Change search
Refine search result
3456789 251 - 300 of 3888
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 251.
    Backman, Erik
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Nyberg, Marie
    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 pedagogik, idrott och fritidskultur.
    Tidén, Anna
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Bedömningsstöd i ämnet Idrott och hälsa: gymnasiet2014Other (Other (popular science, discussion, etc.))
  • 252.
    Backman, Erik
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    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 pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Thedin Jacobsson, Britta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Nyberg, Marie
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Bedömningsstöd i idrott och hälsa: årskurs 7-92012Other (Other (popular science, discussion, etc.))
  • 253.
    Backman, Erik
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, LenaLinnéuniversitetet.
    I takt med tiden?: perspektiv på idrottslärarutbildning i Skandinavien2013Collection (editor) (Other academic)
    Abstract [sv]

    Idag finns relativt mycket kunskap om skolämnet idrott och hälsa, eller ’kroppsøvning’ och ’idræt’ som det heter i Norge respektive Danmark. Dock vet vi inte lika mycket om den utbildning som ska förbereda de lärare som ska undervisa i idrott och hälsa i skolan. I den här boken ställs befintlig kunskap om idrottslärarutbildningen i relation till pågående förändringsprocesser i skola, utbildning och samhälle. Hur påverkas idrottslärarutbildning av problem och utmaningar inom skolämnet idrott och hälsa? Hur förbereds studenter för uppgiften att forma unga människors förhållande till hälsa och kroppsrörelse? Vilka olika framtidsscenarior är möjliga för idrottslärarutbildning? Det är några av de övergripande frågor som behandlas i den här boken.

    I boken ger författarna en samlad bild av den skandinaviska forskningen om idrottslärarutbildning. Utbildningen beskrivs och diskuteras utifrån historiska, utbildningspolitiska och professionsrelaterade perspektiv. Boken vänder sig till studenter och doktorander inom idrottslärarutbildning samt till utbildare inom nämnda utbildning, såväl de som jobbar inom högskola som inom grund- och gymnasieskolan. Vidare är boken angelägen för personer inom myndigheter och organisationer som fattar beslut som rör idrottslärarutbildning.

    Innehåll

    • Idrottslärarutbildning – en kontextualisering / Lena Larsson och Erik Backman
    • Från frisk- och sjukgymnast till lärare i idrott och hälsa / Jane Meckbach och Suzanne Lundvall 
    • Reproduktion och förändring / Lena Larsson 
    • Utdanningsmarkedet, kroppsøvingslærerutdanninger og læresteders pedagogiske diskurs / Svein Kårhus
    • Utvärdera lärarutbildning i idrott och hälsa – utifrån vilka normer / Håkan Larsson
    • Kjønn? ”Ikke noe problem!” / Fiona Dowling
    • Undervisnings- og læreprocesanalyse – et redskab til kompetenceudvikling / Mia Herskind og Helle Rønholt
    • Å lære å undervise for elevenes læring i kroppsøving / Glenn Kjerland
    • Vad ska en idrottslärare kunna? / Erik Backman
    • ”Tyst” men skickligt. Bedömning av lärarstudenter i idrottslärarpraktik / Henrik Hegender
    • Didaktiska trianglar / Konstantin Kougioumtzis och Claes Annerstedt
    • Idrott och hälsas didaktik / Katarina Schenker
    • Forandringslæring i innovation af uddannelsesundervisning / Lars Elbæk
    • Målet med kroppsøvingslærerutdanning / Kjersti Mordal Moen
    • Idrottslärarutbildning för framtiden / Erik Backman och Lena Larsson
  • 254.
    Backman, Erik
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Lena
    Linnéuniversitetet.
    Idrottslärarutbildning för framtiden2013In: I takt med tiden?: perspektiv på idrottslärarutbildning i Skandinavien / [ed] Erik Backman, Lena Larsson, Studentlitteratur, 2013, p. 243-256Chapter in book (Other academic)
  • 255.
    Backman, Erik
    et al.
    Högskolan Dalarna, Idrotts- och hälsovetenskap.
    Nyberg, Gunn
    Högskolan Dalarna, Idrotts- och hälsovetenskap.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Assessment of movement in Swedish PETE: A matter of learning or just ticking a box?2017Conference paper (Refereed)
    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.

  • 256.
    Backman, Erik
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Pearson, Phil
    University of Wollongong, Australien.
    Movement skills as content knowledge and/or as pedagogic content knowledge?: Identifying gaps in Australian PETE research.2015Conference paper (Refereed)
    Abstract [en]

    The discussion of what constitute subject matter knowledge in Physical Education Teacher Education (PETE) has been intense and ongoing, particularly in the US and in Australia. One central part of this discussion have concerned the movement and sporting practices that students meet during their education. While most PETE scholars agree on the value for PETE students to experience movement and sport practices during their education, there are different ideas about the extent and in what form these should be taught and as to whether, and in what form, these should be assessed. In Australia, the discussion of movement and sport practices in PETE has very much been focused on various adaptations of the Sport Education model, the Game Centered Approach and Teaching Games for Understanding. However, given the limitations of time and resources, the issue of whether to prioritize movement and sport practices seen as a form of knowledge in itself or as means for teaching pupils in, through and about movement, has only been slightly dealt with in research of Australian PETE. Inspired by Shulman’s division of different forms of teacher knowledge, and in particular subject matter knowledge and pedagogical content knowledge, we want to address gaps in the Australian research on movement and sport practices in PETE. Illuminating the local construction of dominant as well as marginalized research discourses might help identify issues in need of research. 

  • 257.
    Backman, Erik
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Pearson, Phil
    University of Wollongong Australien.
    ‘We should assess the students in more authentic situations’: Swedish PE teacher educators’ views of the meaning of movement skills for future PE teachers2016In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 22, no 1, p. 47-64Article in journal (Refereed)
    Abstract [en]

    The question of what knowledge a student of Physical Education (PE) needs to develop during PE teacher education (PETE) was recently discussed. One form of knowledge is the movement practices that students must meet during their education. Given the limited time, a delicate matter is whether to prioritize movement knowledge and consider it as subject matter knowledge (e.g. performance of the freestyle stroke) or as pedagogical content knowledge (e.g. teaching how to perform the freestyle stroke). The aim is to investigate Swedish PE teacher educators’ views on the meaning of movement skills for future PE teachers and to analyse the learning cultures made visible in the ways the meaning of movement is expressed. We conducted interviews with 12 teachereducators and collected documents with tasks for assessment from five PETE universities in Sweden. Inspired by Bourdieu’s field metaphor, and particularly its use by Hodkinson et al. on learning cultures, we then analysed the collected material. In the results, different views on the meaning of movement skills are made visible. The PE teacher can be seen as an instructor, as well as a facilitator of movements. Movement skills can be seen as essential for a teacher in PE, as well as valuable but not essential. Movement quality can also be viewed as universal, as well as contextual. Swedish teacher educators in PE appear to ascribe value to all the positions made visible in this study. These results are discussed from the perspectives of epistemology, assessment and learning cultures.

  • 258.
    Backman, Erik
    et al.
    Högskolan Dalarna, Idrotts- och hälsovetenskap.
    Tidén, Anna
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Pihl, Lars
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Svanström, Fredrik
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Wiorek, Dan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences. The Swedish School of Sport and Health Sciences.
    Peer-assessment of technical and tactical skills in invasion games - possibilities and limitations?2017Conference paper (Other academic)
    Abstract [sv]

