Gymnastik- och idrottshögskolan, GIH

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  • 101.
    Mikaels, Jonas
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Mygind, Erik
    University of Copenhagen.
    Dettweiler, Ulrich
    University of Stavanger.
    Outdoor and environmental education research – a critical exploration into ontology, epistemology, methodology and methods: Book of Abstract : PhD Summer School in Outdoor Studies 2017 Stockholm, Sweden, May 2-62017Other (Other academic)
    Abstract [en]

    The PhD Summer School aims to bring together PhD students, and some of their supervisors, from various disciplines in the field of outdoor studies. This includes education (both teaching and learning), environmental education, learning outside the classroom, udeskole, leisure and recreation. The seminar aims to build on the social, cultural and critical dimensions of research and theorising in diverse outdoor practices.

    This year’s seminar builds upon previous PhD summer schools, hosted by Copenhagen University in partnership with University of Edinburgh in 2015, and Technische Universität München in 2016. The focus will be to share and explore the diversity of outdoor and environmental education research going on amongst the participating PhD students and supervisors.

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  • 102. Norberg, Johan R.
    et al.
    Hedenborg, Susanna
    Peterson, Tomas
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Eliasson, Inger
    Baralt, Pernilla
    Åhl, Cecilia
    Barnkonventionen ger bra vägledning2019In: Svenska dagbladet webbupplaga, article id 30 decArticle in journal (Other (popular science, discussion, etc.))
  • 103.
    Nyberg, Gun
    et al.
    Högskolan Dalarna.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Rörelseförmåga i idrott och hälsa: en bok om rörelse, kunskap och lärande2016Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    I ämnet idrott och hälsa ska eleverna få möjlighet att utveckla sin rörelse­förmåga. Men vad är rörelseförmåga egentligen? Innebär det att vara framgångsrik i bollspel, att kunna springa fort eller att behärska en satstagning för en rotation i luften? 

    Genom att ge en bild av vad rörelseförmåga kan vara, hur rörelse­förmåga kan utvecklas och vad det kan betyda för elever att röra sig på olika sätt i olika sammanhang, bidrar Rörelseförmåga i idrott och hälsa med tankar och idéer om hur undervisning i ämnet kan utformas.

    Boken handlar också om hur vi kan utmana normer som påverkar elevers lärande, undervisningens innehåll samt våra föreställningar om vad som räknas som ”bra i idrott”. Författarna hoppas att boken ska kunna bidra till ett perspektivskifte som utmanar de (ofta outtalade och förgivettagna) kvalitetskrav som etablerade och formaliserade idrotter bär med sig till undervisningen i idrott och hälsa.

    Boken vänder sig främst till studerande som ska bli lärare i idrott och hälsa samt verksamma lärare, men också till andra som har intresse av undervisning i rörelse och rörelseförmåga.

    (Text från förlaget)

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  • 104.
    Nyberg, Gunn
    et al.
    Dalarna University.
    Backman, Erik
    Dalarna University.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Exploring the meaning of movement capability in physical education teacher education through student voices2020In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 26, no 1, p. 144-158Article in journal (Refereed)
    Abstract [en]

    Scholars argue that movement content knowledge in physical education teacher education (PETE) needs to be revisited and problematised. In this paper we develop the concept of movement capability representing a widened view of movement content knowledge. If teacher educators want to teach movement capability as an intrinsic educational goal in PETE there is an apparent need to consider what to teach, how it is taught and also how movement capability is understood by the learners. The aim of this paper is to analyse how PETE students experience the meaning of movement capability through the teaching in aquatics, dance and ice-skating. This study takes its departure from a number of previous empirical studies investigating the meaning of movement capability. Interviews with seven PETE students, divided into two focus groups, were conducted on three occasions. A phenomenographic analysis shows four qualitatively different ways of experiencing the meaning of movement capability. Major differences that can be seen when comparing the results of a previous study on physical education teachers and students in PETE are the aspect of subjective experiences and the aspect of the observer. In the main, the students do not seem to take into account an observer?s point of view to the same extent as the group of teachers. The results will hopefully contribute to a deeper and more complex understanding of what can be seen as movement capability in PETE and physical education, and thereby enhance development of the teaching and learning of this capability.

  • 105.
    Nyberg, Gunn
    et al.
    Dalarna University, Falun, Sweden..
    Barker, Dean
    Örebro University, Örebro, Sweden..
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Exploring the educational landscape of juggling - challenging notions of ability in physical education2020In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 25, no 2, p. 201-212Article in journal (Refereed)
    Abstract [en]

    Background: Research on physical education (PE) shows a prevalence of narrow and reductionist views on what counts as ability. These views tend to privilege certain students and marginalize others, and often equate ability with technique-based sport performance. A lot of research is still directed towards the above problem. However, very few have devoted time and energy to actually resolving this problem. If no alternatives to narrow and reductionist views of ability are presented, then research will struggle to make a difference to the practice of PE. Assuming that movement is a key element in PE, the question of what counts as ability in PE is, we argue, a question of what capabilities a learner needs to develop in order to move in different ways. Investigating what movement capability can mean will provide possibilities for discussing and negotiating the meaning of ability in PE when the learning goal is something other than technique-based sport performance. Purpose: The aim of this paper is to further advance the knowledge base of what movement capability can mean within the context of PE. By achieving this aim, we intend to challenge narrow views on ability and thereby provide enhanced possibilities for PE to make a difference for students' abilities through education. Theory and method: The process of coming to know something can be seen as exploring, with all senses, a landscape. Exploration involves recognizing details and nuances of the landscape and their relationships to one another. In this investigation, we examine what there is to know in the landscape of juggling using Ryle's and Polanyi's notions of knowing and learning. In line with a focus on the learners' perspectives, interviews and observations were conducted with students whilst they were coming to know juggling. Ethnographic-type conversations were used to help students describe what they seemed to know or were aiming to know. Students were invited to write diaries with a focus on their experiences during the learning process, which we hoped could extend our insights regarding the experiential aspects in learning. Findings: Findings of the investigation suggest that in the group of students, four significant ways of knowing the landscape of juggling are important: grasping a pattern; grasping a rhythm; preparing for the next throw and catch and navigating one's position and throwing. The research challenges the narrow view on ability as technique-based sport performance by providing examples of what movement capability can mean in terms of knowing a movement landscape alternatively to knowing a specific movement 'in the right way.'

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  • 106.
    Pringle, Richard
    et al.
    Monash University, Australia.
    Larsson, HåkanSwedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.Gerdin, GöranLinnaeus University.
    Critical Research in Sport, Health and Physical Education: How to Make a Difference2019Collection (editor) (Other academic)
    Abstract [en]

    Within the overlapping fields of the sociology of sport, physical education and health education, the use of critical theories and the critical research paradigm has grown in scope. Yet what social impact has this research had?

    This book considers the capacity of critical research and associated social theory to play an active role in challenging social injustices or at least in ‘making a difference’ within health and physical education (HPE) and sporting contexts. It also examines how the use of different social theories impacts sport policies, national curricula and health promotion activities, as well as the practices of HPE teaching and sport training and competition.

    Critical Research in Sport, Health and Physical Education is a valuable resource for academics and students working in the fields of research methods, sociology of sport, physical education and health.

    (Text from publisher)

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  • 107.
    Pringle, Richard
    et al.
    Monash University, Australia.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Gerdin, Göran
    Linnaeus University.
    Introduction: Are we making a difference?2019In: Critical Research in Sport, Health and Physical Education: How to Make a Difference / [ed] Richard Pringle, Håkan Larsson, Göran Gerdin, Routledge, 2019, p. 1-24Chapter in book (Other academic)
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  • 108.
    Pringle, Richard
    et al.
    Monash University, Australia.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Gerdin, Göran
    Linnaeus University.
    "What do we want? When do we want it? Now!": Some concluding observations2019In: Critical Research in Sport, Health and Physical Education: How to Make a Difference / [ed] Richard Pringle, Håkan Larsson, Göran Gerdin, Routledge, 2019, p. 241-251Chapter in book (Other academic)
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  • 109.
    Qvarfordt, Anna
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Ahmadi, N.
    Bäckström, Åsa
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Hoff, D.
    Obligations and opportunities: elite athletes, anti-doping and complianceManuscript (preprint) (Other academic)
  • 110.
    Qvarfordt, Anna
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning. University of Gävle, Sweden.
    Ahmadi, Nader
    University of Gävle, Sweden.
    Bäckström, Åsa
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Hoff, David
    University of Lund, Sweden.
    Limitations and duties: elite athletes’ perceptions of compliance with anti-doping rules2021In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 24, no 4, p. 551-570Article in journal (Refereed)
    Abstract [en]

