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  • 1.
    Aggerholm, K.
    et al.
    Norwegian School of Sport Sciences, Norway.
    Standal, O.
    Oslo and Akershus University College of Applied Sciences, Norway.
    Barker, D. M.
    University of Gothenburg.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    On practising in physical education: outline for a pedagogical model.2018Ingår i: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 23, nr 2, s. 197-208Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Models-based approaches to physical education have in recent years developed as a way for teachers and students to concentrate on a manageable number of learning objectives, and align pedagogical approaches with learning subject matter and context. This paper draws on Hannah Arendt’s account ofvita activato map existing approaches to physical education as oriented towards: (a) health and exercise, (b) sport and games, and (c) experience and exploration.

    Purpose: The aim of the paper is to outline a new pedagogical model for physical education:a practising model. We argue that the form of human activity related to practising is not well represented in existing orientations and models. To sustain this argument, we highlight the most central aspects of practising, and at the same time describe central features of the model.

    Relevance and implications: The paper addresses pedagogical implications the practising model has for physical education teachers. Central learning outcomes and teaching strategies related to four essential and ‘non-negotiable’ features of the practising model are discussed. These strategies are: (1) acknowledging subjectivity and providing meaningful challenges, (2) focusing on content and the aims of practising, (3) specifying and negotiating standards of excellence and (4) providing adequate time to practising.

    Conclusion: The practising model has the potential to inform new perspectives on pedagogical approaches, and renew and improve working methods and learning practices, in physical education. 

  • 2.
    Backman, Erik
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    What should a Physical Education teacher know?: An analysis of learning outcomes for future Physical Education teachers in Sweden.2016Ingår i: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 21, nr 2, s. 185-200Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Research indicates that Physical Education Teacher Education (PETE) has only limited impact on how physical education (PE) is taught in schools. This paper offers possible explanations for the difficulties of influencing subject traditions in PE through analysing PETE curriculum documents. The purpose is show how knowledge is expressed through learning outcomes in local curriculum documents at six PETE institutions in Sweden. Inspired by Fenstermacher’s ideas about teacher knowledge, our ambition is to discuss the potential educational consequences of the epistemological assumptions underlying specific learning outcomes. From the total number of 224 learning outcomes described in the curriculum documents, different types of knowledge were identified and clustered together into the following themes: Teaching PE, Interpreting curriculum documents, Physical movement skills, Science, Social health, Pedagogy, Critical inquiry, and Research methods. In most of the identified themes, learning outcomes are formulated with an integrated perspective on so called performance knowledge and propositional knowledge. However, particularly in the themes Science and Physical movement skills, two very influential themes, the concept of knowledge is limited and unilateral in relation to ideas of different forms of teacher knowledge. Drawing on the work of Tinning, we offer an explanation as to how teacher knowledge in the themes Science and Physical movement skills, emanating from behaviouristic and craft knowledge orientations, is formulated.

  • 3.
    Backman, Erik
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Nyberg, Marie
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Tidén, Anna
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Bedömningsstöd i ämnet Idrott och hälsa: gymnasiet2014Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 4.
    Backman, Erik
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Thedin Jacobsson, Britta
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Nyberg, Marie
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Bedömningsstöd i idrott och hälsa: årskurs 7-92012Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 5.
    Backman, Erik
    et al.
    Högskolan Dalarna, Idrotts- och hälsovetenskap.
    Nyberg, Gunn
    Högskolan Dalarna, Idrotts- och hälsovetenskap.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Assessment of movement in Swedish PETE: A matter of learning or just ticking a box?2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    The general knowledge base of Health and Physical Education Teacher Education (HPETE) is growing stronger. As a part of that knowledge base there is an ongoing discussion of the meaning of HPETE students’ movement capabilities (Brown 2013, Capel et al 2011, Johnson 2013, Siedentop 2009, Tinning 2010). Lee Shulman’s (1987) framework of Content Knowledge (CK) and Pedagogical Content Knowledge (PCK) have been used by scholars to examine how students’ ability to move and their ability to teach are valued in HPETE (Backman & Pearson 2016, Herold & Waring 2016, Ward et al 2015). However, the students’ own voices about these issues have rarely been acknowledged. The aim with this paper is therefore to examine how HPETE students at one university in Sweden experience the assessment of movement knowledge in and about aquatics, dance and ice-skating. Semi-structured interviews with two groups including a total of seven students were performed by the one researcher at three different occasions. The interviewing researcher’s regularly work is not at the same university as the participating students. The interviews focused specifically on the teaching and assessment of aquatics, dance and skating within the first semester of HPETE. The transcription of the six interviews was performed by external assistance and the students were all anonymized in the transcribed material. The following analysis, performed by two researchers stationed at the same university as the participating students, focused on how the transcribed material related to the aim and the concepts of Shulman. Preliminary results show several expressions of that the students in our study were not sure of what kinds or what level of movement knowledge were expected of them as they entered HPETE. Further, several students expressed limited possibilities to develop movement ability merely through HPETE teaching but at the same time, practicing unfamiliar movements outside HPETE teacher-led teaching was rare. Although assessment of movement knowledge were most commonly expressed as a qualitative process, some students mentioned that they occasionally experienced assessment of movement knowledge as “a-tick-in-a-box”. Interestingly, the cognitive aspects of movement knowledge (i.e. describe, observe, analyse, discuss, etc.) were on the one hand expressed as vital, but on the other as less characterized by learning compared to the practice of movement skills. The results will be analysed and discussed in relation to research within the field and in relation to Lee Shulman’s framework of CK and PCK. Although making no claims to generalize the results in this study based on the limited number of participants, they might contribute to the discussion of what forms of knowledge to prioritise in HPETE, and thereby also help develop HPE on a school level.