    Inom idrottslärarutbildning har det utbildningsinnehåll som handlar om att utveckla studenters ämneskunskaper i idrott kraftigt reducerats under de senaste decennierna. Inte minst har den delav ämneskunskapen som handlar om studenters förmåga att delta i och undervisa om idrottsliga praktiker drabbats (Kirk 2010). När utrymmet för ett ämnesområde begränsas aktualiseras frågor om innehåll och bedömning. Alltmedan de flesta inom fältet är eniga om betydelsen för studenter att få erfarenheter av rörelse och idrott under sin utbildning finns olika uppfattningar om huruvida man ska bedöma studenters förmåga att praktiskt utöva idrott. Hur man förhåller sig denna fråga har i hög grad visat sig vara kulturellt betingat (Backman & Pearson submitted, Herold & Waring 2009, Siedentop 2009, Tinning 2010). I svensk idrottslärarutbildning har just den idrottsliga bedömningens vara eller inte vara visat på en komplexitet och ambivalens (Backman & Pearson 2016).I en tid av alltmer begränsade resurser har problematiken delvis handlat om huruvida man ska bedöma (och därigenom värdera) studentens förmåga att delta i idrott som ett mål i sig eller om man ska bedöma studentens förmåga att undervisa i och om idrott (Backman & Larsson 2016, Maivorsdotter et al 2014). I de studier som belyst den idrottsliga färdighetens position ochbetydelse inom idrottslärarutbildning har studenters röst varit sparsamt förekommande. I denna studie vill vi därför, genom en implementering av en internationellt etablerad modell för studentmedbedömning i bollspel (Games Performance Assessment Instrument, GPAI) (Oslin et al 1998) i kurser för blivande idrottslärare, ge röst åt studenters syn på studentbedömning av förmågan att spela bollspel. I studien har 140 studenter (N=140) på lärarprogrammet vid Gymnastik- och idrottshögskolan i Stockholm deltagit. Studien är genomförd inom ramen för en ordinarie bollspelskurs om 3 hp som motsvarar 18 lektionstillfällen med 90 minuters undervisning vid varje tillfälle. Till detta lades två extra lektioner om 90 min för att genomföra studien/datainsamlingen. Studenterna har under och efter kursen bidragit till datainsamlingen i kursen genom ifyllande av etablerade bedömningsformulär där de analyserat varandras spelförmåga. Vidare har studenterna svarat på en utvärdering av hur GPAI implementerats i kursen med hjälp av ett enkätverktyg. Syftet med kursen som studenterna deltagit i är att studenterna ska utveckla sin spelförmåga, leda målspel i skolan samt didaktiska aspekter på målspel i skolan. Studien har omfattat studentmedbedömning i spelen handboll, basket och fotboll som inte enbart ska ses som en utbildning i dessa spel utan som representation för bollspel i allmänhet. Deltagarna i studien representerar alla studenter som hösten 2016 läste den beskrivna kursen. Alla studenter fick information om att deltagandet var frivilligt och att de kunde avbryta när som helst utan att det skulle på verka deras betyg eller vara negativt för dem på något annat sätt. Alla studenter ville vara med i studien. I vår preliminära analys har vi funnit att studenternas observationer av varandra visade på stor variation avseende spelförmåga. I utvärderingen av GPAI-projektet har studenterna uttryckt att de visserligen förstod syftet med GPAI-projektet, och att de förstod hur de skulle bidra till datainsamlingen genom att analysera varandras spelförmåga, men att de var tveksamma till relevansen av GPAI i en bedömningskontext i skolan. Resultaten kommer att analyseras vidare och diskuteras i relation till Shulmans begrepp ämneskunskap (Content Knowledge) och ämnesdidaktisk kunskap (Pedagogical Content Knowledge) samt i relation till teorier om bedömning. I en diskussion där perspektiven ofta begränsas till forskarens och/eller idrottslärarutbildarens kan studenter bidra med viktig kunskap om vad de ser som relevant kunskap för sin kommande yrkesroll.

     

    Referenser

    Backman, E & Pearson, P (submitted) Is movement knowledge common, specialized or pedagogic? Voices of teacher educators on assessment of movement and sport courses in the preparation of Australian HPE teachers. Physical Education and Sport Pedagogy

    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.

    Backman, E & Larsson, H (2016) What should a Physical Education teacher know? An analysis of learning outcomes for future Physical Education teachers in Sweden. Physical Education and Sport Pedagogy. 21(2), 185-200.

    Herold F and Waring M (2009) Pre-service physical education teachers’ perceptions of subject knowledge: Augmenting learning to teach. European Physical Education Review 15(3): 337–364.

    Kirk D (2010) Physical Education Futures. Abingdon: Routledge.

    Oslin, J.L., S.A. Mitchell, & L.L. Griffin. (1998). The Game Performance Assessment Instrument (GPAI): Development and preliminary validation. Journal of Teaching in Physical Education 17(2) p. 231–243.

    Siedentop D (2009) Content Knowledge for Physical Education. In: Bailey R and Kirk D (eds) The Routledge Physical Education Reader. Abingdon: Routledge, pp. 243-253.

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

  • 259.
    Backman, Thomas
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Svensson, Per-Jonas
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Tarzan and the shattered mind: en kvalitativ studie av teorin om de multipla intelligenserna i relation till gymnasieskolans friluftslivsundervisning2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpStudent thesis
    Abstract [en]

    Abstract

    Aim

    The aim of the study was to investigate the relation between the multiple intelligences and outdoor life education in school. The questions at issue were:

    What intelligences are developed within the outdoor life education in school, according to teachers and students?

    In what activities in outdoor life education are the intelligences developed?

    Method

    The data for the report have been assembled by unstructured interviews. Two teachers and two students were interviewed one by one on the subject of how they practically operated in outdoor life education in school. The interviews have been analyzed with an analyze schedule, based on Dr. Howard Gardner’s theory of the multiple intelligences and formed to apply at outdoor life.

    Results

    In accordance with the respondents statements, canoeing stimulates the interpersonal, bodily, spatial and logical-mathematical intelligence. Following intelligences are improved during orienteering: logical-mathematical, bodily and spatial. There were, in opposite to the intrapersonal and spatial intelligence, different opinions whether the naturalist intelligence was stimulated during hiking or not. During camping the interpersonal and mathematical intelligence, as well as spatial, bodily and linguistic intelligence, are stimulated. The review of the results about climbing shows that all intelligences except the musical and the naturalist intelligence are activated. During tour skating on ice all intelligences, except the spatial and the naturalist intelligence are trained. Nevertheless, there are different opinions among the respondents whether the musical intelligence is activated. Downhill skiing stimulates linguistic, bodily, intrapersonal and interpersonal intelligence.

    Conclusion

    According to the respondents, all of the intelligences, proposed by Howard Gardner, are activated in outdoor life education in school. However, there were contradictions in the respondents’ statements, whether the naturalist intelligence was activated or not.

  • 260.
    Backman, Thomas
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Söderholm, Richard
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Interaktivt idrottande?: En studie av energiutgiften vid användandet av dansmatta kontra ett traditionellt danspass2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    Aim: The objective of the study was to investigate the energy expenditure with the use of dance mat respectively a traditional dance class.

    The questions at issue were: What differences, in energy expenditure, an ordinary dance class and a session with dance mat? And: how do the two activities, dance mat and dance class, stand to the recommendations for daily physical activity?

    Method: The test group that completed the study consisted of four men and four women in the ages 23-26 years old. The test subjects all have previous experience in mixed physical activity. The method was formed through the relation between heart rate (HR) and effect (w). The test group went through three different types of tests. In the first test a bicycle ergonometer were used and both HR and effect was recorded and formed into a linear equation. The second test was a session with dance mat to a given sample of music. During the test their average HR was recorded. In the third test the test group danced a premade choreography to the same sample of music and their average HR was recorded. The HR variables were set in the linear equation to establish their average effect during the two activities. Oxygen uptake (l/min) and energy expenditure (kcal) was calculated from these figures.

    Results: The results of this study shows that dance class (7.4kcal/min) have 40 % higher energy expenditure than the session with dance mat (4.6kcal/min). The dance class reaches and exceeds the recommended lower limit of physical activity, while the session with dance mat does not.

    Conclusions: It is possible to use dance mat as a replacement for a dance session, but the energy expenditure is depending on which technique you use in the different activities, despite that it could be used as a pedagogical instrument.

  • 261.
    Backman, Erik
    et al.
    Dalarna university.
    Nyberg, Gunn
    Dalarna university.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student perspective2019In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749Article in journal (Refereed)
    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.

  • 262.
    Badland, Hannah
    et al.
    Auckland University of Technology, New Zealand.
    Oliver, Melody
    Auckland University of Technology, New Zealand.
    Duncan, Mitch
    Central Queensland University, Australia.
    Schantz, Peter
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Åstrand Laboratory of Work Physiology, The Research Unit for Movement, Health and Environment.
    Measuring children´s independent mobility: Comparing objective and self-report approaches2011In: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 9, no 2, p. 263-271Article in journal (Refereed)
  • 263.
    Bakken, Timo Andre
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences. Høgskolen i Lillehammer.
    Effects of block periodization training versus traditional periodization training in trained cross country skiers2013Independent thesis Advanced level (degree of Master (One Year)), 40 credits / 60 HE creditsStudent thesis
    Abstract [en]

    Aim

    The overall aim of this study was to develop a broader understanding on how to optimize the organization of aerobic endurance training programs, and especially how to better organize high-intensity training (HIT) and low intensity training (LIT) to give an optimum endurance performance progress.

    Method

    This study compared the effects of two different training organization methods in trained cross-country (XC) skiers and biathletes. During a 5 week intervention period, one group of athletes (n = 10, 7 men and 3 women, age 23 ± 9 years) performed block periodization (BP) training with 5-1-3-1-1 HIT sessions in the respective weeks. The other group of athletes(n = 9, 7 men and 2 women, age 22 ± 5) followed a more traditional periodization (TRAD) method performing 2-2-3-2-2 HIT sessions. LIT was interspersed between the HIT sessions so that both groups performed similar total volumes of HIT and LIT during the intervention period.

    Results

    The BP group increased relative and absolute VO2max (2.6 ± 3.6% and 2.0 ± 2.5%, P < 0.05) and time to exhaustion (6.1 ± 6.4%, P < 0.01). No changes were seen in the TRAD group on relative or absolute VO2max (0.8 ± 3.5% and -0.1 ± 3.0%) or time to exhaustion (-2.0 ± 7.7%). Mean effects size (ES) of the relative and absolute improvement in VO2max and time to exhaustion revealed small to moderate effects of performing BP training vs. TRAD training (ES range from 0.51 to 1.14).

    Conclusions

    This study indicates that organizing endurance training in XC skiers with block periodization training give better adaptations compared to performing traditional periodization training during a 5 week training period when performing similar volumes of high-intensity and low intensity training.

