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

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

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

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

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

  • 2.
    Aggerholm, Kenneth
    et al.
    Norwegian School of Sport Sciences.
    Barker, Dean
    Örebro University.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för rörelse, kultur och samhälle.
    Førland Standal, Øyvind
    Oslo Metropolitan University.
    Practising movement at home: An idea for meaningful remote teaching in physical education2021Ingår i: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, artikel-id May 21Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

    Since March 2020, most physical education (PE) teachers in Scandinavia have faced the challenges of remote teaching. Homeschooling has perhaps been particularly challenging for PE teachers compared to other teachers, given the essential role of bodily contact, interaction, social negotiations, game playing and shared expressions in PE (Varea and González-Calvo, 2020).

    Having worked with covid conditions for a year now, we trust that teachers have worked out various solutions that, we hope, are relevant and meaningful for the students. At the same time, both from our personal experiences and early research findings (Mercier et al. 2021), it appears that PE teachers have largely provided students with physical activity and fitness training during the pandemic.

    In this short text, we want to share an idea for a concrete alternative to fitness exercises, which, although important, is only one part of the PE curriculum. It springs from a pedagogical model we outlined in a double article from 2018, which focuses on practising. Practising, which in German is üben and in the Scandinavian languages øve/öva, is, briefly put, a form of activity in which you seek to improve some part of yourself through repeated efforts.

    Recently, one of our colleagues, Dillon Landi, made us aware that this practising model is particularly relevant for teaching during the pandemic. While we did not have remote teaching in mind when we outlined the model, we realise now that it could be a relevant way of coping with the current situation. It can, we believe, guide how teachers can facilitate movement activities for students at home that are both meaningful and educationally relevant.

    In the following, we will describe what remote teaching with a focus on practising might look like. We hope it can inspire teaching methods that add to the list of pedagogical options available for teachers during the pandemic.

  • 3.
    Auran, Isak
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för rörelse, kultur och samhälle.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för rörelse, kultur och samhälle.
    Svårt för transpersoner att bli del av idrottskulturen2024Ingår i: Idrottsforskning.se, artikel-id 25 janArtikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Alla är välkomna. Det är en retorik som används flitigt inom idrotten. Däremot bemöts transpersoner ofta med tveksamhet eller direkt motstånd i idrotts- och träningssamanhang. De tvingas då till olika strategier för att bli en av alla.

  • 4.
    Backman, Erik
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    What should a Physical Education teacher know?: An analysis of learning outcomes for future Physical Education teachers in Sweden.2016Ingår i: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 21, nr 2, s. 185-200Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 5.
    Backman, Erik
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Nyberg, Marie
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Tidén, Anna
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Bedömningsstöd i ämnet Idrott och hälsa: gymnasiet2014Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 6.
    Backman, Erik
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Thedin Jacobsson, Britta
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Nyberg, Marie
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Bedömningsstöd i idrott och hälsa: årskurs 7-92012Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 7.
    Backman, Erik
    et al.
    Högskolan Dalarna, Idrotts- och hälsovetenskap.
    Nyberg, Gunn
    Högskolan Dalarna, Idrotts- och hälsovetenskap.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Assessment of movement in Swedish PETE: A matter of learning or just ticking a box?2017Konferensbidrag (Refereegranskat)
    Abstract [en]

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

    References

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

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

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

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

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

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

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

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

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

  • 8.
    Backman, Erik
    et al.
    Dalarna university.
    Nyberg, Gunn
    Dalarna university.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student perspective2020Ingår i: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 26, nr 1, s. 111-127Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 9.
    Barker, D. M.
    et al.
    University of Gothenburg.
    Aggerholm, K.
    Norwegian School of Sport Sciences, Oslo, Norway.
    Standal, O.
    nland Norway University College of Applied Science, Elverum, Norway; Oslo and Akershus University College of Applied Sciences, Oslo, Norway.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Developing the practising model in physical education: an expository outline focusing on movement capability.2018Ingår i: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 23, nr 2, s. 209-221Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