    References

    Backman, E. & Pearson, P. 2016. “We should assess the students in more authentic situations”. Swedish PE teacher educators’ views of the meaning of movement skills for future PE teachers. European Physical Education Review. 22(1): 47-64.

    Brown, T.D. 2013. “A vision lost? (Re)articulating an Arnoldian conception of education ‘in’ movement in physical education.” Sport, Education and Society 18 (1): 21-37.

    Capel, S., Hayes, S., Katene, W. and P. Velija. 2011. “The interaction of factors which influence secondary student physical education teachers’ knowledge and development as teachers.” European Physical Education Review, 17 (2): 183–201.

    Herold, F. and M. Waring. 2016. “Is practical subject matter knowledge still important? Examining the Siedentopian perspective on the role of content knowledge in physical education teacher education.” Physical Education and Sport Pedagogy. Advance online publication. doi: 10.1080/17408989.2016.1192592

    Johnson, T.G. 2013. “The value of performance in Physical Education teacher education.” Quest 65 (4): 485-497.

    Shulman, L.S. 1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1-21.

    Siedentop, D. 2009. “Content Knowledge for Physical Education. In The Routledge Physical Education Reader, edited by R. Bailey and D. Kirk, 243-253. Abingdon: Routledge

    Tinning, R. 2010. Pedagogy and human movement: theory, practice, research. Abingdon: Routledge.

    Ward, P., Kim, I., Ko, B. and W. Li. 2015. “Effects of Improving Teachers’ Content Knowledge on Teaching and Student Learning in Physical Education.” Research Quarterly for Exercise and Sport 86 (2): 130–139.

  • 6.
    Backman, Erik
    et al.
    Dalarna university.
    Nyberg, Gunn
    Dalarna university.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student perspective2019Ingår i: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this paper is to analyse and discuss physical education teacher education (PETE) students? conceptions of teaching and assessment of movement capability as a part of content knowledge in aquatics, dance and ice-skating at a university in Sweden. The theoretical perspective involves Shulman?s concept of content knowledge, the further elaboration of content knowledge into common content knowledge, and the theoretical perspective underpinning movement capability. The sample consists of two groups with a total of seven PETE students who volunteered to take part in group interviews. Semi-structured interviews with the two groups were conducted on three occasions. Findings display that the students? conceptions of movement capability seem to be focused around performance of movements. Further, the participants felt the messages to be unclear in terms of what they are to know regarding movement capability before entering PETE. There was also a contradiction in that the PETE students felt it to be obvious that they would ?know? certain movements, and at the same time they requested clear and distinct criteria when it came to the performance of movements. This study shows that expectations in terms of PETE students? levels of movement content knowledge need to be further investigated and discussed. This study also highlights the importance of conceptualising what PETE students need to learn if they are to see the need to develop their movement capability on their own. Assessments of students? reflections on what it means to master movements are discussed as an alternative to assessment of performance of movements.

  • 7.
    Barker, D. M.
    et al.
    University of Gothenburg.
    Aggerholm, K.
    Norwegian School of Sport Sciences, Oslo, Norway.
    Standal, O.
    nland Norway University College of Applied Science, Elverum, Norway; Oslo and Akershus University College of Applied Sciences, Oslo, Norway.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Developing the practising model in physical education: an expository outline focusing on movement capability.2018Ingår i: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 23, nr 2, s. 209-221Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Physical educators currently have a number of pedagogical (or curricular) models at their disposal. While existing models have been well-received in educational contexts, these models seek to extend students’ capacities within a limited number of ‘human activities’ (Arendt, 1958). The activity of human practising, which is concerned with the improvement of the self, is not explicitly dealt with by current models.

    Purpose: The aim of the paper is to outline how a model of human practising related to movement capability could be enacted in physical education.

    Findings: Building on a theoretical exposition of human practising presented in a separate paper, this paper provides a practically oriented discussion related to: (1) the general learning outcomes as well as teaching and learning strategies of the model; (2) an outline of five activities that describe how the model could be implemented; and (3) the non-negotiable features of the model.

    Discussion: The model’s potential contribution to the ongoing revitalization of PE as an institutionalized educational practice is discussed. Points concerning how the model relates to wider physical cultures, its position regarding transfer of learning, standards of excellence, and social and cultural transmission are considered.

    Conclusion: The paper is concluded with some reflections on pedagogical models generally and how they relate to the pedagogical model of practising movement capability presented in this paper.