  • 264.
    Bakkman, Linda
    et al.
    Karolinska institutet.
    Fernström, Maria
    Karolinska institutet.
    Loogna, Peter
    Sophiahemmet.
    Rooyackers, Olav
    Brandt, Lena
    Karolinska institutet.
    Lagerros, Ylva Trolle
    Karolinska institutet.
    Reduced respiratory capacity in muscle mitochondria of obese subjects.2010In: Obesity Facts, ISSN 1662-4025, E-ISSN 1662-4033, Vol. 3, no 6, p. 371-5Article in journal (Refereed)
    Abstract [en]

    BACKGROUND/AIMS: The extent of weight gain varies among individuals despite equal calorie overconsumption. Furthermore, weight gain is often less than expected from energy excess. This suggests differences in metabolic efficiency and basal metabolism. Since mitochondrial uncoupling accounts for a substantial portion of the basal metabolic rate, we compared skeletal muscle mitochondrial respiration in obese subjects to normal-weight reference groups with various degrees of physical activity.

    METHODS: Muscle biopsies were taken from the vastus lateralis muscle of 9 healthy obese subjects (BMI 40 ± 3). Mitochondria were isolated and analyzed for coupled (state 3) and uncoupled (state 4) respirations as well as mitochondrial efficiency (P/O ratio) using pyruvate as a substrate. Respiratory data were compared to reference groups A, normal-weight untrained (BMI 24 ± 0.7), and B, normal-weight trained (BMI 24 ± 0.6).

    RESULTS: Obese subjects had a decreased respiratory capacity per mitochondrial volume compared to the reference groups: this was evident in state 4 (65% and 35% of reference group A and B, respectively) and state 3 (53% and 29% of A and B, respectively) (p < 0.05).

    CONCLUSION: Obese subjects had a low capacity for fuel oxidation, which may play a role in the predisposition of obesity. However, whether lower mitochondrial capacity is a cause or a consequence of obesity requires further research.

  • 265. Bakkman, Linda
    et al.
    Sahlin, Kent
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Research group for Mitokondriell funktion och metabolisk kontroll.
    Holmberg, H-C
    Tonkonogi, Michail
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Quantitative and qualitative adaptation of human skeletal muscle mitochondria to hypoxic compared with normoxic training at the same relative work rate.2007In: Acta Physiologica, ISSN 1748-1708, E-ISSN 1748-1716, Vol. 190, no 3, p. 243-51Article in journal (Refereed)
    Abstract [en]

    AIM: To investigate if training during hypoxia (H) improves the adaptation of muscle oxidative function compared with normoxic (N) training performed at the same relative intensity. METHOD: Eight untrained volunteers performed one-legged cycle training during 4 weeks in a low-pressure chamber. One leg was trained under N conditions and the other leg under hypobaric hypoxia (526 mmHg) at the same relative intensity as during N (65% of maximal power output, W(max)). Muscle biopsies were taken from vastus lateralis before and after the training period. Muscle samples were analysed for the activities of oxidative enzymes [citrate synthase (CS) and cytochrome c oxidase (COX)] and mitochondrial respiratory function. RESULTS: W(max) increased with more than 30% over the training period during both N and H. CS activity increased significantly after training during N conditions (+20.8%, P < 0.05) but remained unchanged after H training (+4.5%, ns) with a significant difference between conditions (P < 0.05 H vs. N). COX activity was not significantly changed by training and was not different between exercise conditions [+14.6 (N) vs. -2.3% (H), ns]. Maximal ADP stimulated respiration (state 3) expressed per weight of muscle tended to increase after N (+31.2%, P < 0.08) but not after H training (+3.2%, ns). No changes were found in state four respiration, respiratory control index, P/O ratio, mitochondrial Ca(2+) resistance and apparent Km for oxygen. CONCLUSION: The training-induced increase in muscle oxidative function observed during N was abolished during H. Altitude training may thus be disadvantageous for adaptation of muscle oxidative function.

  • 266. Balck, Victor
    Tabeller i sabelfäktning1876Book (Other (popular science, discussion, etc.))
  • 267. Balsom, Paul D
    et al.
    Gaitanos, G C
    Söderlund, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Ekblom, Björn
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Björn Ekblom's research group.
    High-intensity exercise and muscle glycogen availability in humans.1999In: Acta Physiologica Scandinavica, ISSN 0001-6772, E-ISSN 1365-201X, Vol. 165, no 4, p. 337-45Article in journal (Refereed)
    Abstract [en]

    This study investigated the effects of muscle glycogen availability on performance and selected physiological and metabolic responses during high-intensity intermittent exercise. Seven male subjects completed a regimen of exercise and dietary intake (48 h) to either lower and keep low (LOW-CHO) or lower and then increase (HIGH-CHO) muscle glycogen stores, on two separate occasions at least a week apart. On each occasion the subjects completed a short-term (<10 min) and prolonged (>30 min) intermittent exercise (IEX) protocol, 24 h apart, which consisted of 6-s bouts of high-intensity exercise performed at 30-s intervals on a cycle ergometer. Glycogen concentration (mean +/- SEM) in m. vastus lateralis before both IEx(short) and IEx(long) was significantly lower following LOW-CHO [180 (14), 181 (17) mmol kg (dw)(-1)] compared with HIGH-CHO [397 (35), 540 (25) mmol kg (dw)(-1)]. In both IEx(short) and IEx(long), significantly less work was performed following LOW-CHO compared with HIGH-CHO. In IEx(long), the number of exercise bouts that could be completed at a pre-determined target exercise intensity increased by 265% from 111 (14) following LOW-CHO to 294 (29) following HIGH-CHO (P < 0.05). At the point of fatigue in IEx(long), glycogen concentration was significantly lower with the LOW-CHO compared with HIGH-CHO [58 (25) vs. 181 (46) mmol kg (dw)(-1), respectively]. The plasma concentrations of adrenaline and nor-adrenaline (in IEx(short) and IEx(long)), and FFAand glycerol (in IEx(long)), increased several-fold above resting values with both experimental conditions. Oxygen uptake during the exercise periods in IEx(long), approached 70% of Vo2max. These results suggest that muscle glycogen availability can affect performance during both short-term and more prolonged high-intensity intermittent exercise and that with repeated exercise periods as short as 6 s, there can be a relatively high aerobic contribution.

  • 268. Balsom, Paul
    et al.
    Seger, Jan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Sjödin, Bertil
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Ekblom, Björn
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences. Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Björn Ekblom's research group.
    Maximal-Intensity Intermittent Exercise: Effect of Recovery Duration1992In: International Journal of Sports Medicine, ISSN 0172-4622, E-ISSN 1439-3964, Vol. 13, no 7, p. 528-533Article in journal (Refereed)
    Abstract [en]

    Seven male subjects performed 15 x 40m sprints, on three occasions, with rest periods of either 120 s (R120), 60 s (R60) or 30 s (R30) between each sprint. Sprint times were recorded with four photo cells placed at 0, 15, 30 and 40 m. The performance data indicated that whereas running speed over the last 10 m of each sprint decreased in all three protocols (after 11 sprints in R120, 7 sprints in R60 and 3 sprints in R30), performance during the initial acceleration period from 0-15 m was only affected with the shortest rest periods increasing from (mean +/- SEM) 2.58 +/- .03 (sprint 1) to 2.78 +/- .04 s (spring 15) (p < .05). Post-exercise blood lactate concentration was not significantly different in R120 (12.1 +/- 1.3 mmol.l-1) and R60 (13.9 +/- 1.2 mmol.l-1), but a higher concentration was found in R30 (17.2 +/- .7 mmol.l-1) (p < .05). After 6 sprints there was no significant difference in blood lactate concentration with the different recovery durations, however, there were significant differences in sprint times at this point, suggesting that blood lactate is a poor predictor of performance during this type of exercise. Although the work bouts could be classified primarily as anaerobic exercise, oxygen uptake measured during rest periods increased to 52, 57 and 66% of maximum oxygen uptake in R120, R60 and R30, respectively. Evidence of adenine nucleotide degradation was provided by plasma hypoxanthine and uric acid concentrations elevated post-exercise in all three protocols. Post-exercise uric acid concentration was not significantly affected by recovery duration.(ABSTRACT TRUNCATED AT 250 WORDS)

  • 269. Balsom, Paul
    et al.
    Seger, Jan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Sjödin, Bertil
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Ekblom, Björn
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Physiological responses to maximal intensity intermittent exercise1992In: European Journal of Applied Physiology and Occupational Physiology, ISSN 0301-5548, E-ISSN 1432-1025, Vol. 65, p. 144-149Article in journal (Refereed)
    Abstract [en]

