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  • 1.
    Redelius, Karin
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Larsson, Lena
    Linnéuniversitetet.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Physical education teacher education in Sweden2019In: European physical education teacher education practices: initial, induction, and professional development / [ed] Ann MacPhail, Deborah Tannehill, Zuleyha Avsar, Meyer & Meyer Sport, 2019, p. 379-396Chapter in book (Other academic)
  • 2.
    Thedin Jakobsson, Britta
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    A Disrupted Landscape for Participating in Youth Club Sport and PE in Sweden2018In: Physical Education and Sport help build a Healthy Society, 2018Conference paper (Refereed)
    Abstract [en]

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

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

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

  • 3.
    Thedin Jakobsson, Britta
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    A disrupted landscape for participating in youth club sport: A study of changes in sport and leisure time activities2018Conference paper (Refereed)
    Abstract [en]

    Introduction

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

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

    Methods

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

    Results

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

    Conclusions

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

  • 4.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Avhandling som på ett intressant sätt väver samman olika sociologiska perspektiv på mäns tal om och förståelse av hälsa, kropp och fysisk aktivitet: recension av avhandlingen “I have a pacemaker and hip replacement, but I’m up and running”: Rural Norwegian men’s meanings related to health, body and physical activity av Stein Egil Kolderup Hervik2018In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, article id 15 marsArticle, book review (Other academic)
  • 5.
    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.

  • 6.
    Gurholt Pedersen, Kirsti
    et al.
    Department for Physical Education, Norges Idrottshögskola, Norge.
    Bischoff, Anette
    Institutt for friluftsliv, idrett og kroppsøving, Universitet i Sørøst, Norge.
    Mygind, Erik
    Department of Geosciences and Natural Resource Management, Forest and Landscape College, Danmark.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Nordic Master in Friluftsliv Studies (Outdoor Studies): An invitation to Students Worldwide2018In: Pathways. The Ontario Journal of Outdoor Education, Vol. 30, no 2, p. 25-27Article in journal (Other academic)
  • 7.
    Thedin Jakobsson, Britta
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Sundblad, Gunilla Brun
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Participation patterns in Swedish youth sport.: A longitudinal study of participants aged 10-19 years.2018In: Swedish Journal of Sport Research, ISSN 2001-6018, E-ISSN 2001-9475, Vol. 7, no 2, p. 25-52Article in journal (Refereed)
    Abstract [en]

    In Sweden almost everyone participate in youth sport at one time or another. In recent years, however, overall participation rates have declined and many stop early. The aspiration of the sport confederation as well as the Swedish state is that young people should stay longer in sport which raises questions about participation patterns during adolescence, the ease of joining a sport club, and the barriers to remaining a participant. Drawing on a nine-year longitudinal study, this article reports on the participation patterns among a group of 241 youth that were followed from 10 to 19 years. They took part in four surveys (when they were 10, 13, 16 and 19 years of age). The results show a clear polarisation, one fourth did not take part at all or had only participated for a short time, one fourth participated all the time from the age of 10 to 19. Few started after the age of 10. The pathways for those continuing were characterised by diversification and not specialisation.

  • 8. 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.))
  • 9.
    Mikaels, Jonas
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Mygind, Erik
    University of Copenhagen.
    Dettweiler, Ulrich
    University of Stavanger.
    Outdoor and environmental education research – a critical exploration into ontology, epistemology, methodology and methods: Book of Abstract : PhD Summer School in Outdoor Studies 2017 Stockholm, Sweden, May 2-62017Other (Other academic)
    Abstract [en]

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

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

  • 10.
    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?

  • 11.
    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.

  • 12.
    Tidén, Anna
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Redelius, Karin
    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.
    The social construction of ability in movment assessment tools.2017In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 22, no 6, p. 697-709Article in journal (Refereed)
    Abstract [en]

    This paper focuses on how 'ability' is conceptualised, configured and produced in movement assessment tools. The aim of the study was to critically analyse assessment tools used for healthy and typically developed children. The sample consists of 10 tools from 6 different countries. In the study, we pay special attention to content and evaluation methods. The theoretical analysis explores and discusses what kind of movement ability the tools construct. The theoretical framework is inspired by Bourdieu's concepts of habitus, capital and field which are used as analytical tools to explore how the testing processes and content shape what is regarded as ability. Our findings show both a great variation of concepts and evaluation methods and a narrow view of what is regarded as valuable to assess. The assessed movements are strongly related to traditional sports and construct a specific form of physical capital. None of the tasks assessed take place in natural outdoor environments. Open skills, rhythmical movements to music or tasks including a wider range of flexibility are also absent in the assessment tools. The explored tools and tests assess a limited number of decontextualised movements and produce a narrow view of 'ability'. Hence, the testing process itself often promotes a child who is physically mature and benefits those who have experience of traditional sports. In other words, the assessed 'taste for sport' and the 'embodied physical capital' construct what is considered to be legitimate knowledge in relation to movement and physical culture. Accordingly, the social construction of movement ability through assessment tools is far from a neutral concept and could affect how children see themselves and their 'ability'.

  • 13.
    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)
  • 14.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Approaching a gender neutral PE-culture? An exploration of the phase of a divergent PE-culture: Gender in Physical Culture: Crossing Boundaries – Reconstituting Cultures2016In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 19, no 5, p. 640-652Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to explore the phase of the divergent physical education (PE) culture in Sweden through the enactment of gender and how boundaries are formed and defended by symbolic mediating status and monopolization of resources. The study departures from a literature review with an inductive approach. Inspired by the method of critical incidents technique specific events have been studied to explore the longitudinal phase and the enactment of gender. Five critical incidents demonstrates how difference and similarity were created, maintained and contested, but also how the dismantling of gender differences came to be enacted and socially configured in space and time. The findings of the study point to a slow-but-still ongoing phase of dissolving symbolic and social boundaries. Going for a gender-neutral PE culture in the future seems to require our ability to both be gender sensitive and gender bend in order to transgress traditional gender order.

  • 15.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för 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.
    Peterson, Tomas
    Malmö högskola.
    Quennerstedt, Mikael
    Örebro universitet.
    Forskarskolan i idrott och hälsas didaktik: praktiknära idrottsdidaktik2016In: Hur är det i praktiken?: Lärare utforskar ämnet idrott och hälsa / [ed] Håkan Larsson, Suzanne Lundvall, Jane Meckbach, Tomas Peterson & Mikale Quennerstedt, Stockholm: Gymnastik- och idrottshögskolan, GIH , 2016, p. 5-16Chapter in book (Other academic)
    Abstract [sv]

    Vad ska elever lära sig i idrott och hälsa? Hur lägger man upp undervisning som stödjer alla elever i deras lärande? Hur kan lärare göra likvärdiga bedömningar av elevers kunskaper? Detta är några av de frågor som behandlas i boken du nu håller i. Boken sammanfattar den forskning som genomförts inom Forskarskolan i idrott och hälsas didaktik (FIHD). FIHD startade år 2011 som ett led i den statliga satsningen Lärarlyftet, där särskilda medel avsattes för genomförandet av forskarskolor för lärare och förskollärare. Deltagarna i FIHD är alla verksamma lärare i idrott och hälsa. Detta har en central betydelse i sammanhanget. Skolämnet idrott och hälsa har funnits länge i den svenska skolan, men den vetenskapliga förankringen och utforskningen av ämnet har varit svag. Den forskning som existerat har inte i första hand genomförts av, eller på initiativ av, lärare i ämnet. Initiativen har istället kommit från annat håll, ofta från olika myndigheter. Forskningsresultaten har speglat myndigheternas intressen snarare än lärarnas. Därför är det ett stort nöje att i denna bok få möjlighet att presentera forskningsresultat som bygger på lärares frågor och där lärare har varit forskare. I detta inledande kapitel presenterar FIHD:s styrgrupp, bestående av medarbetare vid Gymnastik- och idrottshögskolan (GIH), Malmö högskola och Örebro universitet, bakgrunden till FIHD, den forskning som fanns till hands då lärarna påbörjade sina forskningsprojekt samt de ambitioner som varit förknippade med forskarskolan.

  • 16.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Gender dynamics in the making and breaking of a female PETE culture in Sweden2016In: The Female Tradition in Physical Education: Women First reconsidered / [ed] David Kirk, Patricia Vertinsky, Routledge, 2016, p. 153-169Chapter in book (Refereed)
  • 17.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Lundvall, SuzanneSwedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.Meckbach, JaneSwedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.Peterson, TomasMalmö högskola.Quennerstedt, MikaelÖrebro universitet.
    Hur är det i praktiken?: Lärare utforskar ämnet idrott och hälsa2016Collection (editor) (Other academic)
    Abstract [sv]

    Vad ska elever lära sig i idrott och hälsa? Hur lägger man upp undervisning som stödjer alla elever i deras lärande? Hur kan lärare göra likvärdiga bedömningar av elevers kunskaper? Detta är några av de frågor som behandlas i denna bok. Boken sammanfattar den forskning som genomförts inom Forskarskolan i idrott och hälsas didaktik (FIHD). FIHD startade år 2011 som ett led i den statliga satsningen Lärarlyftet, där särskilda medel avsattes för genomförandet av forskarskolor för lärare och förskollärare. Deltagarna i FIHD är alla verksamma lärare i idrott och hälsa. I denna bok presenterar de översiktligt resultat och slutsatser från sina olika forskningsprojekt. Kapitlen behandlar aktuella teman som lärande, hälsa, etnicitet och genus samt betyg och bedömning i idrott och hälsa.

    Boken finns fritt tillgänglig på webben.

    Innehåll:

    • Forskarskolan i idrott och hälsas didaktik: praktiknära idrottsdidaktik
    • Träffar vi alltid rätt? Elevers lärande i idrott och hälsa / Andreas Jacobsson
    • Elevers förståelse av hälsa i idrott och hälsa / Annika Ahlberg
    • Är grönsaker alltid hälsosamt? / Magnus Brolin
    • Hitta lätt – så blir det rätt! / Kerstin Nilsson
    • Dansspel som läromedel / Béatrice Gibbs
    • Dokumentation i idrott och hälsa – en omöjlig ekvation? / Rickard Håkanson
    • Passar jag in? Nyanlända ungas möte med idrott och hälsa / Åke Huitfeldt
    • Att göra tudelning – idrott och hälsa i åk 1 ur ett genusperspektiv / Inga Oliynyk
    • Bedömning för lärande (BFL) i ämnet idrott och hälsa / Björn Tolgfors
    • Vad är ”kroppslig förmåga”? Om behovet av ett yrkesspråk i idrott och hälsa / Jenny Kroon
    • Betygsättning – ett (o)möjligt uppdrag? / Izabela Seger
  • 18.
    Mikaels, Jonas
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Backman, Erik
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    In and out of place: exploring the discursive effects of teachers' talk about outdoor education in secondary schools in New Zealand2016In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 16, no 2, p. 91-104Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to explore and problematise teachers’ talk about outdooreducation in New Zealand. The focus is on what can be said, how it is said and thediscursive effects of such ways of speaking. The inquiry draws on Foucauldiantheoretical insights to analyse interview transcripts derived from semi-structured interviewswith eight outdoor education teachers who work at secondary schools in NewZealand. Findings suggest that different discourses co-exist and are intertwined in theparticipants’ talk. Associated with a dominating discourse of adventure are subdiscoursesof risk and safety, pursuit-based activities, skill and assessment. Connected to adiscourse of learning are subdiscourses of environment, sustainability and socialcritique. Resistance towards a dominating discourse of adventure with pursuit-basedactivities can be traced in a discourse of learning in the form of a more placeresponsivepedagogy.

  • 19.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Intressant som kunskapsbank, men provokativ utifrån ett nordiskt perspektiv: Recension av boken Health and Elite Sport: Is High Performance Sport a Healthy Pursuit? / Joseph Baker, Parissa Safai & Jessica Fraser-Thomas (red). Routledge 20152016In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, no 7 aprilArticle, book review (Other academic)
  • 20.
    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.

  • 21.
    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.

  • 22.
    Barker, Dean
    et al.
    Institutionen för kost- och idrottsvetenskap vid Göteborgs universitet.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogisk idrottsforskning.
    Transformative pedagogy in physical education and the challenges of young people with migration backgrounds2016In: Routledge Handbook of Physical Education Pedagogies / [ed] Catherine D. Ennis, Routledge, 2016, p. 356-367Chapter in book (Refereed)
    Abstract [en]

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

  • 23.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Antologi som problematiserar maskulinitet och femininitet inom idrott och fritid: recension av Kjønnsmakt i idrett og friluftsliv / Gerd von der Lippe & Hans K. Hognestad (red)2015In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, no 8 majArticle, book review (Other academic)
    Abstract [sv]

    Från Idrottsforum:

    Den 28 mars 2012 publicerades på idrottsforum.orgs (1.0) löpsedel följande nyhet: ”Vi nås av det nedslående beskedet att Gerd von der Lippes karriär på Høgskolen i Telemark ’nærmer seg slutten’. Det är svårt att tro att denna otroligt vitala, initiativrika och kritiska forskare ska kunna sluta vara just det, och vi förväntar oss åtskilligt fler interventioner framöver. Vid hennes Høgskole har man i alla händelser beslutat arrangera ett symposium om kön och makt inom idrott och friluftsliv till hennes ära, ’Hva er nytt under solen? Symposium om kjønn og makt i idrett/ friluftsliv’.” Mot bakgrund av dessa rader kan vi idag konstatera två saker. För det första att det blev åtskilligt fler interventioner, och akademiska aktiviteter av olika slag, från von der Lippes sida. Nämnvärt i sammanhanget, utöver en artikel om Nanna With på idrottsforum.org, är hennes engagemang i Ship to Gaza-kampanjen, en intervention som gett eko i och utanför forskarvärlden, och i den palestinske fotbollsspelaren Mahmoud Sarsaks öde – han definierades som jihadkrigare av den israeliska säkerhetstjänsten, nästan hungerstrejkade sig till döds, och släpptes så småningom fri. von der Lippes synpunkter och åsikter i dessa frågor kan man med fördel ta del av i en intervju av Peder Samdals, här. Tjänstgörande redaktör har vid mer än ett tillfälle (särskilt minnesvärt var det i Umeå) lyssnat på von der Lippe i seminarier och druckit hennes skål på efterfester. Jag har sett denna en gång norska mästare på 100, 200 och 400 meter göra en enhandsvolt, 70 år fyllda! Nåväl, för det andra, att konferensen sannolikt var framgångsrik, att döma av att det sedan en tid föreligger en välmatad antologi med publicerade konferensbidrag. Festföremålet själv, tillsammans med Hans Hognestad, har redigerat Kjønnsmakt i idrett og friluftsliv (Novus forlag). Vi gav den nya boken till en meriterad svensk forskare på området, Suzanne Lundvall vid GIH, och hennes insiktsfulla läsning ovh väl genomförda recension ger bilden av en bok som man svårligen kan bortse från om man vill förstå hur kön och makt samspelar inom idrott och friluftsliv.

  • 24.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Estetik och rörelse i skolan: om relationen mellan dans och gymnastik2015In: Kunskapande i dans: Om estetiskt lärande och kommunikation / [ed] Britt-Marie Styrke, Liber, 2015, 1, p. 39-52Chapter in book (Refereed)
  • 25.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    From Ling Gymnastics to Sport Science: The Swedish School of Sport and Health Sciences, GIH, from 1813 to 20132015In: International Journal of the History of Sport, ISSN 0952-3367, E-ISSN 1743-9035, Vol. 32, no 6, p. 789-799Article in journal (Refereed)
    Abstract [en]

    In 2013, the former Royal Gymnastic Central Institute, now the Swedish School of Sport and Health Sciences (GIH), celebrated its bicentenary. The purpose of this paper is to describe, by means of a literature review, the holding blocks that have contributed to the continuity of the oldest institute for PE teacher education in the world. For the first hundred years Ling gymnastics represented a legitimate system for the schooling of the body, the promotion of health and the rehabilitation of the sick. This resulted in strong markers of exclusivity, keeping the institution together. The next hundred years saw the discontinuity of Ling gymnastics, including medical gymnastics, and a call for sport education. The new cornerstones were exercise science research and the establishment of the Institute as an autonomous university college with the assignment to meet society's continued need for knowledge of how to support healthy citizens. Today's challenges for GIH include dealing with a changing society, the conflicting dimensions of (competitive) sport, and the more philanthropic ideas of body and physicality.

  • 26.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    How does ’physical literacy’ resonate with ’human practising’?2015Conference paper (Refereed)
  • 27.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Idrott och hälsa : en undervärderad investering (?)2015Conference paper (Refereed)
  • 28.
    Tidén, Anna
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Movement Assessment Tools: A Critical Examination2015Conference paper (Refereed)
    Abstract [en]

    Introduction

    In contemporary society there are calls to increase young people’s physical activity. In the wake of this concern we find a growing interest in studying and assessing children’s and adolescents’ movement abilities. Consequently, there are a number of tools developed for assessing children’s movement abilities. However, many scholars have suggested that ability is far from a neutral concept and the notion of ability is often taken for granted as simply a measureable and observable capacity. The aim with this study is to critically examine assessment tools used for healthy and typically developed children. (Evans, 2004; Hay & Macdonald, 2013; Wright & Burrows, 2006).

    Methods

    The examination comprises ten tools from six different countries. In the study we pay special attention to selected movement tasks in the tools and the evaluation methods. The theoretical framework is inspired by Bourdieu’s concepts of habitus and capital, (Bourdieu, 1988) which are used as analytical tools. The analysis explores and discusses what kind of movement ability the tools may construct.

    Results

    The findings show both a great variation of concepts and evaluation methods and a narrow view of what is regarded as valuable to assess. The assessment tools are strongly related to traditional sports and represent a specific form of physical capital. Rhythm and dance, for example, are never or seldom assessed, neither movements in a broader perspective as open skills or movement tasks taking place in an outdoor environment. The examined tools and tests assess a limited number of decontextualised movements and produce a narrow view of movement ability.

    Discussion

    The study gives an overview of what kind of movements and abilities that is valued and promoted in movement assessment. Evaluation processes often promotes a child who is physically mature and benefits those who have experience of traditional sports. In other words, the assessed ‘taste for sport’ and the ‘embodied physical capital’ construct what is considered to be legitimate knowledge in relation to movement culture. Accordingly, the construction of movement ability through assessment tools could affect how children see themselves and their ‘ability’. The results raises questions about how the assessments influence children’s desire to move or their interest for physical activity in broader perspectives.

    References

    Bourdieu, P. (1988). Program for Sociology of Sport. Sociology of Sport Journal, 5, 153-161.

    Evans, J. (2004). Making a difference? Education and ‘ability’ in physical education. European Physical Education Review, 10, 95-108.

    Hay, P.J., & Macdonald, D. (2013). Evidence for the social construction of ability in physical education. Sport Education and Society, 15, 1-18.

    Wright, J. & Burrows, L. (2006). Re-conceiving ability in physical education: a social analysis. Sport Education and Society, 11, 275-291.

  • 29.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Physical literacy in the field of physical education: A challenge and a possibility2015In: Journal of sport and health sciences, ISSN 2095-2546, Vol. 4, no 2, p. 113-118Article in journal (Refereed)
    Abstract [en]

    Publications of articles with physical literacy as topic have increased dramatically since the beginning of 2000s. The aim of this paper is to, through an explorative literature overview with an inductive approach, analyze frequent, and significant themes in published peer reviewed articles, with a focus on physical literacy. The database EBSCO has been used with the identifiers “physical literacy” and “physical literacy and evidence”. Furthermore ICSSPE Bulletin's special issue on physical literacy has been included in the overview. The findings have resulted in three key themes: assumptions of the concept physical literacy and its educative role, sports development and physical literacy, and assessment and physical literacy. Future studies are needed to examine if the advocated pedagogical strategies based on the concept physical literacy have led to a re-organized and revitalized school subject. There is also an existing critique towards making physical literacy an idealistic neutral concept or synonym with fundamental movement skills or sports talent identification. The role of higher education emerges as crucial for the next step of the development of the scientific framework as this involves how physical literacy will be socially configured, nurtured, and embodied in practice.

  • 30.
    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.

  • 31.
    Graffman-Sahlberg, Marie
    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, Department of Sport and Health Sciences.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    A Possible Mission?: An Action-based Case Study of a Teaching-Learning Model in Physical Education and Health2014In: Swedish Journal of Sport Research, ISSN 2001-9475, no 1Article in journal (Refereed)
  • 32.
    Backman, Erik
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Nyberg, Marie
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Tidén, Anna
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Bedömningsstöd i ämnet Idrott och hälsa: gymnasiet2014Other (Other (popular science, discussion, etc.))
  • 33.
    Larsson, Håkan
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Nyberg, Marie
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Tiden, Anna
    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.
    Bedömningsstöd idrott och hälsa årskurs 4-62014Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Som stöd för bedömning i idrott och hälsa i årskurs 6 finns ett material som ger tydliga exempel på bedömningar av de kunskaper som eleverna visar upp utifrån kunskapskraven. Bedömningsstödet syftar till att konkretisera delar av kunskapskraven genom elevexempel och lärares samtal kring bedömning.

  • 34.
    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.

  • 35.
    Schantz, Peter
    et al.
    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.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Changing Perspectives on Physical Education in Sweden: Implementing Dimensions of Public Health and Sustainable Development2014In: Physical Education and Health: Global Perspectives and Best Practice / [ed] Christopher Edginton, Ming-Kai Chin, Urbana, Illinois, USA: Sagamore Publishing, 2014, 1, p. 463-475Chapter in book (Refereed)
    Abstract [en]

    Health was introduced as part of physical education (PE) in Sweden in 1994. This chapter focuses on both transformational processes and the lack thereof in PE and in physical education teacher education (PETE) in Sweden with the introduction of "health." Prior to that PE focused entirely on different bodily movements for about 170 years, and the demanded changeover has been markedly lagging. At the same time, scientific development within the field of physical activity and health has been strong during the past two decades. Presently, the PETE at The Swedish School of Sport and Health Sciences, GIH in Stockholm, Sweden, is undergoing changes with the aim of creating a merger of perspectives from old, mainly sports-oriented, traditions in PE with newer individual and population health-related perspectives to a wider perspective of physical activity. These new perspectives are framed within diverse dimensions of the environment: for example, how the physical environment affects levels of physical activity and well-being and the need for sustainable development. The rationale for the latter perspective is that the contexts of bodily movement can affect the environment both positively and negatively and are thereby closely linked to both individual and public health. The transformational process described is still in an early state, and clearly future developmental steps are needed, some of which are described in the final section.

  • 36.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    From girl to woman: Becoming an adult; socio-cultural factors and sports participation during adolescence2014In: Women and sport, Stockholm: SISU idrottsböcker , 2014Chapter in book (Other academic)
    Abstract [en]

    in this text, we examine how sports participation during the transition from girl to woman is affected by the process of socialisation and identity formation that occurs during adolescence. the transition period lasts several years, starts and ends at different times for different individuals, and is a unique experience for each girl. the consequences for organised sport are also discussed.

  • 37.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Från institution till en högskola för idrottens, skolans och samhällets behov2014In: Från Kungl. Gymnastiska Centralinstitutet till Gymnastik- och idrottshögskolan: en betraktelse av de senaste 25 åren som del av en 200-årig historia / [ed] Lundvall, Suzanne, Stockholm: Gymnastik- och idrottshögskolan, GIH , 2014, p. 11-28Chapter in book (Other (popular science, discussion, etc.))
  • 38.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Från Kungl. Gymnastiska Centralinstitutet till Gymnastik- och idrottshögskolan: en betraktelse av de senaste 25 åren som del av en 200-årig historia2014Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [sv]

    Denna jubileumsskrift ger en beskrivning av lärosätets senaste 25 år. Den belyser således perioden mellan 1988-2013.

    Huvuddelen av texterna är skrivna av personal verksam vid GIH under den tidsperiod som är i fokus och ger på så sätt en institutionell förståelse för den verksamhet som har bedrivits.

    Boken består av fem delar som belyser framväxten och organisationen av en självständig högskola (del I), utbildningsprogram (del II), forskning och forskargrupper (del III), lokaler och bibliotek (del IV) och den konstnärliga utsmyckning som tillkommit.

    (Ur förordet)

  • 39.
    Thedin Jakobsson, Britta
    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, Department of Sport and Health Sciences.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    In- and outflow in club sport: A longitudinal study among Swedish youth aged 10-19 years2014Article in journal (Refereed)
  • 40.
    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.

  • 41.
    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)
  • 42.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Learning experiences in Physical Education and Health : a longitudinal study2014Conference paper (Refereed)
  • 43.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Learning experiences in Physical Education and Health : a longitudinal study2014In: Global Forum for Physical Education and Sport Pedagogy. / [ed] Mingkai Chin and Edgington, Christopher, 2014Conference paper (Refereed)
    Abstract [en]

    Aim:

    Health and Physical education (HPE) has during the last decades been under debate. Reports claim that students learn sport but not health. Changes in society show new scenarios around health and a growing uneven distribution of access to physical activity. This leads to questions about students’ learning experiences from school HPE.

     

    The aim of the study has been, with the help of a nine year follow-up study, to describe and analyze students’ attitudes to participation and learning in HPE 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. Here the focus is on the students born 1991, and the follow up made six and nine years after the base line study. The method used was questionnaires with both closed and open answers. In 2010, 75% of the original population (1290) answered a revised, almost identical questionnaire. Data has been analyzed with descriptive statistics and cross tabulations. Chi-square was used for examining group differences.

    Results 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 HPE 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. The open answers to questions about general attitude towards PEH in upper secondary school resulted in two main categories: the value of having possibilities to engage in physical activity during the school week, and the need to restructure how HPE is organized and taught. The results point to a questioning and restructuring of existing programs in PEH.

  • 44.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Learning experiences in Physical Education and Health : a longitudinal study,2014Conference paper (Refereed)
    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.

     

     

  • 45.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Mellan akademi och profession: en betraktelse över de första två decennierna som egen högskola2014In: 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, p. 29-75Chapter in book (Other (popular science, discussion, etc.))
  • 46.
    Engström, Lars-Magnus
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Larsson, Håkan
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Pedagogisk forskning2014In: 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, p. 210-239Chapter in book (Other (popular science, discussion, etc.))
  • 47.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Physical activities and their relation to physical education: A 200-year perspective and future challenges 2014Conference paper (Refereed)
    Abstract [en]

    A female PETE culture was gradually established in Sweden during early 1900s. It was built on a division of gender with separate PETE programs for male and female students. The aim of the proposed text is to describe and analyze the challenge of gender constructions and crossing of boundaries that the change from single sex to co-educated programs brought about during late 1970s. The analyze is done from three points of reference: 1/What concrete forms of changes occurred during and after the process of integration, 2/ What values came to be represented?, 3/What power structures remained after the merging of the two former PETE cultures? The empirical material consists of annual reports, curricula documents, film sequences and interviews with former PETE educators. The analyses will departure from a gender perspective and draw on Foucault’s productive concept of power and Bourdieu’s analytical concepts of symbolic capital and symbolic violence. The conclusions are discussed in the light of current time and the field of sport and physical culture.

  • 48.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Physical activity and organised sport throughout the lifetime2014In: Women and sport, Stockholm: SISU idrottsböcker , 2014Chapter in book (Other academic)
    Abstract [en]

    This text discusses participation in physical activity and organised sport throughout the lifespan, and factors that promote or hinder a physically active lifestyle. how much exercise should we do? What factors affect how, where and why people engage in physical activity? What promotes or hinders a lifelong engagement in physical activity? We will also briefly examine the stages of socialisation in elite sport.

  • 49.
    Thedin Jakobsson, Britta
    et al.
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Redelius, Karin
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Reasons to stay: A study of 19 year old Swedish club sport participants2014In: Sport Science Review, ISSN 2069-7244, Vol. 23, no 5-6, p. 205-224Article in journal (Refereed)
    Abstract [en]

    A vital part of many teenagers’ lives is participation in club sports. Despite this, many adolescents drop out of club sports. Since physical inactivity is increasing among young people, this is of great political concern. One aim of this study is to explore why young people in their late teens continue to participate in organized club sports. Another aim is to examine the perceived levels and intensity of physical activity among participants and non-participants (n = 377). The results show that primary reasons to continue participating in club sports are having fun and the sense of enjoyment, the sense of belonging, and the sense of improving sport skills. Of lesser importance, however, is the desire to compete. A large amount of club sports participants (74%) report that they are regularly physically active in an intense form of exercise compared to a significantly smaller amount (12%) of non-participants. The findings are discussed in relation to Aaron Antonovsky’s salutogenic approach and his concepts of sense of coherence (SOC).

  • 50.
    Graffman-Sahlberg, Marie
    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, Department of Sport and Health Sciences.
    Lundvall, Suzanne
    Swedish School of Sport and Health Sciences, GIH, Department of Sport and Health Sciences, Forskningsgruppen för pedagogik, idrott och fritidskultur.
    Teaching Health for Understanding?: A phenomenographic analysis of learn-ing experiences2014Article in journal (Refereed)
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