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

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

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

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

  • 10.
    Barker, Dean
    et al.
    Örebro Univ, Sch Hlth Sci, Örebro, Sweden.; Oslo Metropolitan Univ, Dept Primary & Secondary Teacher Educ, Oslo, Norway..
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för rörelse, kultur och samhälle. Norwegian Sch Sport Sci, Dept Teacher Educ & Outdoor Studies, Oslo, Norway..
    Nyberg, Gunn
    Dalarna Univ, Dept Teacher Educ, Falun, Sweden.;Univ Agder, Dept Sport Sci & Phys Educ, Kristiansand, Norway..
    How Movement Habits Become Relevant in Novel Learning Situations2024Ingår i: Journal of teaching in physical education, ISSN 0273-5024, E-ISSN 1543-2769, Vol. 43, nr 1, s. 152-160Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose: To (a) present a theoretical framework that describes how learners' movement habits become relevant in the development of movement capability and (b) present data that illustrate how this process occurs in practice. Method: An investigation with preservice physical education teachers was conducted in two phases. The first phase involved examining participants' movement habits, and the second phase involved examining the participants' development of novel capabilities in the context of unicycling. Results: Empirical materials from two participants are presented as case studies. The cases demonstrate how different sets of movement habits interact with novel tasks, making the demand for creative action more or less likely. The cases also demonstrate how subjective and physical elements are interwoven. Finally, the cases provide insights into potentially productive habits for movement learning. Discussion/Conclusion: The paper is concluded with pedagogical implications, including a consideration of how crises might be managed in educational contexts.

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  • 11.
    Barker, Dean
    et al.
    University of Örebro, Sweden.
    Nyberg, Gun
    University of Dalarna, Sweden.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för rörelse, kultur och samhälle.
    Coaching for skill development in sport: a kinesio-cultural approach2022Ingår i: Sport Coaching Review, ISSN 2164-0629, Vol. 11, nr 1, s. 23-40Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Skill development was traditionally seen through a positivist lens. Research was based on mind-body, individual-environment, and performer-skill dualisms, and researchers assumed that universal principles would ensure optimal development. Metaphorically, these assumptions represented a target hitting understanding of skill development. The goal was for the performer to hit the target of optimal performance as reliably as possible. Such an understanding commits researchers and practitioners to practical and methodological approaches. The aim of this paper is to reconsider skill development and think beyond a target hitting metaphor. To achieve this aim, we outline a kinesio-cultural exploration approach to skill development. This approach is based on a metaphoric understanding of skill development as familiarizing oneself with a landscape. Attaining familiarity in movement landscapes, or "kinescapes", requires spending time in these fields, attending to critical aspects, and remaining flexible. From this perspective, skilled performers are qualitatively different to "target hitting" performers.

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  • 12.
    Barker, Dean
    et al.
    University of Örebro, Sweden.
    Nyberg, Gun
    University of Dalarna, Falun, Sweden.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för rörelse, kultur och samhälle.
    Introduction to the PESP special issue: ‘Developing movement capability in physical education’2021Ingår i: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 26, nr 3, s. 225-229Artikel i tidskrift (Övrigt vetenskapligt)
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  • 13.
    Barker, Dean
    et al.
    Örebro universitet, Göteborgs universitet.
    Nyberg, Gun
    Högskolan Dalarna.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Joy, fear and resignation: investigating emotions in physical education using a symbolic interactionist approach2020Ingår i: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 25, nr 8, s. 872-888Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