    Physiological responses to repeated bouts of short duration maximal-intensity exercise were evaluated. Seven male subjects performed three exercise protocols, on separate days, with either 15 (S15), 30 (S30) or 40 (S40) m sprints repeated every 30 s. Plasma hypoxanthine (HX) and uric acid (UA), and blood lactate concentrations were evaluated pre- and postexercise. Oxygen uptake was measured immediately after the last sprint in each protocol. Sprint times were recorded to analyse changes in performance over the trials. Mean plasma concentrations of HX and UA increased during S30 and S40 (P less than 0.05), HX increasing from 2.9 (SEM 1.0) and 4.1 (SEM 0.9), to 25.4 (SEM 7.8) and 42.7 (SEM 7.5) mumol.l-1, and UA from 372.8 (SEM 19) and 382.8 (SEM 26), to 458.7 (SEM 40) and 534.6 (SEM 37) mumol.l-1, respectively. Postexercise blood lactate concentrations were higher than pretest values in all three protocols (P less than 0.05), increasing to 6.8 (SEM 1.5), 13.9 (SEM 1.7) and 16.8 (SEM 1.1) mmol.l-1 in S15, S30 and S40, respectively. There was no significant difference between oxygen uptake immediately after S30 [3.2 (SEM 0.1) l.min-1] and S40 [3.3 (SEM 0.4) l.min-1], but a lower value [2.6 (SEM 0.1) l.min-1] was found after S15 (P less than 0.05). The time of the last sprint [2.63 (SEM 0.04) s] in S15 was not significantly different from that of the first [2.62 (SEM 0.02) s]. However, in S30 and S40 sprint times increased from 4.46 (SEM 0.04) and 5.61 (SEM 0.07) s (first) to 4.66 (SEM 0.05) and 6.19 (SEM 0.09) s (last), respectively (P less than 0.05).(ABSTRACT TRUNCATED AT 250 WORDS

  • 270.
    Baltzell, Amy
    et al.
    Boston University.
    Kenttä, Göran
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Sport Psychology research group.
    Mindfulness Meditation Training for Sport (MMTS): Upgrade from version 1.0 to 2.0, and key 2.0 Self-Compassion Exercises.2017In: Proceedings from the 32th Annual Conference of the Association for the Applied Sport Psychology. Orlando, Florida, 2017Conference paper (Refereed)
  • 271.
    Banda, Carlos
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Johansson, Oskar
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    MAQ, Power & co: effekterna av 8 veckors MAQ-träning2006Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställningar: Vårt syfte var att undersöka vilka effekter en kortare period systematisk MAQ-träning får avseende rörlighet, spänst, balans, snabbhet och koordination för idrottande ungdomar. Vi avsåg därtill att söka biomekaniska förklaringar till de eventuellt påvisade effekterna av träningen. För att uppfylla syftet användes följande frågeställningar: Vilka mätbara effekter uppnår 16-18 åringar avseende rörlighet, spänst, balans, koordination och snabbhet efter 8 veckors systematisk MAQ träning? Vilka biomekaniska faktorer förklarar de eventuella effekterna av 8 veckors systematisk MAQ träning?

    Metod: Vi testade ett lag med handbollspelare och ett lag med fotbollspelare i åldern 16-18 år i deras förmågor i sprint, rörlighet, balans, koordination och spänst. Efter att ha låtit fotbollslaget, interventionsgruppen, träna med metoden Muscle Action Quality (MAQ) tre gånger i veckan under åtta veckor testade vi dem åter. Träningen bedrevs med hög grad av kontroll genom licensierade instruktörer och kvalitativa teknikanalyser.

    Vi har även intervjuat upphovsmännen till MAQ och andra specialister inom de olika delkapaciteterna i syfte att öka vår förståelse för MAQ och de bakomliggande biomekaniska faktorerna.

    Resultat: Interventionsgruppen visade inga förbättringar i spänst mätt genom CMJ och CMJa. Däremot fann vi signifikanta förbättringar i : sprint 5 meter (0,07 sekunder), sprint 10 meter (0,07 sekunder), koordination testat genom Harres test (0,91 sekunder), balans vänster ben testat genom Solectest (16,79 sek), rörlighet testat genom Sit & Reach (13,14 centimeter.)

    Slutsats: Efter åtta veckors träning med MAQ-metoden har unga fotbollspelare förbättrat sin prestation i koordination, acceleration, rörlighet och balans. Det är för dem, liksom för handbollspelare, viktiga delkapaciteter som kan påverka deras totala prestation i fråga om spelet och förmodligen också minska risken för skador.

    Till stor del anser vi att vi funnit biomekaniska förklaringar som till stor del har att göra med samspelet mellan muskel och nervsystem, samt förmågan att utvärdera utfallet av rörelsers resultat.

  • 272.
    Bandmann, Elin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Physical activity questionnaires: A critical review of methods used in validity and reproducibility studies2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim.

    The purpose of this paper was to investigate physical activity questionnaires, and to examine studies of their reliability and validity, focusing on the variable frequency. The research questions were following:

    1. What are the methods and the results of the investigated questionnaires’ validity and reproducibility studies?

    2. How is the frequency of physical activity assessed and validated in different PA questionnaires?

    Method.

    The 16 (out of 24) first questionnaires concerning individuals from 18-69 years were selected from a collection of physical activity questionnaires. The topical International Physical Activity Questionnaire (IPAQ), both the long and the short version were also included in the investigation. Additional searches for articles were done in PubMed. Information about the design of the in total 18 questionnaires were structured in a scheme toclarify similarities and differences. How the frequency of physical activity (PA) was assessed was of particular interest. To evaluate methods and statistics the first validity and reliability study from each questionnaire’s reference list was selected and reviewed. This based on certain statistical criteria, regarding within-subject variation, test-retest, changes of mean, linear regression analysis, and criterion/construct methods for the validation.

    Results.

    The common approach is to compute correlation coefficients (n=18). One validity study out of 18 investigates systematic changes. No study presents results of changes of mean. In many studies, within-subject variation is calculated (n=14). Common validity measures areVO2 max (n=8), PA record (n=7), accelerometer (n=9) and to validate the questionnaire against other questionnaires (n=7). The correlation coefficient is at best r =0.30. Direct assessment of accuracy of reported frequency of PA was not measured in any study. One questionnaire assesses seasonal variations of physical activity.

    Conclusions.

    The accuracy of the investigated PA questionnaires is low. There are areas for improvements in the construct and administration of PA questionnaires, and the assessment of PA will need a combination of measurement instruments to cover all aspects of PA. Reliability and validity studies must focus on detecting the order effect and the systematic error of the questionnaire. Until then interpretations of reported physical activity data will be misleading. Current physical activity recommendations may have to be redesigned.

  • 273.
    Barakat, Mohammed
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Östergren, Rolf
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    ”Maten är kass, men lärarna är snälla”: Recensioner av gymnasieskolor - ett beslutsunderlag för gymnasievalet på skolmarknaden2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The aim with this study is to explore what kind of information pupils, searching for upper secondary school, might get from reading reviews of schools. The purpose is thus to quantify the scope and content of the review system quantitatively; what is mentioned in the review texts, and to examine how the review are textually constructed. Finally, the paper aims to discuss the review system in a larger social context - as a result of and a part of our time.

    • What topics occur in reviews of upper secondary schools and how frequent is the occurrence?
    • How are the different themes in the reviews valued (positive, negative or neutral)?
    • In what way are the review texts constructed and how can it be interpreted?
    • In what way does a school market discourse appear in the reviews?

    Method

    The quantitative questions are examined through a content analysis on randomly selected reviews of upper secondary schools in Stockholm County. The words in question are quantified and divided into themes, categories and subcategories. An assessment is also made based on whether the existing words are lifted in a positive, negative or neutral context. The qualitative part consists of a text analysis inspired by the discourse analysis. From a number of selected reviews, based on its substantive relevance, these are semantically analyzed with discourse analytics tools. In a merged discussion and analysis section, the result is treated on the basis of the theoretical framework and previous research.

    Results

    The content analysis shows that the most common themes were general value reviews of the school, commenting on teachers and the school's structure and the quality of the education. It is also common to mention social aspects such as atmosphere and cohesion. From the qualitative part it appears that the reviewers express themselves in a way that reflects the school market discourse. In some cases, it is clear that the reviewer has adopted the school market discourse. 

    Conclusion

    The result indicates that the review system risks generating segregating effects. Especially based on the asymmetric availability of information and the fact that school and identity are getting more connected. This is clarified and put on its tip in how the reviews are constructed and, in some cases, may be more difficult to process when the common student tends to see reviewers as objective (in contrast to other available sources of information).

  • 274.
    Barck, Fanny
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Fridén, Sabina
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Betyg och bedömning - En fråga om kön?: En studie om gymnasieungdomars syn på betygsgrunder.2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    Aim

    The aim of this study has been to examine the perception of assessment criteria in the grading of Physical education in relation to Swedish, Social studies and Mathematics among girls and boys in Nature and Society programme (NS) from a gender perspective. This has been examined through using the following questions:

    • How do high school students at the NS programme experience the assessment in Physical education in relation to other subjects in school?

    • Which specific terms do the students experience they have to achieve in the various grades in Physical education, Social studies, Mathematics and Swedish?

    • How do the students perceive that an equal assessment is made in the chosen subjects?

    From this, we will interpret how students challenge or reproduce the gender order in their discussion of assessment.

    Method

    This study has had an qualitative approach and four focus group interviews have been carriedout with second year students at the NS programme. We used a strategic selection for the selected target group. To understand and interpret students' reasoning in our results, we have used the gender theory of Yvonne Hirdman and Raewyn Connell.

    Results

    The main result obtained in our study indicates that the students value the relations betweenthe chosen subjects differentially. Physical education as the lowest in the hierarchy and Mathematics as the highest. In between are Social studies, and Swedish. With this setting it is also difficult for the students to define what they should learn in Physical education. This is not seen as a problem in Mathematics. Part of the assessment, according to students, is based on their level of interest and behavior. Behaviors, characteristics and interests of the students are gendered which also becomes a part of the assessment. Interest in Physical education is attributed to the boys, which leads to both sexes allowing them to dominate Physical education.

