Gymnastik- och idrottshögskolan, GIH

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Sundblad, Gunilla BrunORCID iD iconorcid.org/0000-0002-4533-3429
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Publications (10 of 22) Show all publications
Jansson, A., Sundblad, G. B., Lundvall, S. & Norberg, J. R. (2024). Exploring the intersection between students’ gender and migration background in relation to the equality of outcome in physical education in Sweden.. Sport, Education and Society, 29(1), 42-57
Open this publication in new window or tab >>Exploring the intersection between students’ gender and migration background in relation to the equality of outcome in physical education in Sweden.
2024 (English)In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 29, no 1, p. 42-57Article in journal (Refereed) Published
Abstract [en]

School grades are among the most common measurements used to analyze equality of outcome in education. Large or increasing ‘gaps’ in school grades between boys and girls and between students with different migration background are considered strong indicators of inequality. Based on students’ school grades, several studies have shown that equality in Swedish schools has decreased during the last two decades. Although equality has been described as one of the most important goals in physical education (PE), studies that focus on equality of outcome are lacking. Moreover, there have been no studies that focus on equality of outcome since the 2011 implementation of a new school grading system in Sweden. Therefore, the aim of this study is to contribute with new knowledge on equality in PE in Sweden – in regard to gender and migration background. The study is based on register data for all students enrolled in Swedish schools during the years 2012–2016 from Grades 6 and 9 and Year 1 in upper secondary school N = 1,294,990). Based on a cross-sectional approach, analyses were conducted to explore general trends in students’ school grades in PE in the study period 2012–2016, and to calculate the percentage difference in PE grades between students with a Swedish background and both students with a foreign background and foreign-born students. After controlling for grade inflation, regression analyses with Wald tests were used to analyze how gender has moderated the relationship between migration background and school grades in PE in Sweden between 2012 and 2016. The results from this study suggest that (a) the intersection of gender and migration background is related to unequal school grades in PE, (b) there are gender equality issues in relation to students’ school grades in PE and, (c) the most prominent equality issues concern the group foreign-born girls. 

Place, publisher, year, edition, pages
Taylor & Francis, 2024
Keywords
Equality, gender, migration background, physical education, school grades
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-7409 (URN)10.1080/13573322.2022.2110862 (DOI)
Available from: 2022-11-29 Created: 2022-11-29 Last updated: 2024-01-08
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
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
Jansson, A., Sundblad, G. B., Lundvall, S. & Norberg, J. (2019). Assessing Students' Perceived Learning and Contentment in Physical Education: A Scale Development Study and Structural Equation Modeling Analysis.. Measurement in Physical Education and Exercise Science, 23(3), 280-290
Open this publication in new window or tab >>Assessing Students' Perceived Learning and Contentment in Physical Education: A Scale Development Study and Structural Equation Modeling Analysis.
2019 (English)In: Measurement in Physical Education and Exercise Science, ISSN 1091-367X, E-ISSN 1532-7841, Vol. 23, no 3, p. 280-290Article in journal (Refereed) Published
Abstract [en]

Although students' perceived learning is central in physical education (PE), few measurements are available. Furthermore, little is known about how students' perceptions of PE effect students' perceived learning in PE. Therefore, the aim was to develop a scale to assess students' perceived learning and a measurement to assess students' perceived contentment in PE, and furthermore, to analyze the interrelationship between students' perceived learning and students' perceived contentment in PE. A total of 1203 students in Sweden who were aged 12–16 years participated. The results from the exploratory (n = 601) and confirmatory (n = 602) factor analyses as well as the validity and reliability analyses showed that there was psychometric support for the one-dimensional model perceived learning in PE and for the three-dimensional model perceived contentment in PE. The structural equation modeling analyses showed that both competence and joyfulness were directly and positively related to students' perceived learning. 

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
Physical education, perceived learning, perceived contentment, factor analysis, structural equation modeling
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-5821 (URN)10.1080/1091367X.2019.1617713 (DOI)000483213600008 ()
Available from: 2019-08-27 Created: 2019-08-27 Last updated: 2021-04-01Bibliographically approved
Graffman-Sahlberg, M., Sundblad, G. B. & Lundvall, S. (2019). Learning health in Swedish physical education: A critical case study of students’ encounters with physical fitness and health as a learning object. Scandinavian Sport Studies Forum, 227-250
Open this publication in new window or tab >>Learning health in Swedish physical education: A critical case study of students’ encounters with physical fitness and health as a learning object
2019 (English)In: Scandinavian Sport Studies Forum, E-ISSN 2000-088X, p. 227-250Article in journal (Refereed) Published
Abstract [en]

The interfaces between health, physical education and schooling have a long history. Critical questions are being raised about the enforcement of learning a particular health practice in school physical education (PE). The present study departures from a practice-based research project evaluating a pedagogical model. The aim of the case study was to explore upper secondary students' learning and understandings of a specific learning object, aerobic fitness and how this influences health, after participating in a period of a longer lab work in the context of Swedish physical education. A phenomenographic approach was used when analyzing the students' written reports to identify and distinguish the variations of learning outcomes and understandings that emerged. Expectations of physical performance created tensions, and even conflicts, between the student-centred assignments and existing traditions within the field of physical education. The findings underscore the risk of neoliberal logics underpinning health education in the learning culture of PE. Further studies are needed where teaching methods/models and student learning are paid attention to in order to move away from teaching to be healthy towards students learning about health and make sense of themselves as healthy. This may offer new educational perspectives.

Place, publisher, year, edition, pages
Malmö universitet, 2019
Keywords
physical education, pedagogical model, teaching methods, student learning, health literacy
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-5941 (URN)
Available from: 2019-12-02 Created: 2019-12-02 Last updated: 2023-06-19
Lundvall, S. & Brun Sundblad, G. (2018). “Learning nothing” in Physical Education and Health (PEH)?: a nine year follow-up study. In: Physical Education and Sport help build a Healthy Society: . Paper presented at ASIA FIEP (Federation International Education Physique): Physical Education and Sport help build a Healthy Society, Tunku Abdul Rahman University College, Kuala Lumpur, Malaysia, 1-3 juni 2018.
Open this publication in new window or tab >>“Learning nothing” in Physical Education and Health (PEH)?: a nine year follow-up study
2018 (English)In: Physical Education and Sport help build a Healthy Society, 2018Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Abstract

 “Learning nothing” in Physical Education and Health (PEH)? – a nine year follow-up study

The school subject Physical education and health (PEH) has during the last decades been under debate in several countries. Reports claim that students learn sport but not health. Literature also points to a gap between curriculum, pedagogy and assessment. Changes in society show new scenarios around health, wellbeing and illness among young people, and a growing uneven distribution of access to physical activity and knowledge in health. This leads to questions about students’ learning experiences from school PEH.

The aim of the presentation is to, with the help of a nine year follow-up study, describe and analyze students’ attitudes to participation and learning in PEH over the school years.

Method

The study was based on a population from randomly selected schools in Sweden, with students born 1991, 1988 and 1985. The year of the baseline study was 2001. Follow-up studies were made three, six and nine years later. The collecting of data was made by a self developed and adopted questionnaire with closed and open answers.The presentation will focus on the follow up study of the students born 1991, made six and nine years after the base line study. In 2010, 75% of the original population (1290) answered a revised, almost identical questionnaire. Frequency of data was analysed with descriptive statistics and cross tabulations. Chi-square was used for examining group differences *p<0.05 **p<0.01, ***p<0.001.Values >0.05 were considered as statistically non-significant (n.s.)

The results show a significant difference in participation pattern between male and female students, where 18% of the female students in relation to 8% of the male students, never or very seldom participated in PEH in their older ages. From 15 to 18 years of age, one third of those who experience that they learned “nothing” remained in this category. Leaving school, 21% of the students at the age of 18 thought that they knew well how to train and be physically active by their own. 2 out of 10 regarded themselves as not having this knowledge. Over one third of the students were uncertain of the relationships between health, life style and environment. The students’ general attitudes towards PEH in upper secondary school, as described in the open answers, have been categorised in two main themes: a request to get the opportunity to become more engaged in school physical activity, and a claim for a restructuring of  how PEH is organised and taught.

