.

Place, publisher, year, pages
Stockholm: Skolverket, 2014
Keywords
bedömning, betyg, formativ, summativ, elevuppgifter
National Category
Social Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-4061 (URN)
Projects
Bedömningsstöd i skolämnet idrott och hälsa
Available from: 2015-08-11 Created: 2015-08-11 Last updated: 2016-09-19Bibliographically approved
Tidén, A., Redelius, K. & Lundvall, S. (2014). The social construction of ability in movement assessment tools. In: : . Paper presented at AIESEP World Congress 2014. International Association for Physical Education in Higher Education. 2014..
Open this publication in new window or tab >>The social construction of ability in movement assessment tools
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

THE SOCIAL CONSTRUCTION OF ABILITY IN MOVEMENT ASSESSMENT TOOLS

Anna Tidén

Karin Redelius

Suzanne Lundvall

The Swedish School of Sport and Health Studies, Stockholm, Sweden (GIH)

The notion of ability is often taken for granted as simply a measureable and observable capacity. Consequently, there is a number of assessment tools developed for evaluation children’s movement abilities. However, many scholars have suggested that ability is far from a neutral concept. The aim with this study is to investigate how ability is conceptualized and socially configured in a number of movement tests. Questions of particular interest are: What are the purposes of the tests? What kinds of evaluation methods are used and what movement ‘abilities’ are valued? Different assessment tools used in research and education have been examined regarding purpose, content, and assessment orientation. The tests have been analyzed from a sociocultural perspective and Bernstein’s models of pedagogies and Bourdieu’s concept of physical capital have been used. Preliminary findings indicate that the kind of abilities or physical capital that renders high scores on many tests is integral to traditional sports. Rhythm and dance, for example, are never or seldom assessed, neither movements in a broader perspective. The construction of ability in the tests seems to be related to Bernstein’s hierarchical model of pedagogy, performance codes, rather than to competence codes which relates to a more holistic perspective on human movement. The study gives a picture about what kind of movements and abilities that is valued in movement assessment. It raises question about which child benefits from the testing and which child does not. How will the testing influence children’s desire to move or their interest for physical activity in a broader perspective?

References

Burton, A. W., & Miller, D. E. (1998). Movement Skill Assessment. Champaign. IL: Human Kinetics.

Bernstein, B. (1990). The Structuring of Pedagogic Discourse. London: Routledge.

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.

Evans, J., & Penney, D. (2008). Levels on the playing field: The social construction of physical ‘ability’ in physical education curriculum. Physical Education and Sport Pedagogy, 13(1), 31-47.

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

Wright, J. & Burrows, L. (2006). Re-conceiving ability in physical education: a social analysis. Sport Education and Society, 11(3), 275-291.

Anna Tidén – anna.tiden@gih.se

National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-3699 (URN)
Conference
AIESEP World Congress 2014. International Association for Physical Education in Higher Education. 2014.
Available from: 2015-01-15 Created: 2015-01-15 Last updated: 2016-02-25Bibliographically approved
Tidén, A. & Meckbach, J. (2014). Tränarprogrammet: från idrottslärarlinje till tränarprogram. In: Suzanne Lundvall (Ed.), Från Kungl. Gymnastiska Centralinstitutet till Gymnastik- och idrottshögskolan: en betraktelse av de senaste 25 åren som del av en 200-årig historia (pp. 117-122). Stockholm: Gymnastik- och idrottshögskolan, GIH
Open this publication in new window or tab >>Tränarprogrammet: från idrottslärarlinje till tränarprogram
2014 (Swedish)In: Från Kungl. Gymnastiska Centralinstitutet till Gymnastik- och idrottshögskolan: en betraktelse av de senaste 25 åren som del av en 200-årig historia / [ed] Suzanne Lundvall, Stockholm: Gymnastik- och idrottshögskolan, GIH , 2014, p. 117-122Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Stockholm: Gymnastik- och idrottshögskolan, GIH, 2014
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-3656 (URN)
Available from: 2015-01-09 Created: 2015-01-09 Last updated: 2017-06-01Bibliographically approved
Lundvall, S. & Tidén, A. (2013). Assessing Embodied Knowledge in Swedish PEH: the Influence of Physical Literacy. ICSSPE Bulletin (65)
Open this publication in new window or tab >>Assessing Embodied Knowledge in Swedish PEH: the Influence of Physical Literacy
2013 (English)In: ICSSPE Bulletin, ISSN 1563-3632, no 65Article in journal (Other academic) Published
Abstract [en]

There is internationally a growing interest in the concept physical literacy and how it can be used in educational contexts. The aim of this contribution is to illustrate and describe how and in which way Swedish PEH has been influenced by physical literacy in the context of learning outcomes and assessment. The empirical material consists of the PEH curricula and the official supplementary material for qualitative assessment. Tensions between curricula, pedagogy, and assessment are discussed as physical literacy is linked to an individual’s potential and being in the world and not related to assessment of what separates people.

Place, publisher, year, edition, pages
International Council of Sport Science and Physical Education, 2013
Keywords
physical literacy, assessment, learning
National Category
Social Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-3163 (URN)
Available from: 2013-12-27 Created: 2013-12-27 Last updated: 2016-02-25Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2232-253X

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