    Conclusion

    The students in this study rarely negotiate their gender identities, especially in areas of interest. This, according to us, limits both girls and boys. All actors at the school in this study helps to create and maintain the gender system. Discussing the grading and assessment are ways of concretizing it. According to the students is there a lack of aim in Physical educationin contrast to Social studies, Mathematics and Swedish. The consequence of these arguments is according to us that the legitimacy of Physical education is minor then the other subjects in our study. However due to our result and previous science do high grades in Physical education bring higher status above all to the boys.

    Keywords

    Gender, Physical education, Social studies, Swedish, Mathematics, gender identity, gender contract, ideals, masculinity, femininity, gender regime, grading. assessment.

  • 275.
    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
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Developing the practising model in physical education: an expository outline focusing on movement capability.2018In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 23, no 2, p. 209-221Article in journal (Refereed)
    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.

  • 276.
    Barker, Dean
    et al.
    Institutionen för kost- och idrottsvetenskap vid Göteborgs universitet.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Transformative pedagogy in physical education and the challenges of young people with migration backgrounds2016In: Routledge Handbook of Physical Education Pedagogies / [ed] Catherine D. Ennis, Routledge, 2016, p. 356-367Chapter in book (Refereed)
    Abstract [en]

    This chapter provides an overview of scholarship dealing with ethnicity and cultural diversity in relation to PE. It identifies two central themes that have occupied scholars over the last two decades: Muslim girls’ experiences, and teachers’ preparedness to respond to increasing cultural pluralism. It also takes in a small number of investigations focusing on the experiences and perceptions of young people from minority groups. In synthesizing this literature, the chapter underscores recurring issues, central findings, and implications for practitioners, as well as identifying themes that require further theoretical and practical attention.

  • 277. Barnard, R J
    et al.
    Duncan, H W
    Thorstensson, Alf T
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Laboratory for Biomechanics and Motor Control.
    Heart rate responses of young and old rats to various levels of exercise.1974In: Journal of applied physiology, ISSN 0021-8987, Vol. 36, no 4, p. 472-4Article in journal (Refereed)
  • 278.
    Barregren, Jenny
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Hälsa - vad betyder det för dig som lärare?: lärares uppfattning om hälsa i sin undervisning2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning

    Syftet med denna uppsats var att undersöka hur lärare i ämnet Idrott och hälsa arbetar med hälsa i ämnet samt att skapa en bild över vad hälsa är för dem. Jag valde två olika skolor, skolorna är relativt närliggande men ligger i olika kommuner. En skola ligger i Stockholms kommun, den andra i norrförort till Stockholm.

    Jag använde mig av kvalitativ metod i form av intervjuer, fyra utbildade lärare har jag intervjuat. Alla var de behöriga från förskoleklass upp till årskurs nio. Två av lärarna undervisade både de yngre och äldre åldrarna. Jag spelade in intervjuerna samtidigt förde jag stöd anteckningar under intervjuns gång. Jag har utgått ifrån tre frågeställningar i min studie: Vad innebär begreppet hälsa för lärare i ämnet idrott och hälsa? Vilken uppfattning har lärare om hur hälsa integreras i deras undervisning av ämnet idrott och hälsa? Hur ser läraren sambandet mellan undervisningen och läroplanen?

    Det som kom fram under intervjuerna var att alla lärare ville att eleverna skulle få en förståelse för sin egen kropp och hälsa. Lärarna vill att hälsa är något som inkluderas i undervisningen och meningen är att eleverna ska förstå att de har en kropp som de ska ta vara på.

    Slutsatsen anser jag vara att alla lärare i studien ansåg att det är lättare att inkludera hälsa i undervisningen sedan den nya läroplanen Lgr11 kom. Lärarna ansåg att det var lättare med den nya läroplanen för att den var mer konkret på vad eleven ska uppnå i ämnet. Lärarena ansåg att det var lättare att kunna motivera eleverna utefter Lgr11 den var mer lätt tolkad. Lärarna konkritiserade inte direkt vad det var som var bättre utan alla konstaterade att det var lättare att arbeta utefter Lgr11.

  • 279. Batt, Mark E
    et al.
    Tanji, Jeffrey
    Börjesson, Mats
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Exercise at 65 and beyond.2013In: Sports Medicine, ISSN 0112-1642, E-ISSN 1179-2035, Vol. 43, no 7, p. 525-30Article in journal (Refereed)
    Abstract [en]

    Aging is characterized by increasing muscle loss, physical inactivity and frailty. Physical inactivity is known to be associated with increased incidence of obesity and many life-threatening chronic conditions. We know that exercise, through many factors including antiinflammatory effects and enhanced fitness, can help prevent and treat many chronic diseases as well as help maintain independent living. We set out to demonstrate the utility of regular exercise in this potentially vulnerable age group in both the treatment and prevention of chronic diseases. The benefits, risks and recommendations for physical activity are discussed with an emphasis on practical advice for safe exercise in the context of established international guidelines. These guidelines typically state that 150 min per week of moderate aerobic intensity exercise should be achieved with some additional whole-body strength training and balance work. Individual risk assessment should be undertaken in a way to enable safe exercise participation to achieve maximum benefit with minimum risk. The risk assessment, subsequent advice and prescription for exercise should be personalized to reflect individual fitness and functional levels as well as patient safety. Newer and potentially exciting benefits of exercise are discussed in the areas of neuroscience and inflammation where data are suggesting positive effects of exercise in maintaining memory and cognition as well as having beneficial antiinflammatory effects.

  • 280.
    Bauducco, Andreas F.
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Lundbohm, Daniel
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    ”Inom den här fyrkanten ska vi jobba”: En studie om hur fyra tränare inom ungdomsfotbollen ser på ledarskap2006Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpStudent thesis
    Abstract [en]

    Aim

    The purpose of the study is to examine the view on leadership among four coaches active within Swedish youth football.

    We have used the following questions:

    • What view do the four coaches have on the concept of leadership?

    • What motives lie behind the coaches’ leader task?

    • How do the coaches estimate the value of their leader task?

    Method

    The study is built on in-depth interviews with four youth coaches from one of Sweden’s biggest football clubs domiciled in one of Sweden’s biggest cities. Two of the coaches are active in the boy section whereas the other two coach girls’ teams. The interviews were made with the help of digital sound recording. The data handling has been done with the help of Hersey and Blanchard’s model for situational leadership with the purpose of creating an image of the youth leadership in football.

    Results and conclusions

    In the results we have come to the conclusion that the coaches see leadership as something controlled by rules and demands. It should at the same time be seen as a tool for creating inspiration and motivation within the group. The leadership should be directing but at the same time encouraging. The study also shows that the coaches use situational leadership out of consideration for the group’s degree of maturity and competence. They see leadership as a way of bringing up individuals who should not only take care of the football playing, but also life outside football. Our analyses, together with earlier research, also show that these answers could be built on apprehensions that are firmly established within youth football. This shows that the youth leaders are in need of more knowledge about leadership.

  • 281. Beck, Sarah
    et al.
    De'Ath, Stephanie
    Aujla, Imogen
    Nordin-Bates, Sanna M
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Sport Psychology research group.
    Redding, Emma
    Injury tracking in pre-vocational dancers.2013Conference paper (Refereed)
  • 282.
    Bede, Meseret
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Den reflekterande boxaren: Hur lärare fostrar elever till självständiga elever med hjälp av boxning2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att ta reda på hur tränaren på boxningsakademin "fostrar" sina elever enligt skolans mål med hjälp av boxningen. Frågeställningen är: hur kan man uppnå skolans mål med hjälp av boxningsträning? Metoden till denna studie var en kvalitativ semistrukturerad intervju och valdes för att man har en mall att utgå ifrån men samtidigt har utrymme för att ställa följdfrågor vilket passar till denna studie.

    Första året på boxningsakademin får de göra en kravprofil på sig själva som boxare. I den kravprofilen skriver de ned sina fördelar i sin boxning och vilka områden de anser behöver förbättras. Den intervjuade läraren menar att eleverna får bygga en individuell utvecklingsplan som läraren senare utgår ifrån i planeringen på individnivå. Med detta menar läraren att eleverna ska lära sig reflektera utifrån sig själva, gå igenom vad de behöver förbättra i sin boxning samtidigt som studierna ska finnas med i beräkningarna Med detta ska eleverna utvecklas i god riktning och blir mer självgående under de tre åren på boxningsakademin. Läraren framhåller att han ger eleverna liknande uppgifter med progression under gymnasietiden för att på så sätt låta eleverna vara mer delaktiga i olika beslut. Med detta som metod lär sig eleverna bli mer självgående och reflekterande individer.

    Läraren på boxningsakademin följer eleverna i tre år och under dessa år har han tid att stimulera eleverna till att bli mer självgående boxare som vågar reflektera och ta egna beslut. Läraren använder då progression och pedagogik till att fostra eleverna till just detta och det är den skillnaden jag anser finns mellan boxningsakademin och vanliga boxningsklubbar. Läraren som inte är utbildad lärare i grunden har lyckats använda sig av skolans mål och har på ett konstruktivt sätt fostra boxarna till emanciperade individer. Däremot kan jag inte svara på om denna metod fungerar på samtliga elever. Ytterligare intervjuer genomfördes med två elever som går på boxningsakademin och en elev som tidigare har gått på akademin.