  • 8.
    Barker, Dean
    et al.
    Örebro universitet, Göteborgs universitet.
    Nyberg, Gun
    Högskolan Dalarna.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Joy, fear and resignation: investigating emotions in physical education using a symbolic interactionist approach2019Ingår i: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Emotional dimensions of physical education have garnered attention from scholars in the last two decades. Many scholars claim that emotions significantly affect learning and that positive emotions such as joy and pleasure are necessary for continued participation in movement activities beyond the classroom. Much of the existing literature, however, is based on the idea that emotions comprise internal mental states that are retrospectively oriented. In the current paper, we work with alternative principles that can create new understandings of the affective dimensions of PE and specifically, movement learning. We draw on symbolic interactionist principles, framing emotions as multimodal communicative resources that are performed in social contexts. From this perspective, we demonstrate how emotions: (1) can be investigated as part of the production of broader sequences of pedagogical action and (2) relate to issues of knowledge, identity and authority. We present observational material generated with PE teacher education students as they develop movement capability. We focus on three interactional episodes in which fear, joy and resignation are performed by students interacting with either peers or an observing researcher. In each case, we demonstrate how emotions: affiliate or dis-affiliate the actor with the movement knowledge in focus, index an institutionally recognizable identity and influence the subsequent actions of the participants in the interactional sequence. The key thesis developed in the paper is that as symbolic resources, emotions have important consequences for actors within movement learning environments. The paper is concluded with reflections on the implications of the approach for practitioners along with a consideration of questions in need of further scientific attention.

  • 9.
    Casey, Ashley
    et al.
    Loughborough University, UK.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    “It’s Groundhog Day”: Foucault’s Governmentality and Crisis Discourses in Physical Education2018Ingår i: Quest (National Association for Physical Education in Higher Education), ISSN 0033-6297, E-ISSN 1543-2750, Vol. 70, nr 4, s. 438-455Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Dominant discourses in physical education research center on subject-wide crisis. This is despite repeated calls to address enduring concerns about how physical education is taught. In short, the subject seems caught in Groundhog Day (defined by Oxford Dictionaries (n.d.) as "a situation in which a series of unwelcome or tedious events appear to be recurring in exactly the same way"). This article scrutinizes this position through Foucault's lens of governmentality, which focuses particularly on power/knowledge relations and their relationship to subjectivity. Through this lens, research functions as a shaper of contemporary understanding and becomes a means for intervention by "experts." The article is structured as a conversation between authors about dominant discourses in physical education research and issues of governmentality. It argues that research approaches such as action research are framed within other power/knowledge relations and may provide a way to wake up on a new day.

  • 10.
    Engström, Lars-Magnus
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Pedagogisk forskning2014Ingår i: 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, s. 210-239Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 11.
    Engström, Lars-Magnus
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Redelius, Karin
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Logics of practice in movement culture: Lars-Magnus Engström’s contribution to understanding participation in movement cultures2018Ingår i: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, s. 892-904Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, we present a framework for exploring participation in and social stratification of movement culture based on Pierre Bourdieu?s concept logic of practice. The background to our approach is Lars-Magnus Engström?s struggle to understand the impact of social stratification on participation in movement culture in a now nearly fifty-year follow-up study. The aim of the article is to elaborate further a framework, which Engström drafted in one of his last publications. Here, we assume that participation in movement cultures is guided by a number of logics of practice that are historically, culturally and socially constituted, and which relate to people?s tastes in particular ways that lead to social stratification. These logics are grouped into three overarching kinds of practices: performing, improving and experiencing, which engender both practice and social stratification. Further, the different logics of practice are linked to a principle of uncertainty, which means that quantitative empirical data must be interpreted rather than measured in a strict sense. The here outlined framework suggests that future research about participation in movement culture needs to take into account information about the structure, rhythm and tempo of the practice, as well as of the directionality of the actions. Information about these issues can hopefully contribute to a more elaborated understanding of the impact of social stratification on participation in movement culture, and in what forms movements are pursued.

  • 12.
    Fagrell, Birgitta
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    The game within the game: Girls' underperforming position in Physical Education2012Ingår i: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 24, nr 1, s. 101-118Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Since 1980 the Swedish compulsory school curriculum has stipulated that Physical Education (PE) should be taught co-ed and schools are legally required to promote gender equality. The latest evaluation of PE in Sweden shows that more boys than girls ranked the subject highly and that they had a higher level of activity during the PE lessons. Drawing on a case study, the aim of this article is to illuminate how games placed girls and boys in different subject positions. The logic governing the observed lessons was ‘proper game’, i.e. playing according to the official rules. Combined with hegemonic masculinity and the passivity of the teacher, this kind of logic resulted in the game being dominated by several dominant boys and by the ball-playing girls either being positioned or allowing themselves to be placed in situations in which they consistently underperformed. A gender category in late modernity, resting on hegemonic masculinity, can be seen as a cultural flashpoint that reflects problems in society rather than problems in the gym.

