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  • 51.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Viktigt om ungas fysiska aktivitet: recension av boken Young People, Physical Activity and the Everyday av Jan Wright & Doune Macdonald (red)2012In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, no 18 aprilArticle, book review (Other academic)
  • 52.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Ämnet idrott och hälsa, SIH-studien och folkhälsan2004In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, no 4, p. 75-79Article in journal (Other academic)
    Abstract [sv]

    Det finns anledning att ställa sig frågan: på vilket sätt kan och/eller ska ämnet idrott och hälsa bidra till folkhälsan för barn och ungdomar. Denna artikel kommer att sätta SIH-studiens utgångspunkter i relation till ett antal av dess övergripande resultat. I samband med detta kommer ämnet idrott och hälsa att belysas dels genom SIH-studien, dels genom resultat från interventionsstudier i fysisk aktivitet och hälsa.

  • 53.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Barker, Dean
    Institutionen för kost- och idrottsvetenskap vid Göteborgs universitet..
    The Swedish model for sport, recreation and health in times of change - a sustainable contract with the family of sport?2016In: Families, Young People, Physical Activity and Health: Critical Perspectives / [ed] Symeon Dagkas, Lisette Burrows, Routledge, 2016, p. 194-207Chapter in book (Refereed)
    Abstract [en]

    The newly-elected Swedish minister of public health and sports, Gabriel Wikström is holding his first official speech to the Swedish Sports Confederation at a Sports Forum. Wikström is a social democrat and 29 years old. He has one message: that the sports movement should help decrease existing health gaps in society. The audience looks somewhat puzzled; what has organized sport to do with health gaps? After the minister has left, a strategic discussion starts about the sports movement’s assignment. Few of the delegates from the different sports federations rate the promotion of health as their main target. Instead, they are interested in attracting new members, keeping adolescents in sport longer, and securing the existence of non profitable clubs as the foundation for a united popular movement vis-à-vis political decision-makers. The speech of the sports minister points, on the one hand, to the expectations from the state on how organized sports and the Swedish Sports Confederation (Riksidrottsförbundet, RF) can promote public health. On the other hand it also points to concerns about public health and physical activity brought about by changes in society, neo liberal discourses and a strong belief in individual and market forces.

  • 54.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Brun Sundblad, Gunilla
    Healthier Generation through Physical Education?2013In: Next Practice in Physical Education and Movement Science: The 2nd NORDPLUS-IDROTT Conference, Syddansk Universitet, 2013, p. 31-Conference paper (Other academic)
    Abstract [en]

    Physical education has during the last decades been under debate in several countries. Reports claim that students learn sport but not health. Alongside with this, changes in society show new scenarios around health, wellbeing and illness among young people, and a growing uneven distribution of access to physical activity and knowledge in health. This leads to questions about students’ learning experiences from school PE. The aim of the presentation is to, with the help of a nine year follow-up study, describe and analyze students’ attitudes to participation and learning in PE over the school years. The study consists of a population from randomly selected schools in Sweden, with students aged 9, 12, and 15, in the year of the baseline study, 2001. Follow-up studies were made three, six and nine years later. In 2010, 75% of the original population (1290) answered a revised, almost identical questionnaire. The results show a significant difference in participation pattern between male and female students, where 18% of the female students never or very seldom participates in PE in their older ages, in relation to 8% of the male students. From 15 to 18 years of age, one third of those who experience that they learned “nothing” remained in this category. Leaving school, 21% of the students at the age of 18 thought that they knew well how to train and be physically active by their own. 2 out of 10 regarded themselves as not having this knowledge at all. Over one third of the students were uncertain of relationships between health, life style and environment. Those who scored themselves as very active in the age of 12, were also the ones most stable over the years, with the female students being the most stable. Future challenges for PE and health will be discussed.

  • 55.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Brun Sundblad, Gunilla
    Swedish School of Sport and Health Sciences, GIH.
    Learning experiences in Physical Education and Health : a longitudinal study2013Conference paper (Refereed)
    Abstract [en]

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

     

    The aim of the presentation is to, with the help of a nine year follow-up study, describe and analyze students’ attitudes to participation and learning in PE over the school years. The study consists of a population from randomly selected schools in Sweden, with students aged 9, 12, and 15, in the year of the baseline study, 2001. Follow-up studies were made three, six and nine years later. In 2010, 75% of the original population (1290) answered a revised, almost identical questionnaire.

     

    The results show a significant difference in participation pattern between male and female students, where 18% of the female students in relation to 8% of the male students never or very seldom participates in PE in their older ages. From 15 to 18 years of age, one third of those who experience that they learned “nothing” remained in this category. Leaving school, 21% of the students at the age of 18 thought that they knew well how to train and be physically active by their own. 2 out of 10 regarded themselves as not having this knowledge. Over one third of the students were uncertain of relationships between health, life style and environment. One conclusion from the study is the need for a reworked model of how to become a learner in PEH. Conclusions and future challenges for PEH will be discussed.

  • 56.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Brun Sundblad, Gunilla
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    “Learning nothing” in Physical Education and Health (PEH)?: a nine year follow-up study2018In: Physical Education and Sport help build a Healthy Society, 2018Conference paper (Refereed)
    Abstract [en]

    Abstract

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

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

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

    Method

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

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

    Conclusions

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

  • 57.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Brun Sundblad, Gunilla
    Swedish School of Sport and Health Sciences, GIH.
    Polarisering av ungas idrottande2017In: De aktiva och de inaktiva: om ungas rörelse i skola och på fritid / [ed] Christine Dartsch, Johan R Norberg & Johan Pihlblad, Stockholm: Centrum för idrottsforskning , 2017, p. 45-75Chapter in book (Other academic)
    Abstract [sv]

    Skillnaderna i fysisk aktivitet mellan svenska skolelever är stora. Cirka 20 procent idrottar inte alls på fritiden, en lika stor andel är mycket aktiva. En stor majoritet deltar på lektionerna i idrott och hälsa. En procent väljer att inte alls vara med. Hur resonerar unga om idrott, träning och ämnet idrott och hälsa och vad kännetecknar olika elevgrupper?