  • 283.
    Bede, Meseret
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Edström, Linn
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Hälsa... vad är det?: Hur ungdomar påverkas av medias bild av hälsa2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to find out where students from high school in Stockholm derive its knowledge of what health means. The study used survey questions were partly based on KASAM. The question is what does health mean to the students, where does the pupils in high schools get their perception of health and in which manner do the students perceive that the media's image affects their approach to health? Health for students means to feel good (79%), to be satisfied with their lives (59%), eating healthy and nutritious food (52%) and be physically fit (46%). 81% of the pupils are taught in physical education. School along with coaches, friends and family are the student’s primary sources of knowledge of what health means. Meanwhile, the responses show that students are influenced by the media's approach to health. The results shows that students think that the media's focus on the health message is that we should be lean and fit. 33% of the students indicate that they are training for the sake of looks. The conclusion of the study shows that about one third of the students clearly are influenced by the medial standards body while the majority of the responses indicate that students' ideas about health may be on the way from the image of health media shows today. This may be due to the students' primary source of knowledge of what health means consists of people who are in their surroundings and recalls the importance of feeling good and being happy with their lives in order to achieve good health.

  • 284. Begon, Mickaël
    et al.
    Dal Maso, Fabien
    Arndt, Anton
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Laboratory for Biomechanics and Motor Control.
    Monnet, Tony
    Can optimal marker weightings improve thoracohumeral kinematics accuracy?2015In: Journal of Biomechanics, ISSN 0021-9290, E-ISSN 1873-2380, Vol. 48, no 10, p. 2019-2025Article in journal (Refereed)
    Abstract [en]

    Local and global optimization algorithms have been developed to estimate joint kinematics to reducing soft movement artifact (STA). Such algorithms can include weightings to account for different STA occur at each marker. The objective was to quantify the benefit of optimal weighting and determine if optimal marker weightings can improve humerus kinematics accuracy. A pin with five reflective markers was inserted into the humerus of four subjects. Seven markers were put on the skin of the arm. Subjects performed 38 different tasks including arm elevation, rotation, daily-living tasks, and sport activities. In each movement, mean and peak errors in skin- vs. pins-orientation were reported. Then, optimal marker weightings were found to best match skin- and pin-based orientation. Without weighting, the error of the arm orientation ranged from 1.9° to 17.9°. With weighting, 100% of the trials were improved and the average error was halved. The mid-arm markers weights were close to 0 for three subjects. Weights of a subject applied to the others for a given movement, and weights of a movement applied to others for a given subject did not systematically increased accuracy of arm orientation. Without weighting, a redundant set of marker and least square algorithm improved accuracy to estimate arm orientation compared to data of the literature using electromagnetic sensor. Weightings were subject- and movement-specific, which reinforces that STA are subject- and movement-specific. However, markers on the deltoid insertion and on lateral and medial epicondyles may be preferred if a limited number of markers is used.

  • 285.
    Beijer, Emelie
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Cerljen, Renate
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    LCHF - Low Carb High Fat: en experimentell studie av 3 veckors LCHF-kost på hälsomarkörer hos normalviktiga kvinnor2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    Aim

    The aim of this study is to examine if LCHF (Low Carb High Fat) could be a healthy lifestyle based on how it affects various health markers in normal weight people where weight loss has not been pursued. Specific question: How does intake of a LCHF diet with a maximum of 30 grams of carbohydrates per day during 3 weeks affect normal-weight women´s BMR, blood lipids, blood glucose, blood pressure, body composition, waist and hip dimensions and body weight?

    Method

    An experimental study was performed on 8 normal-weight women aged 20 to 35 years old. All subject´s BMR, blood lipids, blood glucose, blood pressure, body composition, waist and hip dimensions and body weight were measured at normal living conditions before the study began. Each subject was put on a strict 3 week Low Carb High Fat diet consisting of only 30 grams of carbohydrates per day.

    Results

    BMR was reduced by an average of 4,4% which was significant (P<0,05). HDL, LDL and total cholesterol were increased significantly (P<0,01) by 21, 25 and 22%, respectively. There were no significant differences in LDL/HDL ratio, triglycerides or blood pressure. Blood glucose concentration was reduced by an average of 12%, however the reduction was not statistically significant. Percentage body fat was significantly lowered with 8,7% (P<0,01) and fat mass with 11% (P<0,01). The fat free mass showed no significant difference between pre- and post-tests. The waist circumference was significantly decreased by 2,3% (P<0,05) and average body weight of 1,24 kg (P<0,05). The hip dimension showed no significant difference between pre- and post-tests.

     

    Conclusion

    The results of this study indicate negative effects on the blood lipid profile after 3 weeks of LCHF diet, which could lead to serious consequences such as cardiovascular disease and depression provided that the effect is progressively enhanced.

  • 286.
    Beijer, Ylva
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Edborg Lund, Anna
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Fysisk aktivitet under graviditeten: En deskriptiv studie av gravida kvinnor i en storstadskommun2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpStudent thesis
    Abstract [en]

    Aim and questions

    The aim of this study was to examine pregnant women’s habits in physical activity during the three trimesters and the birth weight of the children. There for the mother’s level of physical activity and if it had any correlation with the birth weight of the child were examined. We furthermore wanted to see if there was a difference between the older and younger women in the choice of activities and in the children’s birth weight.

    The questions were:

    1. Pregnant women’s habits in physical activity

    - The number of days per week

    - The activities that were practised

    - The reasons for inactivity

    2. Was there a difference between physically active and inactive mothers when it comes to the child’s birth weight?

    - The level of physical activities’ influence on the child’s birth weight

    3. Was there a difference in the choice of physical activity and the child’s birth weight between the mothers in respectively age-group?

    - Was there a difference between the women in respectively age-group considering weather or not they were physically active?

    Method

    Four child health centres in a big city municipality were contacted and 116 questionnaires were given out. We received back 58 questionnaires and analyzed them in SPSS. After that shorter interviews were held with the nurses in groups where they shared their experiences in the field. We also looked into other studies made in the field on the Internet and in different databases and literature to get a deeper understanding in the subject.

    Results

    The study showed that the level of physical activity amongst the pregnant women decreased the later in the pregnancy that they proceeded. The study also showed that the pregnant women all in all during the three trimesters foremost practised walks, but weight-lifting, grouptraining and other activities were also performed. The main reason for inactivity was medical reasons/complications connected to the pregnancy. There was no considerable difference in the children’s mean birth weight between the active and inactive mothers according to our definition and it was foremost the younger mothers that were inactive. The study also found that the mothers that gave birth to the children with low birth weight were also the ones that had been most physically active during their pregnancy. The result also showed that there was a small difference in the choice of activities between the two age-groups in the mothers and the children to the younger mothers had an insignificant higher mean birth weight.

    Conclusion

    The results of the study is not enough to make any general conclusions in our subject but it can be used as a foundation for further research in the field and to test different hypothesises.

  • 287.
    Bejarano, Elina
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Lindeberg, Tove
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Slappa leder?: En studie om tävlingsgymnasters ”generella ledlaxitet” och upplevda ländryggsbesvär2006Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpStudent thesis
    Abstract [sv]

    Syfte och frågeställningar

    Syftet var att undersöka samband mellan hög ”generell ledlaxitet” och ländryggsbesvär hos flickor i olika åldrar inom tävlingsgymnastiken.

    1. Har 9- och 12- åringar inom tävlingsgymnastiken en högre ”generell ledlaxitet” än övriga i samma ålder?

    2. Har en hög ”generell ledlaxitet” något samband med ländryggsbesvär hos 9- och 12 åriga tävlingsgymnaster?

    3. Finns det någon skillnad på ländryggsbesvär bland tävlingsgymnaster i åldrarna 9 och 12?

    Metod

    Genom Beightons fysiologiska rörlighetstester (poängsystem 1-9) har 53 kvinnliga tävlingsgymnasters ”generella ledlaxitet” fastställts. Enkätfrågor har konstruerats för att ta reda på gymnasternas eventuella upplevda ländryggsbesvär.

    Resultat

    Försökspersonerna som har ingått i studien har en klart högre ”generell ledlaxitet” än övriga i samma ålder. I båda de undersökta åldrarna så är ett laxitetsvärde på 7 vanligast förekommande. Denna grupp består av 47,8 % av 9 åriga gymnaster och 30 % av 12- åringarna. Samma värden hos jämnåriga flickor 9 år är 1,6 % och flickor 12 år är 2,4 %.

    Enkätstudien visar att det främst är 12- åriga flickor som har problem i ländryggen, nämligen 36,7 %. Det resultat som är statistiskt säkerställt är sambandet mellan ledlaxitet och graden av upplevd ryggsmärta. P-värdet för detta samband är 0,042. Sambandet för denna analys är r= 0,62.

    Slutsats

    Studien visar ett svagt samband mellan hög ”generell ledlaxitet” och upplevda ländryggsbesvär. Detta samband kan enbart ses i den äldre åldersgruppen i studien. Åldern påverkar de upplevda ländryggsbesvären i negativ riktning. Den ”generella ledlaxiteten”, som är kraftigt högre än hos jämnåriga skolbarn, förändras ej med åldern på försökspersonerna. Det vill säga, de som är överrörliga vid 9- års ålder torde även vara det i 12-års ålder.