    The main purpose of this article is to examine how elite athletes perceive their own responsibilities and possibilities to be compliant with the anti-doping regulations, and to draw conclusions about what these perceptions mean in relation to the legitimacy of the anti-doping system. A qualitative research design, with interviews conducted with athletes globally, was employed to capture elite sportspersons? views on anti-doping policy and procedures. The analysis was based on a theoretical framework on legitimacy. The findings show that athletes? situation is characterized by limited information and a lack of leeway. At the same time, athletes find themselves obliged to be dutiful. We discuss the complex situation of simultaneously facing perceived limitations and duties, and consider the limits that athletes experience in relation to compliance, which may place the legitimacy of the anti-doping system at risk.

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  • 111.
    Qvarfordt, Anna
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Hoff, D.
    Bäckström, Åsa
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Ahmadi, N.
    From fighting the bad to protecting the good: legitimation discourses in WADA’s athlete guidesManuscript (preprint) (Other academic)
  • 112.
    Qvarfordt, Anna
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning. University of Gävle, Sweden.
    Hoff, David
    Lund University, Sweden.
    Bäckström, Åsa
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Ahmadi, Nader
    University of Gävle, Sweden.
    From fighting the bad to protecting the good: Legitimation strategies in WADA’s athlete guides2019In: Performance Enhancement & Health, E-ISSN 2211-2669, Vol. 7, no 1-2, article id 100147Article in journal (Refereed)
    Abstract [en]

    The global anti-doping effort in sport is based upon perceptions of the system as desirable, proper and appropriate and thus considered legitimate. The legitimacy of the anti-doping system has earlier been studied bottom-up, based on the views of athletes. In order to gain greater understanding of legitimation processes, it is also important to study legitimation strategies top-down, used by decision-making and governing bodies. The aim of this study was to use Fairclough’s critical discourse analytical approach to analyse the social construction of legitimacy in the World Anti-Doping Agency’s three editions of a guide to anti-doping rules aimed at athletes. The analysis was performed based on van Leeuwen’s four specific legitimation strategies: authorization, rationalization, moral evaluation and mythopoesis. Our analysis shows that the legitimation of the anti-doping discourse as constructed in the athlete guides that has accompanied anti-doping regulations for more than a decade is characterized by continuity as regards an authoritarian attitude, but also by change towards a more rational and athlete-centred stance. A shift can be seen in the construction of legitimacy in the anti-doping discourse from “fighting the bad” to “protecting the good”. We discuss the moral evaluation strategy as a way to construct legitimacy for anti-doping efforts and sport in general towards a wider public. In the light of the results of this study, we conclude that policymaking in relation to doping issues should take into account the dimension of the discursive top-down legitimation, which could affect how the policy is received at the level of the athletes and provide conditions for a sustainable anti-doping system.

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  • 113.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Barns upplevelser av selektionsprocesser i idrott2019Conference paper (Other academic)
  • 114.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Effektiv bedömning - vad krävs då?2019Conference paper (Other academic)
  • 115.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Elitidrottssatsningar för barn - ett demokratiskt dilemma2016In: Föreningen, laget och jaget: 7 perspektiv på idrottens demokratiska effekter / [ed] Christine Dartsch, Johan R. Norberg & Johan Pihlblad, Stockholm: Centrum för idrottsforskning, CIF , 2016, p. 107-116Chapter in book (Other (popular science, discussion, etc.))
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  • 116.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Having a voice in Youth Sport – a Conditional Right?2019Conference paper (Refereed)
  • 117.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Idrott för unga - mellan idealism och kommersialism2018In: Sport management: Idrottens organisationer i en svensk kontext. Del 1 / [ed] Bäckström, Å., Book, K., Carlsson, B., & Fahlström, P., Stockholm: SISU idrottsböcker , 2018, 1, p. 146-171Chapter in book (Other academic)
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  • 118.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Idrotten vill och Barnkonventionen: stöd för tränaren2018In: Idrottens ledarskap, Stockholm: SISU idrottsböcker , 2018, p. 23-39Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Idrottsrörelsen och dess idrottsföreningar ska vara en inkluderande rörelse där alla ska få möjlighet att delta och utvecklas - oavsett ålder, ambitionsnivå, kön, etnicitet eller sexuell läggning. Det kapitel som nu följer tar främst upp barn- och ungdomsidrotten. [...]

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  • 119.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Idrottens barn- och ungdomsledare och ledarskapet villkor2016In: Idrottsvetenskap: En introduktion / [ed] Susanna Hedenborg, Lund: Studentlitteratur AB, 2016, 1, p. 279-300Chapter in book (Other (popular science, discussion, etc.))
  • 120.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Student voices about assessment efficacy in physical education2016Conference paper (Refereed)
  • 121.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Where are the kids? They are in Scandinavia!: recension av boken Ungdom og idrett / Ørnulf Seippel, Mari Kristin Sisjord & Åse Strandbu (red) 20162017In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, article id 4 majArticle, book review (Other academic)
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  • 122.
    Redelius, Karin
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Kempe Bergman, Matthis
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Larsson, Bengt
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Linghede, Eva
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Gör idrotten som Idrotten vill?: Barn- och ungdomsidrottens utformning i retorik och praktik2016Report (Other academic)
    Abstract [sv]

    Den här studien handlar om idrottsrörelsens policydokument Idrotten vill och dess väg från visionär retorik, beslutad i styrelserum och på stämmor, till praktisk handling när idéerna ska realiseras av tränare i lokala föreningar. Riktlinjerna har i stort sett varit desamma under de 20 år som gått sedan beslutet om Idrotten vill togs. Forskning visar dock att riktlinjerna inte alltid är normgivande, och att idrotten inte självklart gör som Idrotten vill. Kunskap saknas om i vilken utsträckning  föreningsledare och tränare känner till idrottsrörelsens övergripande riktlinjer samt varför andemeningen i Idrotten vill inte är vägledande i alla sammanhang.

    Syftet med studien är att undersöka i vilken mån centralt formulerade idéer i Idrotten vill har fått genomslag på lokal nivå där barn- och ungdomsidrotten utformas och utövas. Ytterligare ett syfte är att studera tränares erfarenhet av hur riktlinjerna följs, samt att analysera vilka övergripande idéer som det verkar vara svårast att tillämpa. Följande frågor är centrala: I vilken utsträckning har idrottsföreningar egna riktlinjer för barn- och ungdomsidrott och vad utmärker dessa? Vad känner tränare till om de övergripande idéerna i Idrotten vill, och vad anser de om idéernas genomslag? Vilka idéer verkar svårast att tillämpa och hur legitimerar tränare sina ställningstaganden i relation till dessa idéer? Förhoppningen är att resultaten ska tillföra ny och värdefull kunskap om hur arbeta för att öka kännedomen om och tillämpningen av Idrotten vill kan ske.

    En utgångspunkt är att resultatet av riktlinjernas genomslag har att göra med vad tränare känner till om de övergripande idéerna, vilka faktiska möjligheter de har att praktisera och konkretisera riktlinjerna och av enskilda ledares uppfattningar om hur och varför barn ska idrotta. För att besvara frågorna har flera metoder använts och olika urval av ledare har skett enligt följande: en kartläggning av policydokument och tillhörande riktlinjer från 100 slumpvis utvalda föreningar i alpin skidåkning, fotboll, ishockey, konståkning och tennis, intervjuer med 15 tränare från både bredd- och elitinriktade föreningar i ovan nämnda idrotter samt enkätsvar från 466 tränare i ett 40-tal idrotter från föreningar i 13 distriktsförbund.

    Resultaten visar att drygt hälften av föreningarna har utformat egna riktlinjer för barn- och ungdomsidrott. Riktlinjerna varierar dock stort i omfattning och vad de innebär är sällan konkretiserat. Även om ett fåtal tränare känner till Idrotten vill som dokument betraktat, verkar merparten vara bekanta med de övergripande idéerna. En majoritet av tränarna anser också att riktlinjerna mestadels är vägledande vid utformningen av idrott för unga, särskilt då de själva är ansvariga. Däremot sympatiserar inte alla tränare med alla riktlinjer. Särskilt frågan som rör värdet av tidiga satsningar och selektion kontra en mer lekfull inriktning med mindre fokus på tävlingsresultat delar tränarkåren. Frågan engagerar och väcker känslor. Tränarna är eniga om att det gäller att hålla de ungas idrottsintresse vid liv – men hur det ska ske finns det skilda uppfattningar om.

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  • 123.
    Redelius, Karin
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Educational Challenges Facing Swedish Physical Education Teaching in the 2020s2020In: Movimento, ISSN 0104-754X, E-ISSN 1982-8918, Vol. 26, article id e26027Article in journal (Refereed)
    Abstract [en]

    Many countries around the world have experienced neoliberal turns which strongly affected educational systems. In Sweden, for example, the social democratic Welfare State has taken a radical neoliberal turn since the 1990s. A number of school reforms have been carried out and they are described as the most extensive in a hundred years of public schooling. These changes have also affected the subject of Physical Education and Health (PEH). Growing research interest is one of those changes, and PEH has become one of the most explored areas in Swedish physical culture. This article points to some of the new research, identifying and formulating possible educational challenges facing teachers as we move into the 2020s. Central questions are: What characterizes teaching in PEH? What do students learn in the subject? Is there effective evaluation in Swedish PEH?

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  • 124.
    Redelius, Karin
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Larsson, Lena
    Linnéuniversitetet.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Physical education teacher education in Sweden2019In: European physical education teacher education practices: initial, induction, and professional development / [ed] Ann MacPhail, Deborah Tannehill, Zuleyha Avsar, Meyer & Meyer Sport, 2019, p. 379-396Chapter in book (Other academic)
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  • 125.
    Redelius, Karin
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Svensson, Andreas
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Allt vanligare med kommersiell barn- och ungdomsidrott2017In: Idrottsforskning, E-ISSN 2002-3944, article id 12 oktArticle in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Allt fler kommersiella aktörer etablerar sig inom barn- och ungdomsidrotten. Företagen lockar med ”topptränare” och ”inkluderande ledarskap” och en verksamhet som man menar är kvalitativt annorlunda än den föreningsdrivna verksamheten.

  • 126.
    Roe, Daniel
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Hugo, Martin
    Jönköping University.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    'Rings on the water': examining the pedagogical approach at a football program for detained youth in Sweden.2019In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 22, no 6, p. 919-934Article in journal (Refereed)
    Abstract [en]

    Studies indicate that sport within youth institutional settings can be beneficial (e.g. learning social skills) or problematic (e.g. social exclusion) depending on how they are structured, delivered and, ultimately, experienced by students. In this article, we examine the experiences of students and staff in an educational sport program at a Swedish all-male youth detention home (ages 16–20) in order to increase understanding of the pedagogical approach of a sports-based program for detained youth. Drawing on interviews with both students and staff, we identify and elaborate four aspects of the program—building a pedagogical platform, 'seeing' and meeting students, creating a supportive environment, and thinking beyond the institution—that were collectively represented to initiate and guide a process of growth and change for students. We discuss how these aspects of the program's pedagogical approach, in contrast to deficiency-based approaches, can provide a useful framework for delivering sport in ways that can benefit detained youth and other young people in socially vulnerable situations. ABSTRACT FROM AUTHOR

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  • 127.
    Rosén, Anna
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Mycket snack och lite verkstad! – en narrativ studie om mötet med yoga2019In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, article id 1 febArticle in journal (Other (popular science, discussion, etc.))
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  • 128.
    Svennberg, Lena
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning. University of Gävle.
    Swedish PE teachers’ understandings of legitimate movement in a criterion-referenced grading system2017In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 22, no 3, p. 257-269Article in journal (Refereed)
    Abstract [en]

    Background: Physical Education (PE) has been associated with a multiactivity model in which movement is related to sport discourses and sport techniques. However, as in many international contexts, the Swedish national PE syllabus calls for a wider and more inclusive concept of movement. Complex movement adapted to different settings is valued, and in the national grading criteria qualitative measures of movement are used. This research seeks to examine how the wider concept of movement is interpreted and graded. Drawing on Bernstein’s concept of the pedagogic device, the paper explores teachers’ roles as active mediators in the transformation of national grading criteria for movement and the kinds of movement that are valued in teachers’ grading practices. Purpose: The purpose of this study is to investigate what PE teachers consider legitimate movement in a criterionreferenced grading system and the factors that influence their grading practice. The Repertory Grid (RG) technique was employed in order to access their tacit knowledge. Methodology: Seven Swedish PE teachers were interviewed, all of whom teach and grade years seven to nine in different compulsory schools. Using the RG technique, the teachers were asked to reflect on the aspects they considered important for achieving a high grade. The national grading criteria for years seven to nine were then presented one at a time and the teachers were asked to describe how they assessed and graded each requirement. The teachers were also asked whether any specific factors had influenced their grading. In the content analysis, the second part of the interview was attended to first and the results were interpreted in light of Bernsteins’ concept of the pedagogic device. Findings: Sport techniques and competitive sports influenced the teachers’ interpretations of what constitutes complex movement. The aspect of fitness also appeared to be valued by the teachers in that it facilitates the valued movement. In some cases the difficulty of describing movement qualities in words could reduce the concept of movement to something measurable and quantifiable. The teachers’ concerns about students’ unequal opportunities to develop and demonstrate their skills also influenced the teachers’ interpretation of complex movement. Conclusions: In the transformation of national grading criteria to grading practice, the pedagogic actions taken inform and limit the way in which legitimate movement in PE is conceptualised. Adopting a concept of movement that is wider than competitive sports allows the structures of inequality to be addressed and enables the movements performed by students with other moving experiences than competitive sports to be valued. The tension between the demands of transparency in a high stakes grading system and the inability to articulate the quality of complex movements is problematic. There is a need to verbalise teachers’ conceptions about physical education knowledge to be able to discuss and develop the concept of movement. In this process, the RG technique is a potentially useful tool. Having the language to discuss movement qualities also enables us to strengthen the interrelation between curriculum, pedagogy and assessment.

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  • 129.
    Svennberg, Lena
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Swedish PE teachers struggle with assessment in a criterion-referenced grading system2018In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 23, no 4, p. 381-393Article in journal (Refereed)
    Abstract [en]

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

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  • 130.
    Thedin Jakobsson, Britta
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Organised physical activity during the school day: a review study2019In: AISEP International Conference 2019 Book of abstracts, 2019, p. 501-Conference paper (Other academic)
  • 131.
    Thedin Jakobsson, Britta
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    A Disrupted Landscape for Participating in Youth Club Sport and PE in Sweden2018In: Physical Education and Sport help build a Healthy Society, 2018Conference paper (Refereed)
    Abstract [en]

    Societal and technological changes have an impact on habits related to youth sport and leisure time. The internet-based character of leisure time has created new practices. Young people have to navigate within a disrupted landscape of time, place and space. The aim of this study is to explore views of leisure time, sport activities and PE participation among students aged 15. The results will be discussed from a critical sociocultural perspective with focus on how culture, structure and agency intersect. The findings will also be discussed in relation to a similar study conducted in 2007.

    The project is a follow-up, cross-sectional study based on a longitudinal research project named School – Sport – Health, initiated in 2001. Eight semi-structured focus group interviews were conducted in 2016 (30 boys, 18 girls), based on a strategic sample of four schools that participated in 2001. Two of the schools reported high levels of physical activity among the students, and two schools reported low levels of physical activity. An inductive qualitative content analysis guided the procedure for analyzing the empirical material.

    The results show that school and friends are central to the way students handle leisure time involving physical activities. The students strive to be independent, to experience development and belonging, all of which challenge the way organized sports are planned. For a number of students, club sports are still a dominant part of their leisure time, however not uncontested. Internet-based activities allow flexibility, where one can choose to interact across time, place and space, as well as across gender and age. The value of school PE is highlighted in terms of health and wellbeing. The results indicate tension between physical activities in a school setting and leisure time physical activities. Content and quality are related to experienced agency and structure. Schoolwork, experienced lack of time and development, play a more central role in students’ experiences of everyday life physical activities in 2016 compared to results from 2007.

  • 132.
    Thedin Jakobsson, Britta
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    A disrupted landscape for participating in youth club sport: A study of changes in sport and leisure time activities2018Conference paper (Refereed)
    Abstract [en]

    Introduction

    Several societal and technological changes have affected youth sport and leisure time habits. The netification of leisure time has created new practices and young people have to navigate within a disrupted landscape of time, place and space.

    The overall aim of the study is to explore 15 year old students’ view on leisure time and sport activities. The results will be discussed from a critical sociocultural perspective with a focus on how culture, structure and agency intersect. The  indings will be compared to a similar study conducted in 2007.

    Methods

    The study is a follow-up, cross sectional study based on a longitudinal research project named School – Sport – Health, starting in 2001. Eight semi structured focus group interviews were conducted in 2016 (30 boys, 18 girls), based on a strategic sample of four schools that participated in 2001. An inductive qualitative content analysis guided the analyzing procedure of the empirical material.

    Results

    The findings show that school and friends frame what leisure time can be and are central departure points for how to act and handle leisure time activities. Lack of time interferes with the participation in organized club sport. The adolescents drive to become independent, to experience development and belonging challenge the way organized sport is figurate. Netbased activities represent flexibility, where one can choose to interact across time, place and space, as well as across gender and age. Club sport is still, for a number of students a dominant part of their leisure time, but not uncontested.

    Conclusions

    The findings indicate a new tension around leisure time content and quality related to practice, agency and structure. Furthermore school work and the feeling of lack of time and development, play a more central role in the teenagers’ everyday life year 2016 compared to the results from 2007.

  • 133.
    Thedin Jakobsson, Britta
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Sundblad, Gunilla Brun
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Participation patterns in Swedish youth sport.: A longitudinal study of participants aged 10-19 years.2018In: Swedish Journal of Sport Research, ISSN 2001-6018, E-ISSN 2001-9475, Vol. 7, no 2, p. 25-52Article in journal (Refereed)
    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.

  • 134.
    Tidén, Anna
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Bedömningar av ungas rörelseförmåga: En idrottsvetenskaplig problematisering och validering2016Doctoral 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.

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  • 135.
    Vesterlund, Sabina
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    ”Att kunna främja hälsa” – Vad kan det innebära, i idrott och hälsas rörelsepraktik?2016In: Idrottsforskaren: Svensk förening för beteendevetenskaplig idrottsforskning, no 1, p. 41-49Article in journal (Other academic)
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  • 136.
    Vesterlund, Sabina
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning. FIHD - Forskarskolan för idrott och hälsas didaktik, GIH.
    Hälsa med andra ord: Innebörden av att genomföra och värdera street dance utifrån begriplighet, hanterbarhet och meningsfullhet2018Licentiate thesis, monograph (Other academic)
    Abstract [en]

    To grasp what learning, teaching and knowing health might be in relation to a physical activity, the study explores what ninth grade students find difficult, and what they need to discern in teaching to experience the knowing of participation and evaluation of street dance classes through the concepts comprehensibility, manageability and meaningfulness. These concepts are brought from Aron Antonovsky perspective of salutogenic health by Sense of Coherence (SOC). However I do not claim to embrace the complete SOC since it relates to life as a whole (Antonovsky, 1991; 2005).

    The aim of the study is to investigate how to deal with the content of teaching making the students develop the ability to participate and evaluate physical activity in relation to the concepts mentioned. Furthermore by using the onset of phenomenography and theory of variation the study explores ways for teachers and students to discern critical features of the content of teaching.

    The study design used is Learning study. It is a cyclic, pedagogical design aiming for making it possible for teachers to scientifically explore the quality of their own teaching in relation to a specific content being taught. In a Learning study teachers are collaborating with content of teaching, trying to discern critical features of the content to make these aspects come clear for the students in renewed teaching. A phenomenographic perspective is used to discern how the students’ experiences of the teaching content vary. The theory of variation is used for planning and carrying out lessons and evaluating them in order to make the critical aspects discernable for the students.

    Three lessons within one Learning study cycle were staged. They were videotaped and field notes were taken. The sample consisted of three groups of ninth grade students, 15 to 16 years of age (n=52) and three teachers.

    Three critical aspects according to the object of learning were discerned in the study:

    • Experiences of comprehensibility, manageability and meaningfulness within the context of street dance.
    • Experiences of different forms of comprehensibility, manageability and meaningfulness within different situations of the context of street dance.
    • Within the context of street dance experience how the actions and experiences of comprehensibility, manageability and meaningfulness by oneself simultane-ously relates to actions and experiences of comprehensibility, manageability and meaningfulness of others.

    The study shows how young students’ ability to carry through and evaluate street dance with point of departure in the meaning of comprehensibility, manageability and meaningfulness may be improved when the students are offered a variation in the critical features of the subject content.

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