  • 58.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Brun Sundblad, Gunilla
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Sport, PE and physical activities in Sweden: a polarization of high and low participation in school and during leisure time2017In: Changes in Childhood and Adolescence: Current Challenges for Physical Education / [ed] Claude Scheuer et al., 2017Conference paper (Refereed)
    Abstract [en]

    Sport, PE and physical activities in Sweden – a polarization of high and low participation in school and during leisure time

    Suzanne Lundvall, Gunilla Brun Sundblad, The Swedish school of sport and health Sciences, GIH, STOCKHOLM

    Introduction

    During the last decades several changes in society have affected young people’s physical activity (PA) habits. These changes deal not only with processes of urbanization and choice of schools. They also deal with new forms of communication and screen activities influencing young people’s everyday life, including when, where and how young people are physically active. Parallel with this systematical reviews have shown that physical active students have a better physical and mental health than inactive students. As the rate of participation in club sport among children and adolescents have gone down during the last years in Sweden, questions arise of who is physically active and/or inactive during school and leisure time, as well as what the contribution is from physical education and health (PEH). The aim of the study has been to examine Swedish students and their physical activity (PA) habits during and after school time, including participation in physical education and health (PEH). Another aim was to examine students learning experience in PEH. The results of the study are discussed in relation to results from a similar study from 2001 (The School-Sport- Health study).

    Method

    Method used was a questionnaire with open and closed questions about participation and learning in school PEH, daily physical activity during school time, as well as questions about sport club participation and screen activities. The sample of schools was based on a previous study from 2001 with randomly, by the Swedish Bureau of Statistics, selected schools. In total 1203 students, aged 12- and 15- years, from 24 schools participated.

    Results

    A group of 21% (n=256) of the students (62% boys and 38% girls) answered that they were very physically active and participated in club sports over 6 times/week, or over 10 h/week. At the same time a group, just under 21% (250) of the students (equally distributed between gender), reported themselves as physically inactive. A higher amount of girls with foreign background were found in the inactive group. The inactive students were represented in schools, independent of a high or low socioeconomic status. 40% of students knew about school organized PA during the school day. Of these, half of them participated, mainly younger (boys) and already sports active student. Two third of the students spent more than 2 hours per day with screen actives during the school week days. The time spent with screen activities during the weekend was high, and higher than in 2001. Among the inactive group, 35% spent more than 6 hours per day in front of a screen.18% of the very physically active group did the same. Students self-report a higher PA level during PEH-lessons compared with earlier surveys. The students also describe to a higher extent than in earlier surveys, learning experiences that represent theoretical knowledge of physical health and the learning of all-round movement competence and fitness training. Less than 1% of the students declare that they never participate in PEH.

    Discussion

    The polarization between the very physically active and non-active group has grown. Students describe that they learn about (physical) health and a healthy active life style. Surprisingly few declare that they don’t participate in school PEH. This result needs to be followed up by succeeding studies. There is overall a positive attitude to PEH among the students that can and should be used. School PEH emerge as a resource for PA and health, whereas daily physical activities are underused. Every fifth student choose away from club sport. Screen activities has increased dramatically. In summary, there is a need for a strategy of meaningful participation in physical activity in daily life that involves school, parents and club sport to support a health enhancing environment for all young people.

    References

    Bailey, R., Hillman, C., Arent, S. et al.. (2013).”Physical activity: An underestimated investment in human capital?”, Journal of Physical Activity and Health, 10(3), 289–308.

    Larsson, H. & Karlefors, I. (2015). ”Physical education cultures in Sweden: Fitness, sports, dancing ... learning?”. Sport, Education and Society, 20(5), 573–587.

    Heath, G. W. et al.. (2012).”Evidence-based intervention in physical activity: Lessons from around the world”. The Lancet, vol. 380, nr. 9838, s. 272–281.

  • 59.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Carli, Barbro
    -.
    Ett JA till utveckling: Föreningen GCI 110 år2013In: Föreningen GCI:s årsskrift, p. 6-9Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Varför en intresseförening för kvinnliga gymnastikdirektörer? Om detta handlade en av presentationerna på Föreningen GCI:s 110 år jubileum. Syftet med denna text är att kort återge presentationen och blicka framåt mot det påbörjade seklet.

  • 60.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Gör läraren skillnad2011In: Idrott & hälsa : organ för Svenska idrottslärarföreningen, ISSN 1653-1124, no 4, p. 3p. 16-19Article in journal (Other (popular science, discussion, etc.))
  • 61.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Physical education & health (PEH) – challenging gender through embodied learning and management2011In: British Educational Research Association Conference 6-8/9 2011: annual conference, BERA , 2011Conference paper (Other academic)
  • 62.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Fagrell, Birgitta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    What’s at Stake in the Swedish Subject Physical Education and Health:  (Re)making Gender through Embodied Learning, Objectives, and Management?  2010Conference paper (Refereed)
  • 63.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Maivorsdotter, Ninitha
    Hälsoakademin, Örebro universitet.
    Aesthetic Aspects in Meaning Making: An Explorative Study of Dance Education in a PETE Programme2010In: Designs for Learning, ISSN 1654-7608, Vol. 3, no 1-2Article in journal (Refereed)
    Abstract [en]

    Abstract

    The article focuses on how aesthetic aspects of experience are involved in meaning making within an educational setting of body movement practice. The study explores stories of how physical education student teachers feel when participating in a dance lesson, with attention given to aesthetic aspects of embodied experiences in relation to meaning making. The study draws on Dewey’s theory of experimental learning. Aesthetic experience is defined as the feeling of wholeness or fulfilment in the transaction taking place. The categorical analysis of content, inspired by pragmatic epistemology analyses, uses the operational concepts of gaps, encounters, and relations. Three categories of stories emerge linked by the resemblance of positive or negative feelings expressed. The aesthetic experiences seem to inform the students of the purpose of what is undertaken, how to value the experience, and how the meaning of the embodied experience is perceived.

  • 64.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Maivorsdotter, Ninitha
    Örebro universitet.
    Aesthetic experience as an aspect of embodied learning: Stories from physical education student teachers2009In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, -, Vol. 14, no 3, p. 265-279Article in journal (Refereed)
    Abstract [en]

    In this article we explore aesthetic experience as an aspect of embodied learning with focus on the moving body. Our theoretical framework is mainly based on the work of John Dewey. In the first part of the article we identify our understanding of central concepts and draw some lines to their implication for physical education (PE). In the second part we then use the theoretical framework in an empirical study inspired by the tradition of pragmatism. The aim is to study how physical education student teachers (PETE students) feel when participating in ball game, and how their feelings are related to the moving activity. Empirical data were mainly generated through observations from two ball game lessons and stories written by 16 PETE students. All stories were subjected to a categorical analysis of content. After analysing the empirical material, four categories emerged built on two pair of words: familiar or unfamiliar, and pleased or displeased. In the discussing section of this article, we put forward that moving activities in PE often are regarded as being technical or instrumental. By using an aesthetic perspective on embodied learning, however, we can go beyond that impression and show other dimensions of participation in ball game. It may become an important shift from exploring performance only to studying learning connected to feelings.

  • 65.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    200 år av kroppsövning: två pionjärer2013In: Idrottsforskning i tiden / [ed] Svensk förening för beteende- och samhällsvetenskaplig idrottsforskning, SVEBI, 2013Conference paper (Other academic)
    Abstract [sv]

    Samhällsuppdraget att genom kroppslig träning bidra till medborgares hälsa har ständigt skapat debatt kring vilket innehåll som ska ingå och hur detta ska utformas för att ge bästa möjliga bidrag. Etableringen av utbildning inom kroppsövningsfältet (träning och övning  har genom åren studerats med utgångspunkt från bl.a. Per Henrik Lings gymnastiksystem, linggymnastiken, och Gymnastiska Centralinstitutet (GCI), nuvarande GIH, som institution. Kroppsövning defieras här som en medveten iscensättning av en övning eller träning av kroppen, ett utövande med uttalade eller outtalade överenskommelser om hur detta ska gå till och med vilket innehåll. Få forskare har belyst när och hur kvinnor fick tillträde till detta fält och vilka kvinnliga pionjärer som kom att lämna avtryck nationellt och internationellt. 

    Föreliggande studie har till syfte att beskriva och öka kunskapen om företrädare för det som kom att bli den kvinnliga utbildningsgrenen inom kroppsövningsfältet, och vad som karakteriserade deras strävan kring värden och innehåll.

    Studien är en pilotstudie, där två kvinnliga företrädare har valts ut; Martina Bergman Österberg och Elin Falk. Det empiriska materialet har utgått från avhandlingen The Making and breaking of a female PE-culture (Carli, 2004), kompletterat med annan forskning, årsböcker, tidningsartiklar, läromedel och webbsidor. Innehållsanalysen av det empiriska materialet har fokuserat på vad som givits legitimitet och hur dessa värden går att förstå i sitt historiska och kulturella sammanhang.

    Studien ger en beskrivning av de spänningar och konflikter som omgärdade de två pionjärerna och de vägval som Bergman Österberg och Falk kom att ta. Dessa vägval var starkt påverkade av rådande genusordning, men också av den kvinnokamp som samtidigt pågick för att förändra kvinnors villkor på arbetsmarknaden. Synen på behovet av att skilja på mäns och kvinnors behov kroppslig träning fanns också påtagligt närvarande i Bergman Österbergs och Falks sätt att förhålla sig till fältet, även om Falk såg barnets kropp som könsneutral.

    Studiens slutsatser diskuterar såväl de dåtida som nutida relationella och strukturella maktmekanismer som än idag omgärdar utbildning inom kroppsövningsfältet. Därtill konstateras att värden som särskilt företräddes av den kvinnliga grenen inom utbildningsfältet kom att med tiden tappa i legitimitet, till förmån för ett traditionellt och regelstyrt idrottsutövande.

  • 66.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Det stort sker - sker tyst?: Dans i skolan ett nationellt utvecklingsprogram2005In: Idrott & Hälsa, ISSN 0281-5338, Vol. 132, no 6, p. 36-37Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Trenden att öka den fysiska aktiviteten i skolan är global och strategierna att nå barn och ungdomar ser olika ut i olika länder. Dans i skolan är aktuellt såväl i Grekland som i Sverige. Vad händer i Sverige?

  • 67.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Det var en gång ett par sockiplast - om kroppsövningsämnet i skolan2003In: Kobran, nallen och majj´en.: Tradition och förnyelse i svensk skola och skolforskning, Stockholm: Myndigheten för skolutveckling , 2003, p. 155-170Chapter in book (Other academic)
    Abstract [sv]

    Vad kan skapa ett underlag för en förståelse av ett kroppsövningsämnes gestaltning över tid? Ska forskning och rapporter om den biologiskt/fysiologiska kroppen få stå som representant för det som kommit att påverka utformningen av ämnet under 1900-talets slutdecennier? Eller ska den sociokulturella kroppen få framträda, där attityder och preferenser till idrottsutövning får dominera tolkningen av ämnets gestaltning? Oavsett vilka ”kroppar” vi låter framträda i denna text har de senaste 40 åren medfört scenförändringar av ämnets mål och innehåll.

    Kroppsövningsämnet är ett mångtydigt ämne och ett av de få ämnen som har funnits med i den svenska skolan i snart 200 år. Samtliga elever i såväl grundskolan (folk- och enhetsskolan) som i gymnasieskolan (läroverket), har nåtts av skolans obligatoriska gymnastik- och/eller idrottsunder¬visning under större delen av 1900-talet. Idag ingår ämnet idrott och hälsa fortfarande som ett av de kärnämnen som finns i både den obligatoriska och den frivilliga skolan. Ämnet har över tid i grundskolan skiftat namn fem gånger; från Gymnastik till Gymnastik med lek och idrott tillbaka till Gymnastik därefter till Idrott för att nu kallas Idrott och hälsa. I gymnasieskolan har en liknande namnändring genomförts. Vilka scenförändringar har ägt rum och på vilket sätt har utbildningsforskningen uppmärksammat dessa och vilken roll har forskningen haft?

    Syftet med denna text är främst att försöka belysa de senaste årtiondens forskning om det ämne i skolan som har ansvarat för den fysiska bildningen. Med utgångspunkt i den fysiska bildningen av kroppen kommer vi att problematisera ämnets gestaltning och innehåll. Hur har synen på eleven och kunskapandet förändrats inom kroppsövningsämnet? Vad innebar det att man kallade ämnet för ett övningsämne fram till 1962 och därefter för ett färdighetsämne (ett praktiskt-estetiskt ämne)? Idag säger vi att det är ett hälsoämne. Vad betyder det?