  • 288.
    Belcher, Romel
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Lärarnas arbete med dans i ämnet Idrott och Hälsa inom specialskolan för döva och hörselskadade2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte

    Avsikten med denna studie är att undersöka hur pedagoger i idrott och hälsa inom specialskolan för döva och hörselskadade elever arbetar med momentet dans och därtill undersöka om elevernas hörselnedsättning påverkar arbetet av momentet dans. De centrala frågeställningarna som används i studien är följande:

    • Hur arbetar pedagogerna i specialskolor för döva-och hörselskadade med dans i ämnet idrott och hälsa?
    • Hur påverkas ämnet dans i idrott och hälsa av elevernas hörselnedsättning?

    Metod

    Kvalitativa intervjuer har genomförts med två pedagoger. Kvalitativa intervjuer möjliggör att vid behov förtydliga frågorna i studien och att ställa följdfrågor, detta för att undvika eventuella missförstånd och för att öka möjligheten till att förstå pedagogernas svar på ett djupare plan. Resultatet från intervjuerna utgjorde underlag för den enkät med nyckelfrågor som senare skickades till andra pedagoger. Svaren bearbetades och analyserades utifrån David Kolbs upplevelsebaserade inlärningsteori.

    Resultat

    Resultaten från studien visar att pedagogerna inom specialskolan har olika förhållningsätt till hur de arbetar med dansen i idrott och hälsa. Studiens resultat pekar dock på att pedagogerna anser att det är viktigt att lära ut dans till eleverna men att det krävs rätt förutsättningar för att det ska bli meningsfullt och motiverande för eleverna. Pedagogerna lyfter även fram hörseln som en viktig aspekt i arbetet med dans. Bristen på förmågan att höra musiken för både pedagoger och elever är ett hinder som nämnts men att musiken spelar en stor roll och skall ändå användas i undervisningen för att eleverna ska känna basen och uppleva dansen som mer meningsfull.

    Slutsats

    Det framgår i läroplanen att dansen ska vara en del av ämnet idrott och hälsa. Alla pedagoger som intervjuats i studien anser också att det är viktigt att lära ut dans till eleverna. Dock lyfter några pedagoger fram att bristen på förmågan att höra kan vara ett hinder i arbetet med dans i idrott och hälsa för döva och hörselskadade elever i specialskolorna. En slutsats som man kan

    dra av detta är att pedagogerna upplever att bristen på förmågan att höra som ett hinder i arbetet med dans, eller möjligen saknar de rätta verktygen, i form av rätt golv som stärker känslan av basen eller utbildning i hur man undervisar dans till elever med hörselnedsättning, för att arbetat med dans i specialskolorna för döva och hörselskadade elever.

  • 289. Belz, Johanna
    et al.
    Kenttä, Göran
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Sport Psychology research group.
    Muestege, Jelena
    Professional development in sport psychology practitioners: merging PST and CBT2015In: Proceedings of The 14th European Congress of Sport Psychology (FEPSAC) 2015, 2015Conference paper (Refereed)
  • 290.
    Bendrik, R., Jr.
    et al.
    Uppsala Univ, Deparment Publ Hlth & Caring Sci, Uppsala, Sweden.;Uppsala Univ, Ctr Res & Dev, Gavle, Sweden.;Reg Gavleborg, Gavle, Sweden..
    Kallings, Lena
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Åstrand Laboratory of Work Physiology, Björn Ekblom's research group. Uppsala Univ, Deparment Publ Hlth & Caring Sci, Uppsala, Sweden..
    Broms, K., Sr.
    Uppsala Univ, Deparment Publ Hlth & Caring Sci, Uppsala, Sweden.;Uppsala Univ, Ctr Res & Dev, Gavle, Sweden.;Reg Gavleborg, Gavle, Sweden..
    Emtner, M., Sr.
    Uppsala Univ, Dept Neurosci, Uppsala, Sweden..
    MAXIMAL STEP-UP TEST A NEW FUNCTIONAL TEST IN HIP OR KNEE OSTEOARTHRITIS2016In: Osteoarthritis and Cartilage, ISSN 1522-9653, Vol. 24, no S1, p. S471-S471Article in journal (Refereed)
  • 291.
    Bendrik, Regina
    et al.
    Centrum för forskning och utveckling Uppsala universitet/Region Gävleborg .
    Kallings, Lena V
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Bröms, Kristina
    Centrum för forskning och utveckling Uppsala universitet/Region Gävleborg .
    Emtner, Margareta
    Uppsala Universitet.
    Maximalt step-up test - ett funktionellt klivtest vid höft- och knäartros2015Conference paper (Refereed)
  • 292.
    Benediktsson, Philip
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Söderqvist, Agnes
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Hur påverkas balans och styrka i fotleden av upprepade fotledsstukningar?: En fältstudie på unga kvinnliga fotbolls- och basketspelare2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning

    Syfte och frågeställningar: Syftet med uppsatsen är att undersöka om individer med bakgrund av upprepade fotledsstukningar har sämre balans och styrka jämfört med individer som har friska fotleder, samt om det skiljer sig i balans och styrka mellan dominant och icke-dominant fot. Författarnas hypotes är att kronisk instabilitet i fotleden är vanligt förekommande bland kvinnliga fotbolls- och basketspelare som lidit av upprepade fotledsstukningar under sin karriär. Följande tre frågeställningar undersöktes: (1) Har en individ med bakgrund av upprepade stukningar sämre resultat i balanstestet SEBT, jämfört med en individ utan tidigare fotledsproblem? (2) Har en individ med bakgrund av upprepade stukningar lägre styrka, jämfört med en individ utan tidigare fotledsproblem, i ett plantarflexionstest? (3) Skiljer sig resultaten i balans- och styrketestet mellan den dominanta- och den icke-dominanta foten?

    Metod: Balansförmågan testades genom att mäta räckvidden i en modifierad version av Star Excursion Balance Test. Styrkan uppskattades i ett kvalitativt plantarflexionstest där antal repetitioner räknades. Statistisk analys i STATISTICA genomfördes med ANOVA och students oberoende t-test. Testgruppen (n=10) bestod av individer som tidigare drabbats av upprepade stukningar och kontrollgruppen (n=5) bestod av individer med friska fotleder.

    Resultat: BI balanstestet visade ingefanns en signifikant skillnad mellan testgrupp och kontrollgrupp för dominant fot respektive icke dominant fot i riktningarna anterior,  och posteromedial och posterolateral (p<>0,05) samt för icke-dominant fot i riktningen posteromedial. Dock fanns ingen signifikant skillnad för den dominanta foten i riktningen posterolateral (p>0,5) samt för den icke-dominanta foten i riktningarna anterior och posterolateral. Resultatet för styrketestet visade inge på en signifikant skillnad mellan testgrupp och kontrollgrupp för både den dominanta och den icke-dominanta foten (p<>0,05). Det förekom ingen signifikant skillnad (p>0,5) i styrketestet eller i någon av riktningarna i balanstestet mellan den dominanta och den icke-dominanta foten för varken testgruppen eller kontrollgruppen. Resultatet visar på att SEBT i riktningen posteromedial, samt styrketestet på den dominanta foten är de mest relevanta testerna för framtida försök.

    Slutsats: (1) Fler testdeltagare i testgrupp och kontrollgrupp hade möjligtvis kunnat visa ettmer representativt resultat. En individ med bakgrund av upprepade stukningar har signifikant sämre resultat i balanstestet SEBT jämfört med en frisk fot i riktningarna anterior och posteromedial. (2) En individ med bakgrund av upprepade stukningar havisarrinte på ett signifikant sämre resultat i balanstestet SEBT ochett plantarflexionstest, jämfört med en individ med en frisk fot.i riktningarna anterior och posteromedial. En individ med bakgrund av upprepade stukningar har signifikant sämre resultat än en individ utan tidigare problem i ett plantarflexionstest. (3) Det är ingen signifikant skillnad mellan den dominanta foten och den icke-dominanta i resultaten för balans- eller styrketestet.  

  • 293.
    Bengter, Josefin
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Åhlund, Annie
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Smartphone-beroende och upplevd psykisk hälsa hos högstadie- och gymnasieelever: En kvantitativ enkätstudie2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The aim with the study was to examine how big share of the high school- and upper secondary school students are smartphone-addicted. The study was also carried out to examine if there was a correlation between smartphone-addiction and experienced mental health.

    • How big part of the high school and upper secondary school students between 15-19 years old are smartphone-addicted?

    • How is the distribution between the men and women regarding smartphone-addiction and experienced mental health?

    • Is there a correlation between smartphone-addiction and experienced mental health among high school and upper secondary school students between 15-19 years old?

    Method

    This is a cross-sectional study with a quantitative design and data was collected using a webquestionnaire. The target group was high school- and upper secondary school students between 15-19 years old that owned and used a smartphone. The questionnaire consisted of 10 questions from Smartphone addiction scale - short version that measured whether the respondent was smartphone-addicted and 14 claims from Warwick Edinburgh Mental Wellbeing Questionnaire about experienced mental health. A total of 109 people answered the questionnaire, 62 women and 47 men.