  • 13.
    Ferry, Magnus
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    School sport in Sweden: what is it, and how did it come to be?2013Ingår i: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 16, nr 6, s. 805-818Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The Swedish sports model has traditionally meant that schools are responsible for all children's and young people's physical education, while the sports movement is responsible for the voluntary training and competition in sport. In recent years, this model seems to have changed since schools increasingly offers training in sports during the school day,school sport. This article describes the development of the Swedish school sport system in relation to major school reforms during the last three decades; reforms that have meant that the school system has been decentralized and market-adapted. This article also argues that sport under the period has gained a new meaning for schools. The main conclusions are that societal changes have enabled the sports movement an increased influence on school sport and that the Swedish sports model has changed. In particular, the ideological distinction between school physical education and voluntary competitive sport has been challenged.

  • 14.
    Gerdin, Göran
    et al.
    Linnaeus University, Växjö.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    The productive effect of power: (dis)pleasurable bodies materialising in and through the discursive practices of boys’ physical education.2018Ingår i: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 23, nr 1, s. 66-83Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Pleasure is often a key feature of school physical education (PE) and, indeed, a lot of students find pleasure in and through PE while others do not. However, pleasure is rarely considered to be of educational value in the subject [Pringle, R. (2010). “Finding Pleasure in Physical Education: A Critical Examination of the Educative Value of Positive Movement Affects.”Quest62: 119–134]. Further, since pleasure is linked to power [Foucault, M. (1980).Power/Knowledge: Selected Interviews and Other Writings, 1972–1977. New York: Pantheon; Gerdin, G., and R. Pringle. (2015). “The Politics of Pleasure: An Ethnographic Examination Exploring the Dominance of the Multi-Activity Sport-Based Physical Education Model.”Sport, Education and Society. doi:10.1080/13573322.2015.1019448] it is in fact not entirely straightforward to legitimise the educational value of PE in relation to pleasure.

    Purpose: In this paper, we explore how a group of boys derive pleasures from their involvement in PE, but also how these power-induced pleasures are integral to gender normalisation processes. The findings presented are particularly discussed in terms of inclusive/exclusive pedagogical practices related to gender, bodies and pleasures.

    Research setting and participants: The research setting was a single-sex, boys’ secondary school in Auckland, New Zealand. Participants in this study were 60 Year 10 (age 14–15) students from two PE classes.

    Data collection and analysis: Using a visual ethnographic approach [Pink, S. (2007).Doing Visual Ethnography. London: Sage] involving observations and video recordings of boys participating in PE, the boys’ representations and interpretations of the visual data were explored during both focus groups and individual interviews. The data were analysed using (a visually oriented) discourse analysis [Foucault, M. (1998). “Foucault.” InMichel Foucault. Aesthetics, Method and Epistemology, edited by J. D. Faubion, 459–463. New York: The New Press; Rose, G. (2007).Visual Methodologies: An Introduction to the Interpretation of Visual Materials. London: Sage].

    Findings: By elucidating the discursive practices of PE in this setting and employing (Butler, J. (1993).Bodies that Matter: On the Discursive Limits of ‘Sex’. New York: Routledge] concept of ‘materialisation’, we suggest that boy’s bodies materialise as productive and pleasurable or displeasurable bodies through submitting/subjecting to certain bodily regimes, developing embodied mastery when it comes to certain sports, and displaying bodies in particular ways. The analysis indicate that the discursive practices of PE contribute to boys’ bodies materialising as pleasurable or displeasurable and the (re)production of gender in the subject as shaped by discourse and the productive effect of power.

    Discussion and conclusions: In line with [Gard, M. (2008). “When a Boy’s Gotta Dance: New Masculinities, Old Pleasures.”Sport, Education and Society13 (2): 181–193], we conclude that the focus on certain discursively constructed bodily practices at the same time continues to restrict the production of a diversity of bodily movement pleasures. Hence, traditional gender patterns are reproduced through a selection of particular sports/physical activities that all the students are expected to participate in. We propose that the ongoing constitution of privileged forms of masculinity, masculine bodies and masculine pleasures as related to fitness, health and sport and (certain) boys’ subsequent exercise of power in PE needs further critical examination. 

  • 15.
    Gibbs, Béatrice
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap. School of Health Sciences, Örebro University.
    Quennerstedt, Mikael
    School of Health Sciences, Örebro University.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Teaching dance in physical education using exergames2017Ingår i: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 23, nr 2, s. 237-256Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores the different ways in which a dance exergame can be used to teach dance in upper secondary school physical education. Particular attention is paid to the learning processes that students are involved in when the dance game is used as a teaching resource. A socio-cultural perspective on learning constitutes the analytical framework. The study demonstrates three different uses: instructor, facilitator and inspirer. In relation to these uses the students are involved in the following learning processes: learning by imitating, repeating, communicating, negotiating, instructing, modelling and using metaphors. It is argued that dance exergames can be used pedagogically to teach dance because they focus on the moves and steps and allow the teacher to focus on observing, supporting, assigning tasks and providing feedback.

  • 16. Gleddie, Doug
    et al.
    Feith, Joey
    Howe, P. David
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Cale, Lorraine
    Casey, Ashley
    Joey: social media as a tool for professional development2016Ingår i: Digital technologies and learning in physical education: pedagogical cases / [ed] Ashley Casey, Victoria A. Goodyear, Kathleen M. Armour, Routledge, 2016, s. 121-136Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 17.
    Göran, Gerdin
    et al.
    Linnéuniversitetet.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    (Dis)pleasurable boys' bodies materialising in PE2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    Pleasure is often a key feature of school physical education (PE) and, indeed, a lot of students find pleasure in and through PE while others do not. However, pleasure is rarely considered to be of educational value in the subject. Further, since pleasure is linked to power it is in fact not entirely straightforward to legitimise the educational value of PE in relation to pleasure. In this paper, we will explore how a group of boys derive pleasures from their involvement in PE, but also how these power-induced pleasures are integral to gender normalisation processes. The paper draws on ethnographic data from a single-sex, boys’ secondary school in New Zealand involving 60 Year 10 (age 14-15) students. Using a visual ethnographic approach (Pink, 2007) consisting of observations and video recordings of boys participating in PE, the boys’ representations and interpretations of the visual data were explored during both focus groups and individual interviews. The data was analysed using (a visually oriented) discourse analysis (Foucault, 1980; Rose, 2007). By elucidating the discursive practices of PE in this setting and employing Butler’s (1993) concept of ‘materialisation’, we argue that boy’s bodies materialise as productive and pleasurable or displeasurable bodies through submitting/subjecting to certain bodily regimes, developing embodied mastery when it comes to certain sports, and displaying bodies in particular ways. The analysis indicates that the discursive practices of PE contribute to boys’ bodies materialising as pleasurable or dis-pleasurable and the (re)production of gender in the subject as shaped by discourse and the productive effect of power. We conclude that the focus on certain discursively constructed bodily practices at the same time continues to restrict the production of a diversity of bodily movement pleasures. Hence, traditional gender patterns are reproduced through a selection of particular sports/physical activities that all the students are expected to participate in. We propose that the ongoing constitution of privileged forms of masculinity, masculine bodies and masculine pleasures as related to fitness, health and sport and (certain) boys’ subsequent exercise of power in PE needs further critical examination.

  • 18.
    Johansson, Susanne
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    ‘This might be him; the guy I’m gonna marry’: Love and sexual relationships between female elite-athletes and male coaches2017Ingår i: International Review for the Sociology of Sport, ISSN 1012-6902, E-ISSN 1461-7218, Vol. 52, nr 7, s. 819-838Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Infatuation, love and sexual relationships exist virtually anywhere. Coach–athlete sexualrelationships (CASR), however, are overlooked and under-researched. Within sport sociology, CASR have been framed predominantly by a sexual abuse discourse. Informed by Foucault’s discourse analysis, this study explores how discourses regarding performance enhancement in elite-sport and coaching, and romantic love, frame female elite-athletes’ experiences with CASR. Interviews with four female elite-athletes aged 26–30 were conducted. The results indicate that CASR are potentially problematic because they intersect and challenge discourses comprising elite-sports, coach–athlete relationships, female sexual agency, and love. Moreover, discourses of power differ between the professional and private contexts. While the athletes expect their coaches to exert dominance and control in the elite-sport context, love relationships are about equally and mutually giving away power and control. Although CASR can facilitate motivation and performance, framing CASR as inherently unequal and abusive can contribute to stigmatisation, secrecy and athlete disempowerment.

  • 19.
    Joy, Phillip
    et al.
    Dalhousie University, Halifax, Canada.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Unspoken: exploring the constitution of masculinities in Swedish physical education classes through body movements.2019Ingår i: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 24, nr 5, s. 491-505Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Masculinities are fluid and socially constructed. Physical education is one means by which masculinities are constituted. Some masculinities may be limited through content, activities, and pedagogy of physical education that shape the way students come to know gender. The purpose of this study was to explore how movements contribute to the discursive construction of masculinities in secondary school physical education; specifically, how body movements constitute masculinities. Methodology: This study uses a poststructural theoretical framework to explore how masculinities are constituted through body movements. The methodology is also informed by knowledge production from bodily practices known as embodied knowledge. Video recordings of physical education classes from eight Swedish secondary schools were observed. The body movements of students were noted and analyzed through discourse analysis. Results: Masculinities were constituted in the moments between formal teaching and activities within the classrooms. Five themes were constructed from the visual observations of students' movements from all lessons including: 1) Movements of energy, 2) Movements of playfulness and bonding, 3) Swaggering movements, 4) Dividing movements, and 5) Regulating movements. These different movements are the ways boys come to know masculinities. Conclusion: This study highlights how embodied knowledge and movements of boys constitute masculinities. It is recommended that pedagogical practices that examine, challenge, and disrupt limiting gender performativity are developed in physical education teaching. ABSTRACT FROM AUTHOR

  • 20.
    Kane, Eva
    et al.
    Stockholms universitet.
    Ljusberg, Anna-Lena
    Stockholms universitet.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH.
    Making Magic Soup: The Facilitation of Play in School-age Childcare2013Ingår i: International Journal of Play, ISSN 2159-4937, Vol. 2, nr 1, s. 7-21Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper explores socially shared knowledge of facilitating play in a learning institution such as a school-age childcare setting (services provided for children outside school hours, often while parents are at work). Previous research makes it clear that the area of play facilitation needs further exploration. It points to a tension between children's agency in play and the constraints of the setting. The pedagogical traditions of Froebel and Dewey have been used to explore the options for action in this field of tension. Staff from four school-age childcare settings – three Swedish and one English – took part in focus groups. The transcriptions of the spoken dialogue were categorised using dialogic analysis. The paper presents samples of conversations highlighting the above tensions and analyses them in the light of the theory. The findings show that staff negotiated these tensions daily and that the developed model can be used to reflect on the intentions and approaches of a service that only partly facilitates play. The conclusion is that the ability of staff to interpret children's play as children exploring their agency is crucial when facilitating play in a learning institution.