  • 68.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Ett ämne i rörelse2004In: Föreningen GCI:s årsskrift 2004, p. 31-33Article in journal (Other academic)
  • 69.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Ett ämne i rörelse: Gymnastik för kvinnor och män i lärarutbildningen vid GCI/IH under åren 1944 till 1992.2003In: SVEBIS årsbok : aktuell beteendevetenskaplig idrottsforskning, ISSN 0284-4672, p. 101-128Article in journal (Other academic)
    Abstract [sv]

    Ett ämne i rörelse handlar om både ett ämne och rörelse i sig. Avhandlingen har karaktären av en kulturhistorisk resa genom ett antal dynamiska decennier vid GCI/GIH. Studien star­­tar i en tid då en rad förändringar i samhället, bland annat inom ut­bild­nings­området och på arbetsmarknaden, gradvis genomfördes. Under den studerade tidsperioden både nyskapades och återskapades synen på köns­­roller. Parallellt med de samhälleliga förändringarna pågick en gym­nastik­­lärarutbildning för kvinnor och män, en utbildning som under större delen av 1900-talet innebar att utbildnings­praktikerna för de båda könen hölls åtskilda.

  • 70.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Ett ämne i rörelse: Gymnastik i lärarutbildningen vid GCI/GIH under åren 1944-19922004In: Idrott Historia & Samhälle, ISSN 0280-2775, p. 112-128Article in journal (Other academic)
    Abstract [sv]

    Gymnastik som kroppsövningskultur bildade grunden för såväl den lärar­utbildning som kom att utvecklas när Per Henrik Ling fick i uppdrag att inrätta Gymnastiska Centralinstitutet (GCI) år 1813, som för det svenska skolämnet i fysisk fostran. Gymnastik var också under större delen av 1900-talet namnet på det svenska skolämnet för fysisk fostran.

    En viktig grund för gymnastikens legitimering var den syn på kropp och kroppsövning, hälsa och hygien som dominerade i samhället. I detta ingick en systematisk och disciplinerad träning och en skolning av kroppen enligt rådande könsnormer. I samband med idrottens alltmer dominerande ställning från 1960-talet, och inte minst samundervisningens genomslag i slutet av 1970-talet, förändrades värderingen av den kroppsträning som bedrevs inom lärar­utbildningen. Gamla rörelsetraditioner luckrades upp och/eller byttes ut, de estetiska idealen monterades ned och en ny rörelsekultur inom gymnastiken och framförallt inom den fristående gymnastiken utvecklades. I artikeln diskuteras konsekvenserna av gymnastikens tillbaka­gång vid lärosätet samt orsakerna bakom kvinnogymnastikens, i det närmaste, utplåning.

    [1] Ämnet bytte 1980 namn från Gymnastik till Idrott.

    [2] 1992 ändrades namnet till Idrottshögskolan i Stockholm. Se vidare avhandlingen för en mer ingående historisk beskrivning.

    [3] Begreppet kvinnogymnastik står för mer än att det bara är kvinnor som utför gymnastiken. Kvinnogymnastiken karakteriseras särskilt av rytmiska och dansanta rörelser.

  • 71.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    For Whom and to What End?: The challenges of the subject physical education and health seen through various perspectives2010In: Sport Science Review, ISSN 2066-8732, Vol. XIX, no 3-4, p. 63-75Article in journal (Refereed)
    Abstract [en]

    Physical education and health (PEH) has long been both called into question and sought after in public debate. The development of society has led to both realistic and unrealistic expectations of the subject’s contributions. Using international studies, the article aims to illustrate in a multidisciplinary way how different researchers view the focus and objective of the subject. The article ends with some possible conclusions and implications based on the various research findings presented. Included in the discussion is the problem inherent in the fact that researchers from different disciplines so rarely come together to make joint recommendations on the subject.

     

    The legitimacy of the subject has gone from the nation’s need for disciplined bodies to the need to reduce society’s incapacity rates. The subject’s learning value for the individual in terms of knowledge qualities, such as motor and social development, physical experience and the significance of its intrinsic value for well-being are less frequently mentioned in political  and public health contexts– but all the more so when educational sociologists discuss the content and importance of the subject. The field of PEH will in the future have to deal with new strategies for sustainable and lifelong attitudes to exercise and well-being.

     

     

     

  • 72.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Fritt, roligt och omväxlande!: Lärares bakgrund och tankar om sitt yrke2004In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, no 4, p. 21-26Article in journal (Other academic)
    Abstract [sv]

    Forskningen om skolan handlar ofta om hur skolan borde vara, men inte alltid om hur den är. Vårt syfte med denna artikel är att beskriva och analysera lärarnas framställning av sin praktik, dvs. synliggöra de miljöer och erfarenheter som genererar ämnets innehåll.

  • 73.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Från gymnastikdirektör till lärare i idrott och hälsa2007In: Idrottsdidaktiska utmaningar, Stockholm: Liber , 2007, p. 250-265Chapter in book (Other academic)
    Abstract [sv]

    I detta kapitel beskrivs översiktligt hur lärarutbildningen och läraruppdraget inom kroppsövningsämnet har förändrats över tid. För att öka kunskapen och förståelsen för dessa förändringar har vi valt ut ett antal avgörande skeenden, som vi tillsammans med andra forskare menar har kommit att påverka utbildningen och synen på yrkets professionsinriktning. De frågeställningar som väglett vår text har varit: Vilka viktiga samhällskrafter eller aktörer behövdes under tidigt 1800-tal för att initiera kroppsövningsämnet? Vilka institutionella strukturer har varit betydelsefulla för etableringen av ämnet och lärarutbildningen? Hur har lärarutbildningens innehåll försvarats och förändrats över tid.

    Lärarutbildningens förändring, illustrerat genom kapitlets titel; Från gymnastikdirektör till lärare i idrott och hälsa - och det är inte bara yrkestiteln som har förändrats. Synsättet på vad en akademisk utbildning för lärare i idrott och hälsa ska innehålla har också gjort en resa över tid. Borta är betoningen på egen kroppslig färdighet, närvarande är talet om att möta eleven, individualisering, personligt ansvar för lärande och livsstil. Borta är sjukgymnastiken, men närvarande är ämnet hälsa som just nu håller på att implementeras som självständig kurs på vissa gymnasieskolor.

    Vi konstaterar att lingianismen är död, men att kroppsövningsfältet och dess lärarutbildning brottas vidare med sin vetenskaplighet, sin ideologi, sina rörelsekultur och förebilder – om än i nya former, med nya utmaningar.