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  • 14.
    Barker, Dean
    et al.
    Örebro university, Sweden..
    Nyberg, Gunn
    University of Dalama, Falun, Sweden..
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Exploring Movement Learning in Physical Education Using a Threshold Approach2020Ingår i: Journal of teaching in physical education, ISSN 0273-5024, E-ISSN 1543-2769, Vol. 39, nr 3, s. 415-423Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose: To describe student learning when physical education teacher and students attempted to develop movement capability. Methods: The study reports on the implementation of a 10-lesson pedagogical sequence. Data were generated using observations, interviews, and student diaries with one grade 9 class (26 students aged approximately 15 years) as they developed juggling capabilities. Data were analyzed using the notion of corporeal thresholds. Results: Results show that (a) a "throw-throw-catch-catch" pattern emerged as a corporeal threshold for juggling within the sequence; (b) most learners had crossed the threshold at the outset and were able to experiment with different forms of juggling during the sequence; (c) some students crossed the threshold during the sequence. These students experienced liminal phases, characterized by frustration and an initial feeling that they were juggling in the "wrong" way; and (d) some learners became stuck, pretended to know what to do, and did not cross the threshold during the 10 lessons. Discussion/Conclusion: Three issues related to the threshold approach are discussed: student identity and group membership, the process of learning, and the emotional dimensions of movement learning. This study is concluded with reflections on the implications of the results for scholarship.

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  • 15.
    Casey, Ashley
    et al.
    Loughborough University, UK.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    “It’s Groundhog Day”: Foucault’s Governmentality and Crisis Discourses in Physical Education2018Ingår i: Quest (National Association for Physical Education in Higher Education), ISSN 0033-6297, E-ISSN 1543-2750, Vol. 70, nr 4, s. 438-455Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 16.
    Casey, Ashley
    et al.
    Loughborough University, Leics, England..
    MacPhail, Ann
    University of Limerick, Ireland..
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Quennerstedt, Mikael
    Örebro University, Sweden..
    Between hope and happening: Problematizing the M and the P in models-based practice2021Ingår i: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 26, nr 2, s. 111-122Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Background: Advocacy through the work of many scholars in physical education and sport pedagogy highlights a significant direction towards which physical education is moving in light of calls for change. Importantly, and despite the 'newness' of the terms, 'pedagogical models' and 'Models-based Practice' (MbP) are beginning to shape the vocabulary of physical education and sport pedagogy. Purpose: To ask what happens if we take some of the 'good stuff associated with models and apply it in a different way while also taking some of the critical points raised towards models into consideration. Put simply, we (as scholars with different views on MbP) want to step off the beaten track to take a road less travelled and engage in a respectful, agonistic debate about the 'M' and the 'P' in MbP. Key arguments: From a practical perspective, the diversity of the language used in describing models and practices in physical education indicates both a growing excellence and tradition in the field and a degree of confusion. A number of phrases are currently used to identify the same concept with individuals unaware of alternative language use. At the heart of this paper lies the manner in which one interprets the use of the terms 'model', 'practice' and 'practise'. Discussion: Given the 'hope' inherent in pedagogical model development and implementation, we acknowledge that many of the negative or unintended consequences often arise as a result of the 'happening' both in research and in practice. However, by thinking in terms of what it is in students' actions that teachers and researchers should pay attention to in order for them to see what students learn, and in what direction this learning is developing, we are better able to see the outcomes of using MbP. In this way, the hope embedded in the chosen model, and the happenings teachers or researchers aspire to see, could be better aligned. Modelling and practicing through the focus on adaption and negotiation in various complex contexts has the potential to expand the field more than blueprints that potentially narrow the field. Conclusions: By recognising the dangers inherent in an essentialist notion of models (i.e. by nouning or proper nouning them), and by remembering the roles set aside for teachers in the development of pedagogical models, it is important that the practising of MbP always retains a very real sense of becoming. By continuing to problematize the M and the P, and by engaging in respectful and agonistic debate, we are better able to unite the hope and the happening of MbP.

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  • 17.
    Engström, Lars-Magnus
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Pedagogisk forskning2014Ingår i: Från Kungl. Gymnastiska Centralinstitutet till Gymnastik- och idrottshögskolan: en betraktelse av de senaste 25 åren som del av en 200-årig historia / [ed] Suzanne Lundvall, Stockholm: Gymnastik- och idrottshögskolan, GIH , 2014, s. 210-239Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
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  • 18.
    Engström, Lars-Magnus
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Redelius, Karin
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Logics of practice in movement culture: Lars-Magnus Engström’s contribution to understanding participation in movement cultures2018Ingår i: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, s. 892-904Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 19.
    Fagrell, Birgitta
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    The game within the game: Girls' underperforming position in Physical Education2012Ingår i: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 24, nr 1, s. 101-118Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 20.
    Ferry, Magnus
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Meckbach, Jane
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    School sport in Sweden: what is it, and how did it come to be?2013Ingår i: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 16, nr 6, s. 805-818Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 21. Fletcher, Tim
    et al.
    Beckey, Alex
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för rörelse, kultur och samhälle.
    MacPhail, Ann
    The research and development challenge: Better aligning teachers’ and teacher educators’ needs, priorities and demands2020Ingår i: School Physical Education and Teacher Education: Collaborative Redesign for the Twenty-first Century / [ed] Ann MacPhail, Hal A. Lawson, London: Routledge, 2020, 1Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    A physical education (PE) teacher’s role is complex, partly because the lines are blurred between teacher of curricular PE, teacher of academic PE and school sport coach. Despite PE teachers and teacher educators having similar missions, objectives and tasks, and often sharing the same initial preparation and induction, several processes and experiences serve to distinguish each role from the other. P. Bourdieu would suggest that teachers and teacher educators pursue their work on different fields, which may explain why they tend to value things differently. Being positioned in different fields contributes to various socializing experiences that may produce specific ideas about who teachers are and what they should do, and likewise for teacher educators. Many teacher educators express good intentions in wanting to work with teachers rather than on teachers. In order to create an integrated approach to teachers’ and teacher educators’ work, it is useful to consider the dominant conceptualizations of the processes of teaching.

  • 22.
    Forestier, Anthony
    et al.
    Univ Rennes, Bruz, France.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för rörelse, kultur och samhälle.
    Choreographing gender: masculine domination and heteronormativity in physical education2023Ingår i: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 28, nr 2, s. 132-143Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study is to highlight gender norms in physical education (PE) dance lessons, in order to analyse how secondary school students, both girls and boys, negotiate these norms. To do this, we used Bourdieu's concept of masculine domination and Butler's theory of heteronormativity. Video material was collected from eight Swedish secondary schools. This material was analysed qualitatively with the help of masculine domination and heteronormativity. We bring to light three relevant vignettes that illustrate gender norms during the dance lessons. The first vignette explains that, in most cases, girls choreograph and boys execute. Hence, this situation testifies the emergence of traditional and normative gendered positions between students, accordingly to their gender. Secondly, if the roles are reversed between girls and boys, suggesting that masculine domination is less prevalent during the dance lessons, we demonstrate that girls are still dominated because they teach boys how they should lead girls (at least so that it looks like they are leading). Finally, we observed that masculine domination can be considered a double oppression on boys and girls. There appears a co-construction of the students' own submission because girls teach boys how these have to be masculine, meanwhile boys, victims of their own oppression, keep the position as followers in this feminine activity. In parallel, girls assign masculine and feminine positions according to the gender of the students and support, eventually, the reproduction of balance of power representing the heteronormativity of gendered norms. In conclusion, masculine domination seems, at first glance, to be challenged in PE dance lessons because girls have the dominant role. However, by keeping the balance of power between the gendered positions, they strengthen heteronorms, that is, a principal element of the emergence of masculine domination.

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

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

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

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

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

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

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

  • 24.
    Gibbs, Béatrice
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap. School of Health Sciences, Örebro University.
    Quennerstedt, Mikael
    School of Health Sciences, Örebro University.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Teaching dance in physical education using exergames2017Ingår i: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 23, nr 2, s. 237-256Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 25. Gleddie, Doug
    et al.
    Feith, Joey
    Howe, P. David
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Cale, Lorraine
    Casey, Ashley
    Joey: social media as a tool for professional development2016Ingår i: Digital technologies and learning in physical education: pedagogical cases / [ed] Ashley Casey, Victoria A. Goodyear, Kathleen M. Armour, Routledge, 2016, s. 121-136Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 26.
    Göran, Gerdin
    et al.
    Linnéuniversitetet.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    (Dis)pleasurable boys' bodies materialising in PE2017Konferensbidrag (Refereegranskat)
    Abstract [en]

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

  • 27.
    Hoy, Sara
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för rörelse, kultur och samhälle.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för rörelse, kultur och samhälle. Department of Teacher Education and Outdoor Studies, The Norwegian School of Sport Sciences (NIH), Oslo, Norway.
    Kjellenberg, Karin
    Gymnastik- och idrottshögskolan, GIH, Institutionen för fysisk aktivitet och hälsa.
    Nyberg, Gisela
    Gymnastik- och idrottshögskolan, GIH, Institutionen för fysisk aktivitet och hälsa. Department of Global Public Health, Karolinska Institute, Stockholm, Sweden.
    Ekblom, Örjan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för fysisk aktivitet och hälsa.
    Helgadóttir, Björg
    Gymnastik- och idrottshögskolan, GIH, Institutionen för fysisk aktivitet och hälsa. Department of Clinical Neuroscience, Karolinska Institute, Stockholm, Sweden.
    Gendered relations? Associations between Swedish parents, siblings, and adolescents' time spent sedentary and physically active2024Ingår i: Frontiers in Sports and Active Living, E-ISSN 2624-9367, Vol. 6, artikel-id 1236848Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Introduction

    The family is assumed to be fundamental in youth socialization processes and development, connected to social and cultural practices such as healthy lifestyles and physical activity. However, gender patterns in physical activity among adolescents and the structural drivers of gender inequality (e.g., parentage and siblingship) are poorly understood. The aim of this study was to explore further how gender structures relate to adolescents' time spent being sedentary and physically active, using contemporary gender theory.

    Methods

    This cross-sectional study involved 1,139 adolescents aged 13-14 and their parents, including 815 mothers and 572 fathers. Physical activity and time spent sedentary were assessed through accelerometry among adolescents and through a self-report questionnaire for parents validated against accelerometry.

    Results

    The results showed significant relationships between mothers' moderate-to-vigorous physical activity (MVPA) and girls' MVPA on weekdays and weekends, and fathers' MVPA was significantly related to girls' MVPA on weekdays. Our results imply that the relationship between Swedish parents' and adolescent girls' physical activity in higher intensities are to some extent gendered practices. However, time spent sedentary does not seem to show any patterns of being performed according to binary ideas of gender. Further, our exploratory analyses suggest that these results somewhat intersect with parents' educational level and relate to intra-categorical aspects of doing gender. The results also indicate slight gendered patterns in the “doing” of brotherhood for time spent sedentary, however, for boys only on weekends.

    Discussion 

    The study contributes to the understanding of gender norms as constraints and enablers for adolescents' participation in physical activity. The results can spur public health and physical activity research to apply a contemporary gender theory approach, and to expand the research agenda connected to what relates to gender inequalities in physical activity practices.

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  • 28.
    Hoy, Sara
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för rörelse, kultur och samhälle.
    Thedin Jakobsson, Britta
    Gymnastik- och idrottshögskolan, GIH, Institutionen för rörelse, kultur och samhälle.
    Lunde, Carolina
    Gymnastik- och idrottshögskolan, GIH, Institutionen för rörelse, kultur och samhälle.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för rörelse, kultur och samhälle.
    Ett fysiskt aktivt liv? En etnografisk komparativ flerfallsstudie av förhandlingar och handlingsutrymmen under skoldagen2023Ingår i: Program Svensk förening för beteende- och samhällsvetenskaplig idrottsforskning (SVEBI) årliga idrottsvetenskapliga konferens, 2023, s. 18-Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

    Introduktion

    Skolmiljöer presenteras ofta som en stor del av ’lösningen’ på att få unga att engagera sig i rörelse, eftersom i princip alla unga befinner sig i skolan under en tredjedel av dagen. Även om hälsofördelarna med fysisk aktivitet är väl dokumenterade, är anledningarna till att vara fysiskt aktiv eller inte relaterade till både individuella och kontextuella strukturer hos skolan som institution och de som befinner sig där under en skoldag. I den svenska läroplanen för grundskolan står det framskrivet i den allmänna delen att ”skolan ska också sträva efter att ge alla elever daglig fysisk aktivitet inom ramen för hela skoldagen” (Läroplan för grundskolan, förskoleklassen och fritidshemmet [Lgr22], 2022). Trots detta verkar många skolor ha utmaningar med att ta sig an denna uppgift, och strävan efter att ge alla elever daglig fysisk aktivitet i skolmiljöer är mycket mer komplex än vid en första anblick.  Denna studie avser att studera hinder och möjligheter för ungas fysiskt aktiva liv under skoldagen, genom att undersöka skolans vardagsliv i relation till rörelse under ett läsår i fyra högstadieskolor.

    Syfte och teoretisk ram

    Syftet med denna etnografiska studie är att utforska de olika skolornas uppfattningar och praktiker kopplat till fysisk aktivitet under skoldagen, och hur elever och skolpersonal förhåller sig till möjligheter och hinder för att engagera sig i fysisk aktivitet i skolan.  I den här studien använder vi ett ekologiskt perspektiv, inspirerad av arbetet av Priestley, Biesta och Robinson (2015). Teorin betonar vikten av både individuella kapaciteter och kontextuella dimensioner, men framförallt mötet däremellan, där handlingsutrymme som ett fenomen uppnås i detta samspel.  Handlandet förankras i tidigare erfarenheter och aspirerar mot framtida mål, värderingar och strävanden. På detta sätt rymmer teorin aspekter som är både relationella och temporala.

    Metod

    Det här en etnografisk komparativ flerfallsstudie som har utförts av ett team på fyra forskare under tre två-veckorsperioder över ett års tid i fyra svenska högstadieskolor i Storstockholms området. Fältarbetet har involverat deltagande observationer, informella samtal och semistrukturerade intervjuer med skolledning, lärare, elevhälsoteam och annan personal, samt högstadieelever (13-14 år). Främst består materialet av fältanteckningar från omkring 700 timmar av fältarbete och 86 intervjuer med 102 respondenter (50 elever och 52 personal) över de fyra skolorna. Analys av det empiriska materialet utfördes med hjälp av reflexiv tematisk analys.

    Resultat och diskussion

    Preliminära resultat visar att skolans struktur, logiker och miljöer tydligt påverkar möjligheterna för fysisk aktivitet under en skoldag. Ungdomsåldern under högstadiet är en period i livet där självständigheten ofta ökar. Elevers eget inflytande och delaktighet i hur de kan vara aktiva eller inte tilltar med deras utveckling i autonomi, och där fungerar fysiska aktivitetsbeteenden också som en social markör som informeras av könsrelaterade och sociokulturella strukturer. Skolans organisation förändras under högstadiet mot högre krav, större ämnesfokus och bedömning av elever, där utbildningsuppdraget och dess logiker starkt påverkar vad som värderas och prioriteras under en skoldag. Där blir rörelse, lek och (till viss del) svett ofta nedprioriterat och något oseriöst. Detta gör även att ansvarsfrågan kring ungas fysiskt aktiva liv hamnar ’mellan stolarna’ – i skolan som institution, mellan hemmet och skolan, och hos individen själv.  Framtida forskning bör vidare undersöka detta gränsland, där rörelse, hälsopromotion och skolans logiker möts, där (skol)strukturella och pedagogiska perspektiv inom folkhälsoforskning kan lyftas. Det skulle bidra till ett mer hållbart angreppssätt av rörelsefrågan i skolans miljöer.