  • 21. Karlefors, Inger
    et al.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Business as Usual—or a Joint Effort for Development?: about teaching methods in Swedish PEH Curriculum 1962-20112014Ingår i: Swedish journal of sport research, ISSN 2001-9475, nr 1Artikel i tidskrift (Refereegranskat)
  • 22.
    Karlefors, Inger
    et al.
    Umeå University.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Searching for the ‘How’: Teaching methods in Swedish physical education2018Ingår i: Scandinavian Sport Studies Forum, ISSN 2000-088X, E-ISSN 2000-088X, s. 25-44Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Over the last few decades, focus in educational research – as well as in policy – seems to have shifted from teaching to learning. As a result of this, we know little about what different teaching methods are used in the subject, and how. The purpose of this article is to explore how different teaching methods are used in Swedish secondary physical education. Video recorded physical education lessons in eight Swedish secondary schools were used to identify different teaching methods. Kirk’s (1996) elaboration of the Spectrum of teaching styles formed the basis of the analysis. In subsequent interviews, teachers (8) and students (24) were asked questions about teaching and learning in the subject. All of the five methods that Kirk (1996) outlined were identified in the lessons, but they were very unevenly used. The task-based method was the most frequent one, while the guided discovery method was hardly used at all. The impression was that the teachers did not seriously consider the selection of methods in relation to objective, content and group of students. The students, for their part, described a situation where they were often left to their own devices regarding what they were supposed to learn. Based on the analysis, we argue that teachers need guidance to improve and develop their deliberate use of teaching methods in general, and especially student-centred methods. This is necessary if the goals of the subject are to be achievable for all students. We conclude that the marginal focus on teaching methods in physical education is not related to a parallel increase of the interest in student learning in the subject. On the contrary, the low interest in the use of different teaching methods seems rather to be related to a low interest in what students are to learn in the subject.

  • 23.
    Kempe-Bergman, Matthis
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Idrottslyftet lyfter vadå?2012Ingår i: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, ISSN 1103-4629, nr 1, s. 46-50Artikel i tidskrift (Övrigt vetenskapligt)
  • 24.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    A history of the present on the sportsman and the sportswoman2003Ingår i: Forum qualitative Sozialforschung, E-ISSN 1438-5627, Vol. 4, nr 1, s. -Art. 9Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this article is to disseminate the construction of manliness and womanliness in Swedish sport. Of particular interest is gender equity policy in sport as a new way of creating sexual/gender difference. Michel FOUCAULT's concept "a history of the present"—a genealogical approach—serves as an important tool in this work. Interviews with athletes in their teens (track & field athletics) and texts published by the Swedish Sports Confederation serve as empirical material.

    When asked about themselves as track & field athletes and their ways of seeing others participating in track & field, the boys often speak about themselves and other boys in a straightforward and unproblematic way. The girls on the other hand, speak about themselves and other girls in a problematic way. This is not an unexpected result, but the conventional interpretation is that it is a sign of gender inequalities in sport. From a genealogical point of view, it might rather be seen as an effect of gender equity policies.

    Gender equity policy can be seen as a practical strategy of guaranteeing women and men the opportunities to do the same thing—sport, simultaneously performing two distinct and clearly differentiated gendered subjects, to be equalised. As such, gender equity policies might be perceived as an apparatus that produces and regulates sexual/gender difference.

  • 25.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Aage Radmann. Huliganlandskapet. Medier, våld och maskuliniteter: Recension2014Ingår i: Tidskrift för Genusvetenskap, ISSN 1654-5443, E-ISSN 2001-1377, Vol. 35, nr 2-3, s. 155-157Artikel, recension (Övrigt vetenskapligt)
  • 26.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH.
    Att förstå barns rörelse: Ett sociokulturellt perspektiv2012Ingår i: "Huvud, axlar, knä och tå": Om barn, kultur och kropp / [ed] Karin Helander, Stockholm: Stockholms universitet , 2012, s. 11-28Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 27.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Att motverka traditionella könsmönster: gästkrönika2018Ingår i: Idrott & hälsa, ISSN 1656-1124, s. 10-11Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 28.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Bedömningar av ungas rörelseförmåga – intervju med Anna Tidén2016Ingår i: Idrottsforskaren: Svensk förening för beteendevetenskaplig idrottsforskning, nr 1, s. 27-32Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 29.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Can Gender Equality Become an Encumbrance?: The case of sport in the Nordic countries2014Ingår i: Routledge handbook of sport, gender and sexuality / [ed] Jennifer Hargreaves, Eric Anderson, New York: Routledge, 2014, s. 226-234Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 30.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Didaktiska perspektiv på idrott2016Ingår i: Idrottsvetenskap: en introduktion / [ed] Susanna Hedenborg, Studentlitteratur AB, 2016, 1, s. 89-112Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 31.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Educación física: ¿último bastión de la masculinidad en la escuela sueca?2014Ingår i: Géneros, masculinidades y diversidad: Educación física, deporte e identidades masculinas / [ed] Joaquín Piedra, Octaedro, 2014, s. 203-225Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 32.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Forskarskolan FIHD utvecklar framtidens idrottsundervisning2019Ingår i: Idrott & hälsa, ISSN 1653-1124, nr 2, s. 14-15Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 33.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Forskarutbildning i idrottsvetenskap2014Ingår i: 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, s. 272-274Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 34.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Forskning om undervisning och lärande i skolämnet idrott och hälsa2016Ingår i: Idrottsforskaren: Svensk förening för beteendevetenskaplig idrottsforskning, nr 1, s. 5-15Artikel i tidskrift (Övrigt vetenskapligt)
  • 35.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Gender in physical education: A case for performative pedagogy?2019Ingår i: Critical Research in Sport, Health and Physical Education: How to Make a Difference / [ed] Richard Pringle, Håkan Larsson, Göran Gerdin, Routledge, 2019, s. 160-171Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 36.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Hur står det till med jämställdheten inom idrotten?2018Ingår i: Idrottsforskning.se, ISSN 2002-3944, artikel-id 21 juniArtikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 37.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Idrott och hälsa - en del av idrottskulturen2012Ingår i: Idrottsdidaktiska utmaningar / [ed] Larsson, H. & Meckbach, J, Stockholm, Stockholm: Liber, 2012, 2, s. 54-69Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 38.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap.
    Idrott och hälsa - vad är det?2004Ingår i: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, nr 4, s. 38-41Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [sv]

    Vad är ämnet idrott och hälsa? Frågan kan tyckas märklig, men lyssnar man på dagens offentliga samtal om ämnet, läser aktuella styrdokument samt lyssnar på idrottslärare och elever, får man en minst sagt komplex bild av vad det kan vara – och vad det ska eller bör vara. Den här artikeln syftar till att diskutera vad ämnet är idag i skolans värld, sett genom elevers ögon – och vilka utmaningar alla som jobbar med ämnet står inför.

  • 39.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH.
    Idrott och hälsa i framtiden: Status quo, utveckling eller avveckling? Recension av David Kirks bok Physical Education Futures2012Ingår i: Idrottsforum.org, ISSN 1652–7224Artikel, recension (Övrigt vetenskapligt)
  • 40.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Idrott och hälsa: i går, i dag, i morgon2016 (uppl. 1)Bok (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    I Idrott och hälsa – i går, i dag, i morgon belyser författaren utifrån aktuellt forsknings- och utvecklingsarbete bakgrunden till varför kunskap och rörelse ofta antas stå i motsats till varandra, vilket inte alls behöver vara fallet. Författaren betonar att det behövs idrott och hälsa som vänder sig till alla elever, även de som har negativa erfarenheter av att röra sig. För att kunna organisera och leda sådan undervisning krävs lärare som själva förstår, kan delta i och förändra rörelsekulturer.Boken behandlar frågor som: Vad är kunskap i idrott och hälsa? Vad innebär det att undervisa för lärande i idrott och hälsa i en målstyrd skola? Hur kan idrott och hälsa utvecklas för att möta kritiken om bristande jämställdhet och mångfald samt svårigheter att integrera elever med funktionsnedsättning?Idrott och hälsa – i går, i dag, i morgon riktar sig främst till blivande och yrkesverksamma lärare inom ämnet idrott och hälsa. Boken kan fungera som diskussionsunderlag för utveckling av undervisning och som läromedel i fortbildning av lärare och vid handledarutbildningar.

    (Förlagets text)

  • 41.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Idrottens könsmönster: “bara är så” eller “går att påverka”2018Ingår i: Resurser, representation och “riktig” idrott: om jämställdhet inom idrotten / [ed] Christine Dartsch, Johan R Norberg & Johan Faskunger, Stockholm: Centrum för idrottsforskning , 2018, s. 57-95Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Idrottsvärlden genomsyras av könsmönster. En del idrotter lockar flickor och pojkar, kvinnor och män i lika hög utsträckning, men många lockar i stor utsträckning bara ett av könen. Hur kan vi förstå dessa mönster? Vad innebär de för deltagarna? Går de att förändra? Hur?

  • 42.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Idrottvetenskap - läran om ... idrott?: en nutidshistoria om forskarutbildningsämnet idrottsvetenskap2013Ingår i: 200 år av kroppsbildning: Gymnastiska Centralinstitutet / Gymnastik- och idrottshögskolan 1813-2013 / [ed] Hans Bolling och Leif Yttergren, Stockholm: Gymnastik- och idrottshögskolan , 2013, s. 239-263Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 43.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Iscensättningen av kön i idrott: en nutidshistoria om idrottsmannen och idrottskvinnan2001Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The purpose of this dissertation is to disseminate the construction of masculinity and femininity in sport and sports related research. The major research question is how sport and sports related research function, on the one hand in the production of 'women' and 'men' as objects and subjects of knowledge, and on the other as a technique or procedure for regulating men's and women's behaviour and ways of reflecting upon themselves. The interest is thus aimed at how gendered subjects are made. Of particular interest is the concept of equal opportunities between women and men in sport as a new way of creating sexual/gender difference. Michel Foucault's concept 'governmentality', roughly the relation between the histories of the practices of the self and the practices of government, serves as one important tool in this work.