Conclusions

One conclusion from the study is the need for defined and understandable learning tasks with learning outcomes possible to be shared and assessed by both teachers and students. Possible pedagogical models will be discussed with the departure point from the concept health literacy and curriculum theory.

Keywords
students, learning, PE, follow up study, curriculum
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-5568 (URN)
Conference
ASIA FIEP (Federation International Education Physique): Physical Education and Sport help build a Healthy Society, Tunku Abdul Rahman University College, Kuala Lumpur, Malaysia, 1-3 juni 2018
Available from: 2019-01-20 Created: 2019-01-20 Last updated: 2021-04-01Bibliographically approved
Thedin Jakobsson, B., Sundblad, G. B., Lundvall, S. & Redelius, K. (2018). Participation patterns in Swedish youth sport.: A longitudinal study of participants aged 10-19 years.. Swedish Journal of Sport Research, 7(2), 25-52
Open this publication in new window or tab >>Participation patterns in Swedish youth sport.: A longitudinal study of participants aged 10-19 years.
2018 (English)In: Swedish Journal of Sport Research, ISSN 2001-6018, E-ISSN 2001-9475, Vol. 7, no 2, p. 25-52Article in journal (Refereed) Published
Abstract [en]

In Sweden almost everyone participate in youth sport at one time or another. In recent years, however, overall participation rates have declined and many stop early. The aspiration of the sport confederation as well as the Swedish state is that young people should stay longer in sport which raises questions about participation patterns during adolescence, the ease of joining a sport club, and the barriers to remaining a participant. Drawing on a nine-year longitudinal study, this article reports on the participation patterns among a group of 241 youth that were followed from 10 to 19 years. They took part in four surveys (when they were 10, 13, 16 and 19 years of age). The results show a clear polarisation, one fourth did not take part at all or had only participated for a short time, one fourth participated all the time from the age of 10 to 19. Few started after the age of 10. The pathways for those continuing were characterised by diversification and not specialisation.

Place, publisher, year, edition, pages
Swedish Association for Behavioural and Social Research in Sport (SVEBI), 2018
Keywords
club sport, sports participation, youth, longitudinal.
National Category
Sociology
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-5533 (URN)
Projects
Skola-idrott-hälsa, SIH-projektet
Available from: 2019-01-10 Created: 2019-01-10 Last updated: 2021-04-01Bibliographically approved
Graffman-Sahlberg, M., Brun Sundblad, G. & Lundvall, S. (2014). A Possible Mission?: An Action-based Case Study of a Teaching-Learning Model in Physical Education and Health. Swedish Journal of Sport Research (1)
Open this publication in new window or tab >>A Possible Mission?: An Action-based Case Study of a Teaching-Learning Model in Physical Education and Health
2014 (English)In: Swedish Journal of Sport Research, ISSN 2001-9475, no 1Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Svebi, Svensk förening för beteende- och samhällsvetenskaplig idrottsforskning, 2014
Keywords
Health literacy, Physical education, Teaching-learning model, Educational outcome, Aerobic condition
National Category
Educational Sciences
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-3680 (URN)
Available from: 2015-01-12 Created: 2015-01-12 Last updated: 2021-04-01Bibliographically approved
Thedin Jakobsson, B., Brun Sundblad, G., Lundvall, S. & Redelius, K. (2014). In- and outflow in club sport: A longitudinal study among Swedish youth aged 10-19 years.
Open this publication in new window or tab >>In- and outflow in club sport: A longitudinal study among Swedish youth aged 10-19 years
2014 (English)Article in journal (Refereed) Submitted
National Category
Sociology
Research subject
Social Sciences/Humanities
Identifiers
urn:nbn:se:gih:diva-3633 (URN)
Note

At the time of Britta Thedin Jakobsson's dissertation the article was submitted.

Available from: 2015-01-02 Created: 2015-01-02 Last updated: 2021-04-01Bibliographically approved
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ORCID iD: ORCID iD iconorcid.org/0000-0002-4533-3429

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