  • 29.
    Johansson, Susanne
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    ‘This might be him; the guy I’m gonna marry’: Love and sexual relationships between female elite-athletes and male coaches2017Ingår i: International Review for the Sociology of Sport, ISSN 1012-6902, E-ISSN 1461-7218, Vol. 52, nr 7, s. 819-838Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

    Ladda ner fulltext (pdf)
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  • 30.
    Joy, Phillip
    et al.
    Dalhousie University, Halifax, Canada.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Unspoken: exploring the constitution of masculinities in Swedish physical education classes through body movements.2019Ingår i: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 24, nr 5, s. 491-505Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 31.
    Kane, Eva
    et al.
    Stockholms universitet.
    Ljusberg, Anna-Lena
    Stockholms universitet.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH.
    Making Magic Soup: The Facilitation of Play in School-age Childcare2013Ingår i: International Journal of Play, ISSN 2159-4937, Vol. 2, nr 1, s. 7-21Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

  • 32. Karlefors, Inger
    et al.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Business as Usual—or a Joint Effort for Development?: about teaching methods in Swedish PEH Curriculum 1962-20112014Ingår i: Swedish journal of sport research, ISSN 2001-9475, nr 1Artikel i tidskrift (Refereegranskat)
  • 33.
    Karlefors, Inger
    et al.
    Umeå University.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Searching for the ‘How’: Teaching methods in Swedish physical education2018Ingår i: Scandinavian Sport Studies Forum, E-ISSN 2000-088X, s. 25-44Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

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  • 34.
    Kempe-Bergman, Matthis
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Idrottslyftet lyfter vadå?2012Ingår i: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, ISSN 1103-4629, nr 1, s. 46-50Artikel i tidskrift (Övrigt vetenskapligt)
  • 35.
    Kempe-Bergman, Matthis
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Redelius, Karin
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    The sceptic, the cynic, the women’s rights advocate and the constructionist: male leaders and coaches on gender equity in sport2020Ingår i: International Journal of Sport Policy and Politics, ISSN 1940-6940, E-ISSN 1940-6959, Vol. 12, nr 3, s. 333-347Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Research about sport and gender equity has taken various forms in different historical and scientific contexts but a general conclusion is that sport still is male-dominated terrain. Why is this, despite decades of gender equity work and initiatives? Here, answers were sought through interviews with 47 male power holders - leaders and coaches - in Swedish sport. Men from seven sports were interviewed. The aim was to, by means of a Foucauldian discourse analysis, explore how 'gender equity' was interpreted and valued: how do the leaders and coaches position themselves, and how are they positioned, in relation to gender equity? The findings show that four subject positions are articulated: the sceptic, the cynic, the women's rights advocate and the constructionist. The sceptic raises doubts about the reasonableness and fairness of gender equity, the cynic constructs gender equity as something unrealistic or impossible, the women's rights advocate articulates a semi-essential and quantitatively oriented support for gender equity, and the constructionist voice a norm-critical approach. We conclude that the constructionist probably is more aligned with the gender equity objectives of both Swedish and international sport organising bodies than the women's rights advocate, but that more distinct and detailed norm-critical approaches to gender equity are required ahead. A more successful implementation of gender equity initiatives is related to changed interpretations of and attitudes towards the fundamentals of gender equity work among those who are to realise it, but also to clarifications of what 'gender equity' means and why it is important.

    Ladda ner fulltext (pdf)
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  • 36.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    A history of the present on the sportsman and the sportswoman2003Ingår i: Forum qualitative Sozialforschung, E-ISSN 1438-5627, Vol. 4, nr 1, s. -Art. 9Artikel i tidskrift (Refereegranskat)
    Abstract [en]

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

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

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

  • 37.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Aage Radmann. Huliganlandskapet. Medier, våld och maskuliniteter: Recension2014Ingår i: Tidskrift för Genusvetenskap, ISSN 1654-5443, E-ISSN 2001-1377, Vol. 35, nr 2-3, s. 155-157Artikel, recension (Övrigt vetenskapligt)
  • 38.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH.
    Att förstå barns rörelse: Ett sociokulturellt perspektiv2012Ingår i: "Huvud, axlar, knä och tå": Om barn, kultur och kropp / [ed] Karin Helander, Stockholm: Stockholms universitet , 2012, s. 11-28Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 39.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Att motverka traditionella könsmönster: gästkrönika2018Ingår i: Idrott & hälsa, ISSN 1656-1124, s. 10-11Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 40.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Bedömningar av ungas rörelseförmåga – intervju med Anna Tidén2016Ingår i: Idrottsforskaren: Svensk förening för beteendevetenskaplig idrottsforskning, nr 1, s. 27-32Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 41.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för rörelse, kultur och samhälle.
    Behöver lärare i idrott och hälsa allsidig rörelseförmåga och kroppslig förmåga?: krönika2021Ingår i: Idrott & hälsa, ISSN 1653-1124, nr 2, s. 14-16Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 42.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Can Gender Equality Become an Encumbrance?: The case of sport in the Nordic countries2014Ingår i: Routledge handbook of sport, gender and sexuality / [ed] Jennifer Hargreaves, Eric Anderson, New York: Routledge, 2014, s. 226-234Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 43.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för rörelse, kultur och samhälle.
    Conclusion2021Ingår i: Learning movements: New perspectives of movement education / [ed] Håkan Larsson, London: Routledge, 2021, s. 323-336Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Ladda ner (jpg)
    presentationsbild
  • 44.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Didaktiska perspektiv på idrott2016Ingår i: Idrottsvetenskap: en introduktion / [ed] Susanna Hedenborg, Studentlitteratur AB, 2016, 1, s. 89-112Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 45.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Educación física: ¿último bastión de la masculinidad en la escuela sueca?2014Ingår i: Géneros, masculinidades y diversidad: Educación física, deporte e identidades masculinas / [ed] Joaquín Piedra, Octaedro, 2014, s. 203-225Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 46.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Forskarskolan FIHD utvecklar framtidens idrottsundervisning2019Ingår i: Idrott & hälsa, ISSN 1653-1124, nr 2, s. 14-15Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 47.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Forskarutbildning i idrottsvetenskap2014Ingår i: Från Kungl. Gymnastiska Centralinstitutet till Gymnastik- och idrottshögskolan: en betraktelse av de senaste 25 åren som del av en 200-årig historia / [ed] Suzanne Lundvall, Stockholm: Gymnastik- och idrottshögskolan, GIH , 2014, s. 272-274Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
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  • 48.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Forskning om undervisning och lärande i skolämnet idrott och hälsa2016Ingår i: Idrottsforskaren: Svensk förening för beteendevetenskaplig idrottsforskning, nr 1, s. 5-15Artikel i tidskrift (Övrigt vetenskapligt)
  • 49.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Gender in physical education: A case for performative pedagogy?2019Ingår i: Critical Research in Sport, Health and Physical Education: How to Make a Difference / [ed] Richard Pringle, Håkan Larsson, Göran Gerdin, Routledge, 2019, s. 160-171Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Ladda ner (jpg)
    presentationsbild
  • 50.
    Larsson, Håkan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Hjärnhälsa i skolan: krönika2020Ingår i: Idrott & hälsa, ISSN 1653-1124, nr 2, s. 10-11Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
1234 1 - 50 av 161
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