    Empirically, the study derives from 22 interviews with teenagers and coaches in track and field athletics. The interviews comprises of three themes: 'me and other boys and girls in sport', 'the body' and 'the coach'. The teenagers' answers can simultaneousl be seen as reproducing and opposing conventional perceptions of men as autonomous and goal achievement oriented, and women as dependent and relation oriented. What historical conditions have made this situation possible?

    A genealogical study of the construction of sport, and of masculinity and femininity in sport and sports related research, show that a patriarchal governmentality, where young men were seen as the only 'appropriate' competitive sportsmen, have successively been transformed into a social-liberal and a neo-liberal governmentality. In patriarchal discourses, a strong emphasis is put on gender differentiation and 'seriousness' (i.e. competition and performance) in sport. The sporting subject is constructed as a decidedly masculine subject. In social-liberal discourses, an emphasis is put on social relations and fellowship, and the sporting subject is constructed as a gender-neutral (and somewhat disembodied) subject. In neo-liberal discourses, the subject is constructed as an individual, however gender-specific (and heterosexual), subject. Neo-liberal does not emphasise difference between subjects (social and physical difference) but difference inside the subject (individual). Modern power relations aim at procedures that occur inside the subject and not so much at what takes place between the subjects.

    The concept of gender equity between women and men has grown strong in sports discourse since the 70s. It can be seen as a practical strategy of guaranteeing women and men the opportunities to do the same things - competitive sport for instance. At the same time it performs two distinct and clearly differentiated gendered subjects, to be equalised. As such gender equity policies might be preceived as an apparatus that produces and regulates sexual/gender difference.

  • 44.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH.
    Konsten att stänga dörren: Strategier för att få unga att vilja fortsätta2013Ingår i: Spela vidare: En antologi om vad som får unga att fortsätta idrotta / [ed] Christine Dartsch och Johan Pihlblad, Stockholm: Centrum för idrottsforskning , 2013, s. 123-150Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 45.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Kropp och rörelse - kunskap och lärande2012Ingår i: Idrottdidaktiska utmaningar / [ed] Larsson, H. & Meckbach, J, Stockholm: Liber, 2012, 2, s. 266-285Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 46.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lika för alla - om likabehandling i idrott och hälsa2012Ingår i: Idrottsdidaktiska utmaningar / [ed] Larsson, H. & Meckbach, J, Stockholm: Liber, 2012, 2, s. 233-249Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 47.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Materialising bodies: there is nothing more material than a socially constructed body.2014Ingår i: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 19, nr 5, s. 637-651Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Over the last one of two decades, researchers within the physical education (PE) and sport pedagogy research frequently use the concept ‘the material body’. An initial purpose of this article is to explore what a concept of a ‘material body’ might mean. What other bodies are there? Who would dispute the materiality of bodies? I suggest that the use of a concept as ‘the material body’ suggests a hesitation before the radicalism of the linguistic turn in the sense that the concept ‘discourse’ does not include a material dimension. In this way ‘the material body’ relates to an interpretation of ‘the socially (or discursively) constructed body’ as void of matter. A further purpose with the article is to re-inscribe matter in the concept of ‘discourse’. This is done by way of discussing what theorists like Michel Foucault and, in particular, Judith Butler, has to say about the materiality of the body. In their writings, discourse should not be limited to spoken and/or written language. Rather, discourse is understood in terms of actions and events that create meanings—that matters. One conclusion of the article is that it is important to problematise the mundane view of discourse as ‘verbal interchange’ because it reinforces the promise of an objective knowledge that will eventually shed light on the ‘real’ body and the mysteries of sexual difference, what its origins are, what causes it. Another conclusion is that the PE and sport pedagogy research should pay less attention to the body as an object (what it ‘is’), and pay more attention to how the body matters, and e.g. how movements make bodies matter.

  • 48.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Med reflektion och samtal: en lyckad lektion2018Ingår i: Idrott & hälsa, ISSN 1653-1124, nr 2, s. 26-27Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 49.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Pedagogiska perspektiv på idrott2016Ingår i: Idrottsvetenskap: en introduktion / [ed] Susanna Hedenborg, Studentlitteratur AB, 2016, 1, s. 67-88Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 50.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Physical education - educating bodies after postmodernism?2018Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, nr 14, s. 1435-1436Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The article offers the author's perspective about what comes after postmodernism and how it affects educational philosophy and theory, focusing on physical education (PE) in schools. The author argues that the adoption of the idea of performative pedagogies as a way to elicit social change also indicates adoption of movement. Education insights about bodies and embodiment from the case of Indian sprinter Dutee Chand are noted.

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