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  • 101.
    Roe, Daniel
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Hugo, Martin
    Jönköping University.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    'Rings on the water': examining the pedagogical approach at a football program for detained youth in Sweden.2019Ingår i: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 22, nr 6, s. 919-934Artikel i tidskrift (Refereegranskat)
    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

  • 102.
    Rosén, Anna
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Mycket snack och lite verkstad! – en narrativ studie om mötet med yoga2019Ingår i: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, artikel-id 1 febArtikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 103.
    Svennberg, Lena
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning. University of Gävle.
    Swedish PE teachers’ understandings of legitimate movement in a criterion-referenced grading system2017Ingår i: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 22, nr 3, s. 257-269Artikel i tidskrift (Refereegranskat)
    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.

  • 104.
    Svennberg, Lena
    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.
    Redelius, Karin
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Swedish PE teachers struggle with assessment in a criterion-referenced grading system2018Ingår i: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 23, nr 4, s. 381-393Artikel i tidskrift (Refereegranskat)
    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.

  • 105.
    Thedin Jakobsson, Britta
    et al.
    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.
    Organised physical activity during the school day: a review study2019Ingår i: AISEP International Conference 2019 Book of abstracts, 2019, s. 501-Konferensbidrag (Övrigt vetenskapligt)
  • 106.
    Thedin Jakobsson, Britta
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap.
    Lundvall, Suzanne
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    A Disrupted Landscape for Participating in Youth Club Sport and PE in Sweden2018Ingår i: Physical Education and Sport help build a Healthy Society, 2018Konferensbidrag (Refereegranskat)
    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.

  • 107.
    Thedin Jakobsson, Britta
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap.
    Lundvall, Suzanne
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    A disrupted landscape for participating in youth club sport: A study of changes in sport and leisure time activities2018Konferensbidrag (Refereegranskat)
    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.

  • 108.
    Thedin Jakobsson, Britta
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Sundblad, Gunilla Brun
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap.
    Lundvall, Suzanne
    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.
    Participation patterns in Swedish youth sport.: A longitudinal study of participants aged 10-19 years.2018Ingår i: Swedish Journal of Sport Research, ISSN 2001-6018, E-ISSN 2001-9475, Vol. 7, nr 2, s. 25-52Artikel i tidskrift (Refereegranskat)
    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.

  • 109.
    Tidén, Anna
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Bedömningar av ungas rörelseförmåga: En idrottsvetenskaplig problematisering och validering2016Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    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.

  • 110.
    Vesterlund, Sabina
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    ”Att kunna främja hälsa” – Vad kan det innebära, i idrott och hälsas rörelsepraktik?2016Ingår i: Idrottsforskaren: Svensk förening för beteendevetenskaplig idrottsforskning, nr 1, s. 41-49Artikel i tidskrift (Övrigt vetenskapligt)
  • 111.
    Vesterlund, Sabina
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 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 meningsfullhet2018Licentiatavhandling, monografi (Övrigt vetenskapligt)
    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.

123 101 - 111 av 111
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