  • 74.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Från gymnastikdirektör till lärare i idrott och hälsa2012In: Idrottsdidaktiska utmaningar / [ed] Larsson, H. & Meckbach, J, Stockholm: Liber, 2012, 2, p. 250-265Chapter in book (Other academic)
  • 75.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Idrott och hälsa - för vem och till vad?2008In: Idrott & hälsa : organ för Svenska idrottslärarföreningen, ISSN 1653-1124, Vol. 134, no 6, p. 15-19Article in journal (Other academic)
    Abstract [sv]

    Artikelserien kring olika forskningsresultat som berör ämnet idrott och hälsa fortsätter även i detta nummer. Syftet med denna artikel är att med hjälp av nationella och internationella studier på ett flervetenskapligt sätt belysa hur olika forskare ser på ämnets inriktning och målsättning. Artikeln avslutas med ett par möjliga slutsatser utifrån de olika forskningsresultat som presenteras och en kortare diskussion kring det problematiska i att forskare från olika vetenskapliga fält så sällan möts i gemensamma rekommendationer för ämnet.

  • 76.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Mind the Gap - Physical Education and Health and the Frame Factor Theory as a Tool for Analysing Educational Setting2008In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, no 4, p. 345-364Article in journal (Refereed)
    Abstract [en]

    Background On a normative level as a subject physical education and health (PEH) seems to adjust rapidly to changes in society, whereas on the practical level it seems receptive to limiting factors like time, facilities and dominating inherited practices. How can the structuring components and processes relating to the shaping, transformation and transmission of curricula be understood? What choices and determinants of options do teachers have and use, and how are students involved in the framing of PEH?

    Purpose and methods The purpose of the article has been to investigate the process between the transmission of curriculum and the realisation of content as viewed by teachers and students of PEH in secondary schools in Sweden, and how this can be understood with the help of Bernstein’s concepts of classification and frames together with Linde’s work in defining the arenas of formulation, transformation and realisation. The empirical material consists of quantitative data from questionnaires administered to teachers (n=61) and students (n=380, aged 15–16 years) within a national multi-disciplinary project entitled School-Sport-Health (SIH).

    Results From the formulation arena of a broad given content the content given seems to become narrowed in the process of transformation, transmitting and realisation of content. Limiting factors as time and facilities are not strongly influencing the content provided. Lack of perceived subject matter knowledge is not mentioned at all as limiting the teaching objectives. When organising and conducting lessons, teachers mostly address the entire group of students and seldom give instruction in smaller groups. The majority of students answer that they can influence the subject content but in relation to the empirical material it remains unclear in what way students influence the educational practice besides attitudes and earlier attained skills. Just over half the students responding to the questionnaire expressed doubt about whether the teacher was aware of their previous experiences/knowledge. Students active in sports clubs expressed more satisfaction and higher levels of influence and perceived outcome than those inactive. When focusing on students’ choices of upper secondary programmes (study-orientated or vocational), in relation to how the subject is perceived, study-orientated students express lack of feedback and learning outcomes.

    Conclusions By using Bernstein’s principles of classification and framing for understanding the results of the study, PEH in secondary schools in Sweden emerges as a weak subject, where the framing of subject is not strongly bound to limiting factors as time and facilities. It seems to be more influenced by the boundaries set by other agencies and the process of transforming and transmitting of legitimate knowledge by teachers. In some respects students active in organised sport seem to act as a steering group in terms of how PEH teaching is addressed.

     

  • 77.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Movement in Motion: The Subject of Gymnastics in the Physical Education Teacher Training Programme at the Royal Central Institute of Gymnastics/Stockholm College of Physical Education and Sports during the Years 1944 to 19922004In: What´s going on in the Gym?: Learning, Teaching and Research in Physical Education / [ed] Per Jørgensen and Niels Vogensen, University of Southern Denmark , 2004, p. 264-273Conference paper (Refereed)
    Abstract [en]

    Background This presentation focus on how different movement traditions in relation to the view of the body and the body movement culture have been kept, and in some cases, changed over time. Gymnastics has been a compulsory subject for almost 200 years in the Swedish schools. During the same time and even before that, gymnastics has existed as a subject at the Stockholm University College of PE and Sports (GCI/GIH/IH).  – How has gymnastics as a subject at the Institute been formed and transformed over the years? What has influenced gymnastics and the teacher training programme, and what has happened to the figuration of movement traditions? 

    ObjectiveThe aim of the study has been to follow and describe the subject gymnastics and its development at the PE teacher-training programme at GCI/GIH over the studied time period from 1944-1992. Special attention has been placed on the movement part without apparatus (the floor exercise) for male and female students.

    Methods The thesis consists of two separate empirical studies, with a shared interview study of 12 former teacher educators placed in both studies. The method of “triangulating” is used to be able to follow the changes of the subject’s content, figuration and representation. The methods used, besides the above-mentioned interview, are document analyses and visual analyses. The focus in this presentation will be on the study dealing with the possibilities of visual analysis to investigate how movements have been embodied, expressed and represented in relation to the view of the body and existing body movement culture. The film material used comes from the Institutes yearly events and the representation of the movements is interpreted by a semiotic discourse analyses.

    Results From the 40s to the 70s there existed two separate gymnastics discourses, one male and one female, expressed in the movement content and in the figuration of movements. The male discourse was maintained almost intact, without any changes. Instead, the female was continually changed and developed over the actual period of time, strongly influenced by rhythmic and dance. When coeducation was implemented in the late 70s a new body movement culture was developed – a unisex. Between 1949 and 1970 in the film material, the masculine discourse was represented by the body image of a systematically trained and disciplined body, doing corrective gymnastics exercises, according to an instrumental way of looking at physical training. The smooth, healthy looking young body image of a woman, doing rhythmical aesthetical gymnastics, according to existing values, characterized the feminine discourse. There seems to have been an aesthetics fostering rationality that ruled the female gymnastics. In 1985 the representation of the body image changed, and focus on the performance of the movements disappeared. The objectives of the subject have changed from the corrective and/or aesthetical form of gymnastics to a gymnastic discourse where the attention of simplifying of movements and the social climate in the group are central.

    Conclusions Finally, the over all findings show that three factors have influenced the changes and development of the subject and the teacher-training programme. First, changes in society in terms of equality, gender roles and a changed role of the PE teacher. Secondly, the impact of the sport discourse outweighed the status of the gymnastics discourse and its legitimacy. The cultivating values, in terms of the aesthetical schooling for the female students, disappeared. Thirdly, the Academy urged (from 1977) for research related instructions in the teacher training programme, which affected both time allowances to gymnastics and sport and the relation between theoretical and practical courses. Questions that need to be discussed further are: What rationalities lie behind today’s education of PE teachers? What kind of body movement culture has legitimacy and how is this expressed? And is visual analysis a fruitful way of investigating the representation of a body movement culture?

     

  • 78.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Physical Education in Sweden - (the Changing of a Subject) from a Pedagogical Perspective2004In: What's going on in the gym?: Learning, Teaching and Research in Physical Education  / [ed] Per Jørgensen and Niels Vogensen, University of Southern Denmark , 2004, p. 83-86Conference paper (Refereed)
  • 79.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Pionjärer med moraliskt mod: Ett sekel med kvinnlig lärarutbildning i kroppsövning2013In: 200 år av kroppsbildning: Gymnastiska Centralinstitutet / Gymnastik- och idrottshögskolan 1813-2013 / [ed] Hans Bolling och Leif Yttergren, Stockholm: Gymnastik- och idrottshögskolan , 2013, p. 161-185Chapter in book (Other academic)
  • 80.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Skolämnet idrott och hälsas bidrag utifrån olika forskningsstudier - för vem och till vad?2008In: SVEBIS årsbok : aktuell beteendevetenskaplig idrottsforskning, ISSN 0284-4672, p. 109-120Article in journal (Other academic)
    Abstract [sv]

    Syftet med denna artikel är att med hjälp av nationella och internationella studier på ett flervetenskapligt sätt belysa hur olika forskare ser på skolämnets inriktning och målsättning. Artikeln avslutas med ett par möjliga slutsatser utifrån de olika forskningsresultat som presenteras och en kortare diskussion kring det problematiska i att forskare från olika vetenskapliga fält så sällan möts i gemensamma rekommendationer för skolans kroppsövningsämne.

  • 81.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Tid för dans2007In: Idrottsdidaktiska utmaningar / [ed] Håkan Larsson och Jane Meckbach, Stockholm: Liber , 2007, p. 103-119Chapter in book (Other academic)
    Abstract [sv]

    Dans och rörelse till musik förekommer i flera olika sammanhang i samhället och i en mängd olika former. Att kommunicera med och genom rörelse är en av de äldsta formerna för mänskligt samspel. Människor ägnar sig åt dans som en del i ett socialt och kulturellt umgänge, för att det är kul eller för att man har det som ett specifikt intresse. För några ligger lusten i att öva dans, för andra är intresset inriktat mot dans som scenkonst, åter andra vill tävla i dans.

    I kapitlet har vi valt att använda oss av begreppen bruksvärde och lärandevärde för att synliggöra tre nivåer i en lärprocess (att kunna, att förstå hur kunskapen kan användas och att den känns meningsfull/är meningsskapande). Dessa kunskapsnivåer försöker vi beskriva genom att dels sätta dansdidaktiken i ett sammanhang, dels ge exempel på didaktiska överväganden. Det övergripande lärandevärde som har fokuserats är hur elever och lärarstudenterna genom dansdidaktik kan erövra redskap och förmåga till ett kroppsligt lärande, som innehåller såväl motoriska och fysiska som emotionella, kognitiva och perceptuella aspekter. Exempel ges också på hur det egna utövandet och lärandet kan bidra till en självreflektion hos den utövande i relation till den egna fysiska identitetsbildningen och till olika rörelsekulturer. Ett uttryck som vi gärna återkommer till är att det är skillnad på att lära sig en dans och att lära sig dansa.

  • 82.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Tid för dans2012In: Idrottsdidaktiska utmaningar / [ed] Larsson, H. & Meckbach, J, Stockholm, Stockholm: Liber, 2012, 2, p. 103-119Chapter in book (Other academic)
  • 83.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Mattsson, Torun
    Malmö högskola.
    Some early and later female pioneers in physical education, dance and sports in Sweden: three different portraits2016In: Inspirational Women in Europe: Making a difference in Physical Education, Sport and Dance / [ed] Rosa Diketmüller, Juiz de Fora: NGIME/UFJF , 2016, p. 86-124Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    According to the latest Gender Gap Report by the World Economic Forum, Sweden is one of the most equal countries in the world (www.weforum.org). The equality is described by for example the proportion of women working outside the home and their economical distribution. The Swedish parliament has also one of the world’s highest representation numbers of women parliament members. To be able to understand this development of equality, factors like a long period with a social democracy government and a strong popular movement are often put forward as explanations for the Swedish gender policy development. But an unproven hypothesis is also that the early education of both men and women in bodily exercise and physical activity played a role in this development. The purpose of this chapter is to pay attention to three Swedish women who, through their engagement in physical culture and sports in different time periods, made difference to the lives for girls and women. The first pioneer, Martina Bergman Österberg, established a female Physical Education Teaching Training Program (PETE), the second, Ann Elefalk, broke the way for female coaches in a male dominated sport and the third Cecilia Dahlgren brought dance into compulsory schools in Sweden. The three portraits differ, but together they illustrate how education, passion and strategies can move mountains.

  • 84.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Thedin Jakobsson, Britta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Skolprojektet 2001: Lärarnas syn på ämnet idrott och hälsa2002In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, Vol. 11, no 3, p. 17-20Article in journal (Other academic)
    Abstract [sv]

    Ett ämne i förändring?Hur ser lärarna på sin undervisning i ämnet idrott och hälsa? Vad gör man? Vilka hinder att uppnå sina mål med undervisningen upplever man att det finns? Ett antal av resultaten från lärarstudien presenteras i denna artikel, tillsammans med några svar från elevstudien.

  • 85.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Thedin Jakobsson, Britta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    The School Project 2001 - A Study of Teachers in Physical Education2004In: What's going on in the gym?: Learning, Teaching and Research in Physical Education / [ed] Per Jørgensen and Niels Vogensen, University of Southern Denmark , 2004, p. 104-113Conference paper (Refereed)
  • 86.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Wahlberg, Johan
    Swedish School of Sport and Health Sciences, GIH.
    Lärandets form och innehåll: Lärare och elevers uppfattning om lärande och kompetens inom ämnet idrott och hälsa, SIH 2001till SIH 20072008In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, Vol. 17, no 4, p. 17-22Article in journal (Other academic)
    Abstract [sv]

    Vilket lärande är det egentligen som eftersträvas inom ämnet idrott och hälsa och har det förändrats över tid? Hur möts lärares och elevernas uppfattning om kunskap och kompetens? Och hur kan gapet mellan den formulerade kursplanen och det som faktiskt sker i undervisningen förstås?

  • 87.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Susanne
    Linnaeus University, Sweden.
    Widening Participation in Sport-related studies in Higher Education: An Exploratory Study of Symbolic Struggles2012In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 17, no 5, p. 671-686Article in journal (Refereed)
    Abstract [en]

    This article focuses on widening participation in higher education and the low recruitment of students from diverse backgrounds within sport-related programmes. The purpose of the study has been to describe and increase the understanding of how the preconditions and premises for choosing to study ‘sport’ appear to students from diverse backgrounds who have started their studies. An interview study was carried out with eight students from three institutes, based on a purposeful sample. The study draws on Bourdieu’s analytical concepts of habitus, capital and practical sense. The findings indicate that the interviewees’ had sufficient symbolic and cultural capital to enable a ‘practical sense’ that choice and action were possible, including evaluating the consequences of choice. For some, this meant a choice that crossed boundaries. Achieving a greater widening of the recruitment to higher education in sport-related programmes seems to need a clarification of transformable capital.

  • 88.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Safizadeh, Parastoo
    Att bli en del av laget2012In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, Vol. 21, no 3, p. 20-24Article in journal (Other academic)
    Abstract [sv]

    Muslimska flickor idrottar mindre än andra flickor. Intervjuer med volleybolltjejer med muslimsk identitet visar att de har svårt att känna sig som en i laget. Deras ledare försöker behandla alla lika men borde istället se utanförskapet och söka efter gemensamma värden.

  • 89.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Safizadeh, Parastoo
    Möte mellan tillgänglighet och hinder: en explorativ studie om lokala idrottsföreningars arbete med mångfald och muslimska flickors tankar om sitt idrottsdeltagande2011In: SVEBIS årsbok : aktuell beteendevetenskaplig idrottsforskning, ISSN 0284-4672, p. 49-70Article in journal (Refereed)
    Abstract [sv]

    Idrottens sociala praktik ses ofta som en arena för integration. Befintlig forskning visar att vissa grupper med annan kulturell härkomst i låg grad attraheras till föreningsidrotten, exempelvis muslimska flickor. Syftet med studien är att explorativt undersöka, dels hur lokala idrottsföreningar arbetar med mångfald med inriktning muslimska flickor, dels hur muslimska flickor uppfattar sitt idrottsdeltagande och tillgängligheten till föreningsidrott. Datainsamlingen bygger på kvalitativa intervjuer och ett riktat urval av respondenter: tre klubbrepresentanter (klubbkanslist, ungdomsansvarig/tränare, tränare) och tre muslimska flickor (13-15 år) från två volleybollföreningar i en storstadsregion. Viktiga förutsättningar för ett idrottsdeltagande för de muslimska flickorna var att känna gemenskap och trygghet. Detta inkluderade ett uttalat stöd från föräldrarna. Studien indikerar ett avstånd mellan upplevd tillgänglighet och föreningsrepresentanternas synsätt på träningens utformning.

     

  • 90.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    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.
    200 years of physical education teacher education: An overview of movement practices2016In: Researching Embodied Sport: Exploring Movement Cultures / [ed] Ian Wellard, Oxon, England: Routledge, 2016, p. 30-46Chapter in book (Other academic)
  • 91.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Schantz, Peter
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, The Research Unit for Movement, Health and Environment.
    A 200-year perspective and future challenges: Physical activities and their relation to physical education2013In: Gender In Physical Culture The 2013 Meeting: Transnational working group for the study of gender and sport, 2013Conference paper (Other academic)
    Abstract [en]

    Over time the chosen bodily movement practices within Physical education and health (PEH) have created tensions in terms of power and control over what has been seen as legitimate in the educational sector of physical culture. The aim of the study has been to, through a macro level overview and by using a model, illuminate how different bodily movement practices in the world’s oldest physical education teacher education (PETE) have emerged over time, become embedded, remain, fade or disappear. By following this continuity and discontinuity of practices, four distinct phases have been identified and their contextual background is described.

    The theoretical departure point is inspired by the work of Bourdieu. The analytical focus have been placed on how deliberate forms of bodily movement practices within the studied PETE program came to be defined and regulated through meaning making principles, or in other words: logic of practices (Bourdieu 1984, 1990). This departure point makes it possible to analyze how aspects of investment and intrinsic values have been put forward and related to views on body, gender and health.

    Findings: The first phase is characterized by the establishment of Ling gymnastics from early 1800s, and its gradual fall in the 1900s. Next phase started in the late 1800s and dealt with the introduction of sport and outdoor life. The third relates to the rise and fall of a separate female gymnastics practice during the 1900s. The fourth phase is characterized by the introduction of everyday life physical activities in the beginning of the new millennium. The overview is followed by reflections on the future content of bodily movement practices and sought for values in PETE and physical education in the school system, seen from a gender perspective.

  • 92.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    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.
    Physical Activities and Their Relation to Physical Education: A 200-Year Perspective and Future Challenges2013In: The Global Journal of Health and Physical Education Pedagogy, ISSN 2160-2570, Vol. 2, no 1, p. 1-16Article in journal (Refereed)
    Abstract [en]

    In this macrolevel overview, a model of the multiplicity of the field of bodily movement cultures is initially presented. The model is then used to illuminate how different bodily movement practices emerged over time, became embedded, remained, faded, or disappeared in the world’s oldest physical education teacher education (PETE) program. Through thiscontinuity and discontinuity of practices, five distinct phases are identified, although sometimes intertwined, and their contextual background is described. The first phase is characterized by the establishment of Ling gymnastics from the early 19thcentury and by its fall in the 20thcentury. The next phase started in the late 19thcentury and dealt with the introduction of sportsand outdoor life. During a third phase, sports became the dominating movement practice. The fourth phase is related to the rise and fall of a separate female gymnastics culture during the 20thcentury. The fifth phase is characterized by the introduction of everyday life physical activities at the beginning of the new millennium. The overview is followed by reflections on the future content of bodily movement practices and sought-after values in PETE and physical education in the school system.

  • 93.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Sundberg, Carl Johan
    Karolinska Institutet.
    Raustorp, Anders
    Linnéuniversitet.
    Hällgren, Björn
    Friberg, Peter
    Sahlgrenska universitetssjukhuset.
    Järte, Lena
    v ordf Skolläkarföreningen.
    Storulv, Eva
    Ledamot Sjukgymnasternas Riksförbund.
    Öka skolidrotten till tre timmar i veckan2010In: Göteborgsposten, ISSN 1103-9345, no 9 majArticle in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    En revidering av grundskolans kursplaner, som är på gång, ska göra dessa mer tydliga och begripliga för lärare, elever och föräldrar. Det är ett lovvärt motiv! Men den föreslagna kursplanen i idrott och hälsa ger anledning till stor oro, skriver bland andra Peter Friberg, professor och överläkare, Sahlgrenska universitetssjukhuset.

  • 94.
    Lundvall, Suzanne
    et al.
    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.
    Assessing Embodied Knowledge in Swedish PEH: the Influence of Physical Literacy2013In: ICSSPE Bulletin, ISSN 1563-3632, no 65Article in journal (Other academic)
    Abstract [en]

    There is internationally a growing interest in the concept physical literacy and how it can be used in educational contexts. The aim of this contribution is to illustrate and describe how and in which way Swedish PEH has been influenced by physical literacy in the context of learning outcomes and assessment. The empirical material consists of the PEH curricula and the official supplementary material for qualitative assessment. Tensions between curricula, pedagogy, and assessment are discussed as physical literacy is linked to an individual’s potential and being in the world and not related to assessment of what separates people.

  • 95.
    Lundvall, Suzanne
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Walseth, Kristin
    Oslo University College.
    Integration and sports participation: Cultural negotiations and feelings of belonging2014In: Women and sport, Stockholm: SISU idrottsböcker , 2014Chapter in book (Other academic)
    Abstract [en]

    Sports policy makers often assume that sport may act as an arena for integration, citizenship, democracy, exchange of intercultural knowledge, and formation and consolidation of social networks. However, sports research has seldom confirmed this view; rather, the research often challenges these assumptions. This text aims to provide a better understanding of participation in sport among girls and young women with a minority background. specifically, we investigate the factors behind their participation (or lack thereof), their feelings about participating, and the ways in which participation in sport can lead to positive or negative life changes, not only in the sports context, but also in a wider societal sense.

  • 96.
    Maivorsdotter, Ninitha
    et al.
    Högskolan i Skövde.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Kroppsliggörande, estetik och genusdidaktik2014In: Lärande i handling: en pragmatisk didaktik / [ed] Britt Jakobson, Iann Lundegård, Per-Olof Wickman, Lund: Studentlitteratur AB, 2014, 1:1, p. 153-162Chapter in book (Other academic)
  • 97.
    Maivorsdotter, Ninitha
    et al.
    Högskolan i Skövde.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Quennerstedt, Mikael
    Örebro universitet.
    Being a competent athlete or a competent teacher?: Aesthetic experiences in physical education teacher education2014In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 20, no 3, p. 407-422Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to explore physical education teacher education students’ meaning-making of participating in lessons - in this case gymnastics and basketball - based on their aesthetic judgements, expressed in written stories. A transactional approach, drawing on the work of John Dewey, was used in the study and the empirical data was generated through observations and collection of students’ written stories. A practical epistemology analysis was used in order to explore the students’ meaning-making in-depth. The purposes that the students ascribed to participating in the lessons were to develop both as athletes and as teachers. When analysing the stories, the importance of being a competent athlete emerged as the main purpose of participating in the lessons, and the majority of the students never included the purpose of developing as a teacher in their stories at all. By making the competent athlete the centre of their participation, other positions of participation were excluded or marginalized. However, even if all the students’ stories contribute to the collective appropriation of the type, the majority did not include the projected, ideal type in all respects. In their stories, it was clear that many of the students expressed a tension between doing gymnastics or basketball within the context of competitive sport and doing the same activities within the context of physical education teacher education. Even if the students did not fulfil this awareness of contrasting ideals by undoing the competent athlete’ completely, many of them did highlight the conflict.

  • 98. Markkola, Gunilla
    et al.
    Ruhn, Anita
    Antskog, Kurt
    Antskog, Bibbi
    Lindblom, Gerd
    Lindblom, Erik
    Schantz, Peter
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Greger Carpelan: 1923-20172017Other (Other (popular science, discussion, etc.))
  • 99.
    Mattsson, Torun
    et al.
    Malmö högskola.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    The position of dance in physical education2015In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 20, no 7, p. 855-871Article in journal (Refereed)
    Abstract [en]

    Dance has been a part of the physical education (PE) curriculum in several countries for a long time. In spite of this, studies demonstrate that the position of dance in the subject of PE is contested and that little time is devoted to dance. The overall aim of this article is to examine the position of dance as a pedagogical discourse in Swedish steering documents over time. The empirical material consists of five Swedish curricula for PE over a period of 50 years (1962–2011). Discourse analysis is used to identify organised systems of meaning, including privileged and prioritised values. Our theoretical frame of reference draws on Bernstein's concept of codes. Three different knowledge areas within dance are found in the text material: ‘dance as cultural preserver’, ‘dance as bodily exercise’ and ‘dance as expression’. Three pedagogical discourses emerge from these knowledge areas: an identity formation discourse, a public health discourse and an aesthetic discourse. The identity formation discourse in earlier curricula focuses on the perpetuation of Swedish and Nordic cultural traditions, while in later curricula, it emphasises the construction of a broader multicultural identity formation related to the understanding of different cultures. The public health discourse constitutes a prioritised understanding of dance as physical training related to a healthy lifestyle. The aesthetic discourse, which has the weakest position over time, represents the valuing of embodied experiences and feelings expressed through movements. This discourse is closely linked to the construction of gender. Over time, a new performance code came to surpass the former competence code in the steering documents. The performance code positions dance in PE as mainly a physical activity with little artistic or aesthetic value. The pedagogical discourse of dance remains within a highly disciplinary framework of social control.

  • 100.
    Meckbach, Jane
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Frykman Järlefelt, Margareta
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Hägglöf, Caroline
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Nyberg, Marie
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Söderström (Lundvall), Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Wedin, Eva
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Att lära sig dansa - eller - att lära sig en dans1999Other (Other (popular science, discussion, etc.))
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