    Results

    50,5 % (n=55) of the study participants were smartphone-addicted and 49,5 % (n=54) were not addicted. Women rated a little worse experienced mental health with a mean of 34 (SD=8,3), men’s mean was 30 (SD=8,3). A slightly larger share of women were smartphoneaddicted 52 % compared to the men 49 %. The correlation analysis showed that there was a weak positive significant correlation (r=0,24, p=0,01) between a higher rated smartphoneaddiction and a worse experienced mental health.

    Conclusions

    High school and upper secondary school students who rated a higher smartphone-addiction also rated higher about experienced mental health. More research in the area is needed to find out whether causality exists. Perhaps high school and upper secondary school students are in need of more information about smartphone-use and it could be a part of school education.

  • 294.
    Bengtsson, Anders
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Tränarlänken.
    Kravanalys Segling2004Student thesis
  • 295.
    Bengtsson, Anders
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Varför ska man ha en tränare?: En observationsstudie om tränarens betydelse för seglarens utveckling2005Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpStudent thesis
    Abstract [en]

    Purpose

    The main purpose with the study is to investigate if a dingy crew that has a coach that instructs them develop there skills faster then a dingy crew that doesn’t have an instructing coach.

    The secondarily purpose with the study is to draw bigger parallels to the importance of a coach for the sailors improvement.

    Method

    When the aim was to get a improved understanding to how the coach influence the development of the sailors I choose to use a qualitative method. The study was made on two different groups of sailors at the Royal yacht club in Stockholm were I am the head coach and have the main responsibility for the training. These groups consist only of dinghy’s that are sailed by two people. Two crews (four people) were randomly selected for the study. The study was done in form of a shielded observation on two training sessions a week during a six-week period whereas every session was two hours long. No one in the two training groups was aware of that the study was made.

    Result

    The result of the study show’s that the crews witch don’t get any instructions improve there skills positive anyway. They observe and tries to do the same movements as the better and more improved crews does. This does that all the crews develop there skills positive but in a different paces.

    Conclusion

    The study show that sailors that doesn’t have a coach improve there skills as long as they have a better example to look at and follow. But the coach has a significant role in getting the sailors to find the right technique directly. A wrongly learned technique is harder to corrugate afterwards. The crews that don’t get any instructions develop there skills positive by observing the crews that do right and afterwards try to do the same as they do. The sailors mainly use three ways to get information how to sail the boat optimal. This is by auditive, kinetisk and visual learning.

  • 296.
    Bengtsson, Joakim
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Byta om och delta på lektionen i idrott och hälsa: En kvantitativ undersökning om skillnad i deltagande mellan gymnasiet och högstadiet2015Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte och frågeställningar

    Syftet med undersökningen är att hitta orsaker till vad som har förändrat deltagandet på lektionerna i idrott och hälsa mellan högstadiet och gymnasiet.

    Frågeställningarna är:

    • Är det så att eleverna i åk 1 på en gymnasieskola byter om och deltar i idrott och hälsaundervisningen i mindre omfattning än vad de gjorde i åk 9?
    • Vilka orsaker finns till att elever inte deltar i idrott och hälsa?

    Metod

    Undersökningen har gjorts på åk 1 elever på en gymnasieskola utanför Stockholm. Elva olikaklasser på nio program deltog i undersökningen. Enkäten delades ut i samband med idrott och hälsa lektioner under en veckas tid. Totalt har 209 elever svarat på enkäten.

    Resultat

    Undersökningen visar på en liten skillnad mellan högstadiet respektive gymnasiet i hur ofta elever deltar på lektionerna i idrott och hälsa. Skillnaden ligger på de elever som ansåg att de deltog varje gång på högstadiet vilket var 61 procent medan 27 procent ansåg att de var med nästan varje gång. På gymnasiet ansåg 54 procent att de deltog varje gång medan 33 procent ansåg att de deltog nästan varje gång. Dessa skillnader syns på de yrkesprogrammen men också på de högskoleförberedande programmen ekonomi- och samhällsprogrammet. Undersökningen visar att det som framförallt gör att eleverna väljer att inte delta på idrott ochhälsa lektionerna är omklädningsrumssituationen. Att inte vilja bli svettig och därmed behöva duscha och visa sig utan kläder för andra elever styr många elever i deras tankar kring att delta eller inte delta.

    Slutsats

    Den tydligaste slutsatsen som kan dras är att 56 procent av eleverna minst någon gång tycker att det är jobbigt att bli svettig och därmed behöva duscha. En mindre andel (10 %) aveleverna har uppgett att duschrummet på högstadiet hade duschar där man kunde avskilja sigfrån övriga när man duschade. 41 procent av eleverna har ju också uppgett att de minst någon gång skämts över sin kropp. Studien visar att i omklädningsrumssituationen finns det hoseleverna många tankar kring att delta eller inte.

  • 297.
    Bengtsson, Lisa
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Westerberg, Ulrika
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    ”Ibland är dom med inlärningssvårigheter lite klumpiga å sådär...: en undersökning om sambandet mellan motorik och inlärning hos elever i skolår 22005Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpStudent thesis
    Abstract [sv]

    Syfte och frågeställningar

    Syftet med studien är att undersöka sambandet mellan motorisk utveckling och inlärning hos barn i skolår 2 ur ett kvantitativt och kvalitativt perspektiv.

    • Vad finns det för samband mellan motoriska svårigheter och inlärning?

    • Vad finns det för samband mellan motoriskt välutvecklade barn och inlärnings- förmåga?

    • Vad finns det för koppling mellan barns motoriska färdighet, självförtroende och inlärning?

    Metod

    I studien deltog 34 elever, uppdelade på två skolklasser i skolår 2. Barnen genomförde en motorikbana, baserad på motoriska baskunskaper, där de observerades och deras resultat noterades. Detta tillsammans med barnens läsutvecklingsresultat, sammanställdes och bearbetades i Excel och SPSS, signifikansnivån sattes till p<0,05. Dessutom genomfördes intervjuer med två lärare. Intervjuerna sammanställdes och tolkades med hjälp av teori och forskning.

    Resultat

    Utifrån motoriktest och läsutvecklingsschema kan inte något samband mellan motorik och inlärning ses. Den kvalitativa delen av undersökningen visade att de intervjuade lärarna tror att det finns ett samband både indirekt psykologiskt och direkt fysiologiskt. Det indirekta sambandet innefattar självförtroendets betydelse.

    Slutsats

    Trots den kvantitativa studiens resultat menar vi att det finns ett samband mellan motorik och inlärning. Detta får stöd av den tidigare forskningen samt vår kvalitativa undersökning. Fysisk aktivitet, alltså god motorik, leder till förbättrat självförtroende, vilket i sin tur underlättar inlärningen och kan även ge gott självförtroende.

  • 298.
    Bengtsson, Malin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    För stressad för fysisk aktivitet?: En studie om upplevelsen av arbetsrelaterad stress och fysisk aktivitet2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    Aim: The aim of this study was to examine how individuals handles their stress in terms of lifestyle behaviors. ”How do the individual experience that physical activity affects the experience of stress?” and ”What role does the working enviroment play for the experience of stress as well as physical activity?” was used as issues. Method: A qualitative study based on interviews valid on an interview guide that can be described as "targeted open". The interview guide was based on relevant research in the areas of physical activity, stress and work environment. When the guide was custom designed a letter of information was sent out for 7 respondents selected by convenience and 6 of them choosed to take part as interview respondents. Individual interviews were organized and were recorded. Then the conversations were transcribed and analysis began for writing the results section. Results: The study results show that all respondents expressed that the experience of stress affected all lifestyle behaviors. The results regarding physical activity in perceived stress differs in when some of the respondents reduce their physical activity, others prioritize physical activity more when they experience stress. The work environment is perceived to be a source of stress and is expressed, especially when stressful conditions prevail, affecting all lifestyle behaviors: sedentary, sleep and recovery, nutrition and physical activity in varied degree. Conclusions: The experience of stress at work seems to affect all the lifestyle behaviors. Among the factors physcial activity is expressed to differ the most by some of the respondents attaches physical activity as a priority and use it as a way to manage stress, while others reduce their physical activity during stressful periods. However, all respondents agreed that they feel better by being physically active during stressful periods and physical activity can be considered a form of stress management. Workplaces might therefore benefit from promoting physical activity.

  • 299.
    Bentzen, Marte
    et al.
    Norwegian School of Sport Sciences, Norway .
    Kenttä, Göran
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Sport Psychology research group.
    Exhaustion and cynicism needs to be targeted differently: a study among Paralympic coaches2016In: Proceedings from the 31th Annual Conference of the Association for the Applied Sport Psychology, 2016Conference paper (Other academic)
  • 300. Bentzen, Marte
    et al.
    Kenttä, Göran
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Sport Psychology research group.
    Hållbart ledarskap ur ett tränar- och coachperspektiv2016In: Utveckla ledarskapet: fakta, inspiration och reflektioner, Stockholm: SISU Idrottsböcker , 2016, p. 196-263Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Syftet med kapitlet är att presentera och diskutera teoretiska och praktiska frågor på ett sätt som främjar ett långlivat och hälsosamt ledarskap med fokus på tävlingsidrotten. Författarna utgår från det förenklade antagandet att «en coach som mår bra» sannolikt är mer framgångsrik och långlivad i jämförelse med en coach som mår dåligt. 

3456789 251 - 300 of 3888
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf