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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.
    Almqvist, Jonas
    et al.
    Uppsala universitet.
    Meckbach, Jane
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Öhman, Marie
    Örebro universitet.
    Quennerstedt, Mikael
    Örebro universitet.
    How Wii Teach Physical Education and Health2016Ingår i: SAGE Open, E-ISSN 2158-2440, Vol. 6, nr 4, s. 1-8Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The use of educational computer games in physical education (PE) has become more popular in recent years and has attracted research interest. The aim of the article is to investigate how physical activities and images of the human body are offered by the game. The results show how the “teacher” constituted in the games is one who instructs and encourages the players to exercise and think about their bodies, but not a “teacher” who can help students to investigate, argue, or discuss images of health and the human body. We argue that the use of a wide range and variety of ways of teaching would make the teaching richer and offer a deeper understanding about the body and health.

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  • 3.
    Backman, Erik
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Content knowledge or pedagogical content knowledge?: Exploring learning outcomes for Australian trainee teachers in physical education2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    In the context of physical education teacher education (PETE), content knowledge (CK) and pedagogical content knowledge (PCK) are constructions of different forms of teacher knowledge that have been used to address knowledge of a subject and knowledge of teaching a subject to young people (Herold & Waring 2009, Siedentop 2009, Tinning 2010). This paper addresses how these two forms of teacher knowledge are valued through a study of learning outcomes (LOs) in syllabus documents at a sample of PETE universities in New South Wales, Australia. The US educationalist Lee Shulman (1987) originally defined CK as “the accumulation of literature and studies in content areas, and the historical and philosophical scholarship on the nature of knowledge in those fields of study” (p. 8-9). In the PETE context, CK is constructed by various sub-disciplines (Tinning 2010). According to Siedentop (2009), one of the most fundamental as well as the most marginalized of these sub-disciplines, is PE teacher students’ knowledge of movement. In this study, specific interest is devoted to how CK and PCK are expressed in documents regulating sport and movement courses within PETE. Regarding PCK, Shulman (1987) suggests it to be “that special amalgam of content and pedagogy that is uniquely the province of teachers, their own special form of professional understanding” (p. 8. Globally, there seems to be an agreement for the importance of future PE teachers to experience movement and sport practices during their education. However, there also seems to be different ideas about whether CK or PCK should by prioritized in the teaching and assessment of movement and sport practices during PETE (Backman & Pearson 2016, Capel, et al 2011, Herold & Waring 2009, Johnson 2013, Tinning 2010). The study of how LOs are expressed in an educational context can inform us not only of what forms of knowledge are most valued. It might also say something about PE teacher educators’ abilities to formulate his/her expectations of the student’s performance. For this instance, the discussion of learning objectives as formulated in university courses has lately been intensified. In Europe, this discussion has been strongly related to the intentions in the Bologna-declaration (Adam 2008, Brooks et al 2014, Hussey & Smith 2008). Some of the issues raised in the literature have concerned ways of formulating verbs in learning outcomes, student activity built into learning outcomes, and level of difficulty in learning outcomes (Adam 2008, Biggs & Tang 2007). Therefore, the aim of this paper is to analyse LOs formulated in syllabus document for sport courses at a sample of Australian PETE institutions. Further, the aim is to discuss these LOs through a framework regarding teacher knowledge originating from Lee Shulman (1987). Although PETE, like university programs in other subjects, are historical and cultural constructions, research from European countries such as UK, France, Sweden (Backman &Pearson 2016, Capel, et al 2011, Loquet & Ranganathan 2010) display similarities with the Australian PETE context. One characteristic feature of PETE in all these countries is the relative emphasis on constructivist epistemology and critical pedagogy, although this feature appears to be somewhat stronger in Australia compared to Europe and US. In times where the content in PETE is crowded and the time for teaching is short, a study of what forms of PE teacher knowledge are valued in some Australian PETE institutions, a context where the production of PETE research has been significant during the last decades (see e.g. Forrest 2015, Garrett & Wrench 2012, MacDonald et al 2002, Tinning 2010), can therefore serve as a valuable contrast for the discussion of knowledge forms in European PETE contexts.    

    Methods/methodology (up to 400 words) 

    By the end of 2014, there were 24 universities across Australia offering PETE, eight in New South Wales (NSW). These eight universities in NSW makes the total sample (N=8) in the study reported in this paper. To the collection of the empirical material in form of written documents, five PETE-universities (n=5) of the total sample have contributed. Each university was asked to contribute with two unit outlines for courses in sport and movement for PETE students. A unit outline is a written document intended to give the student more specific information compared to what a curriculum document for a course will provide (e.g. regarding examination, schedule, expectations, etc). Further, a unit is generally only a part of a whole course. The collected unit outlines contained a the total number of 73 LOs. The sample of unit outlines can be described as a strategic and purposeful sample (Patton, 2002). The empirical collection from the participating universities was carried out during November and December 2014. After information about the study through e-mail and phone, a total number of 10 unit outlines were sent to the author by e-mail. In the analysis Alvesson and Sköldberg (1994) description of analytical induction or abduction has served as an inspiration. This means trying to let, on one hand, the empirical material inform the choice of theoretical perspective while on the other hand, acknowledging that some specific theoretical perspectives, in this case Shulman’s (1987) forms of teacher knowledge, have been viewed as more relevant than others before conducting the study. The primary analysis has been divided into two steps. In the first step, when reading through the collected and transcribed material questions such as: ‘What movement and sport practices do students meet during PETE in NSW?’ and ‘How are movement and sport practices expressed through the LOs in the unit outlines?’ has been asked. Asking these questions to the material has involved a process of clustering described by Patton (2002) as convergence which has been followed up by a process of divergence, that is, an exclusion of formulations and quotes that do not fit into the identified pattern. In the second stage of the analysis, the choice of Shulman’s (1987) concepts for forms of teacher knowledge was confirmed and strengthened as we discovered that the different views of assessment of movement and sport practices were clearly related to our chosen definitions of CK and PCK.

    Expected outcomes/results (up to 300 words) 

    The preliminary analysis of the LOs shows that the knowledge in sport and movement courses at the investigated PETE institutions is sometimes formulated as CK and sometimes as PCK (Shulman 1987). Within these two main categories there were also sub-categories related to abilities expressed through different verbs. With regards to PCK one such main sub-category addressed the students’ ability to “plan, arrange, carry out and assess different forms of teaching situations”. Further, another ability expressed within the PCK category was the ability to “observe, analyse and critically reflect over educational practices”. These two PCK sub-categories clearly reflect research emphasizing critical pedagogy in Australian PETE (Garrett & Wrench 2012, MacDonald et al 2002, Tinning 2010). Further, two other forms of sub-categories, expressed both as CK and as PCK, was firstly, the ability to “perform movements” and secondly, the ability to “demonstrate an understanding” of different forms of movement and sport practices. Findings will be discussed in relation to research criticizing the decrease of sport performances in PETE (Herold & Waring 2009, Siedentop 2009) as well as work emphasizing the importance to teach and assess movement practices to PETE students in contextualized situations (Backman & Pearson 2016). The concept of “understanding” was found to be very commonly used in LOs both when expressed as CK and as PCK. Generally, students were encouraged to “demonstrate an understanding” of different forms of knowledge. In literature of how to formulate knowledge in higher education, the concept of understanding has been discussed, sometimes criticized as lacking precision (Adam 2008, Biggs & Tang 2007), sometimes claimed to be under-contextualised (Hussey & Smith 2008). Part of the discussion will focus on various meanings of understanding in sport courses at some Australian PETE-institutions and how these meanings can differ depending on whether CK or PCK is addressed.

    Intent of publication:  

    References (400 words)

    Adam, S. (2008). Learning Outcomes Current Developments in Europe: Update on the Issues and Applications of Learning Outcomes Associated with the Bologna Process. Retrieved 12 May 2015, from http://www.ond.vlaanderen.be/hogeronderwijs/bologna/BolognaSeminars/documents/Edinburgh/Edinburgh_Feb08_Adams.pdf

    Alvesson, M. & Sköldberg, K. (1994). Tolkning och Reflektion. Vetenskapsfilosofi och Kvalitativ Metod. Lund: Studentlitteratur.

    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, 47–64.

    Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University. Third edition. Maidenhead: Open University Press.

    Brooks, S., Dobbins, K., Scott, J. J., Rawlinson, M., & Norman, R. I. (2014). Learning about Learning Outcomes: The Student Perspective. Teaching in Higher Education, 19, 721-733.

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

    Forrest, G. (2015). Systematic assessment of game-centred approach practices – the game-centred approach Assessment Scaffold. Physical Education and Sport Pedagogy, 20, 144-158.

    Garrett, R. & Wrench, A. (2012). ‘Society has taught us to judge’: cultures of the body in teacher education. Asia-Pacific Journal of Teacher Education, 40, 111–126.

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

    Hussey, T., & Smith, P. (2008). Learning Outcomes: A Conceptual Analysis. Teaching in Higher Education, 13 (1), 107-115.

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

    Loquet, M. & Ranganathan, M. (2010). Content knowledge in teaching, an investigation into an adequate ‘milieu’ for teaching dance: The case of Indian dance in France. European Physical Education Review, 16, 65–79.

    MacDonald, D., Hunter, L., Carlson, T. & Penney, D. (2002). Teacher Knowledge and the Disjunction between School Curricula and Teacher Education. Asia-Pacific Journal of Teacher Education, 30, 259-275.

    Patton, M.Q. (2002). Qualitative Research and Evaluation Methods. London: Sage Publications.

    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 R. Bailey & D. Kirk (Eds.), The Routledge Physical Education Reader (pp. 243-253). Abingdon: Routledge.

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

  • 4.
    Backman, Erik
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    ”Tell us what to do and how to assess!”: Swedish PE teachers’ experiences of the implementation of Support For Assessment in outdoor education.2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    In Sweden, as in many European countries, Outdoor Education (OE, or its Scandinavian equivalent as friluftsliv) is in the formal school setting positioned within the subject Health and Physical Education (HPE). In the curriculum for compulsory school, implemented in 2011, OE is organized as one of three areas of knowledge along with Health and Lifestyle, and Movement. In order to meet the increasing call for a more equal assessment and grading in Swedish Schools, the Swedish National Agency of Education (SNAE) completed the curriculum in HPE with a material (text and film) named Support For Assessment (SFA) in 2012. As responsible for the construction of OE in SFA the author followed up the implementation of the SFA with several presentations and workshops for teachers in HPE during 2013 and 2014. The purpose of this presentation is to describe how OE was constructed in the SFA in Swedish HPE for compulsory school and further to analyse and discuss reactions from Swedish HPE teachers expressed in evaluations after the mentioned presentations and workshops. The results suggest that while a part of the HPE teachers found the SFA useful and effective, another part called for more concrete advices on what to assess in OE and how to assess it. Drawing on Basil Bernstein’s theories of how pedagogical messages are communicated and evaluated in school systems, the results will be discussed in relation to the classification of OE within Swedish HPE.

  • 5.
    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.

  • 6.
    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.

  • 7.
    Backman, Erik
    et al.
    Högskolan Dalarna, Idrotts- och hälsovetenskap.
    Tidén, Anna
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Pihl, Lars
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap.
    Svanström, Fredrik
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap.
    Wiorek, Dan
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap. The Swedish School of Sport and Health Sciences.
    Peer-assessment of technical and tactical skills in invasion games - possibilities and limitations?2017Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

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

     

    Referenser

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

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

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

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

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

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

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

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

  • 8.
    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.

  • 9.
    Barker, Dean
    et al.
    Institutionen för kost- och idrottsvetenskap vid Göteborgs universitet.
    Lundvall, Suzanne
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Transformative pedagogy in physical education and the challenges of young people with migration backgrounds2016Ingår i: Routledge Handbook of Physical Education Pedagogies / [ed] Catherine D. Ennis, Routledge, 2016, s. 356-367Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 10.
    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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  • 11.
    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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  • 12.
    Book, Karin
    et al.
    Malmö universitet.
    Bäckström, Åsa
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Att göra det organiserade spontant eller organisera det spontana: om lösa relationer i en flytande tid2018Ingår i: Sport management: Idrottens organisationer i en svensk kontext. Del 1 / [ed] Bäckström, Å., Book, K., Carlsson, B., & Fahlström, P., Stockholm: SISU idrottsböcker , 2018, 1, s. 190-217Kapitel i bok, del av antologi (Övrigt vetenskapligt)
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  • 13.
    Bäckström, Åsa
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Brädsporten drar in i den vetenskapliga världens finrum: recension av boken Skateboarding: Subcultures, sites and shifts / Kara-Jane Lombard (red), 20162016Ingår i: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, artikel-id 26 oktoberArtikel, recension (Övrigt vetenskapligt)
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  • 14.
    Bäckström, Åsa
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Forty Years of Transformations: Swedish Skateboarding Culture and Organisation2018Ingår i: Managing Sport in a Changing Europe: The 26th European Sport Management Conference, Book of abstracts / [ed] Bo Carlsson, Tim Breitbarth, Daniel Bjärsholm, 2018, s. 285-286Konferensbidrag (Refereegranskat)
    Abstract [en]

    Forty Years of Transformations - Swedish Skateboarding Culture and Organisation

    Aim

    The aim of this presentation is to sum up findings from ethnographic and historic datacollected for a period of twenty years in order to outline the transformations of skateboardingculture and organisation in Sweden from the 1970’s to present day.

    Theoretical Background and Literature Review

    Skateboarding has a celebrated subversive past claiming heritage from Californian surferssneaking into emptied backyard swimming pools during summer draught. The (hi)story hasbeen commemorated through the classic movie Dogtown and the Z-boys. Ever since, socialresistance has been part and parcel of skateboarding’s cultural image (Borden, 2001).Although stemming from subcultural and underground practices, skateboarding has nowreached worldwide audiences through X-games. In June this year, the sport’s firstinternational conference titled Pushing boarders was held in London. It gathered academicscholars, skateboarders and engaged people from the industry. Moreover, in 2020,skateboarding will be launched as a new sport in the Olympic Games. Skateboarders onceopposing the sport industry and nine-five-jobs have transformed from core practitioners toconsumers (Dinces, 2011; Dupont, 2014; Lombard, 2010). This depicts a transformation fromsubculture to a professionalised sport, at least for some and in some places. In Sweden,parallel to these trends, skateboarding contrastingly formed a national federation under theNational Sports Confederation (RF) for the first time 2013.

    Research Design and Data Analysis

    Through four ethnographic projects extending over two decades, and related historicalmaterial, this presentation draws from participant observation and multiple empiricalmaterials. Ethnography has the potential to capture “inside” views of everyday life (Atkinson,2014). The research participants are diverse in terms of age, gender and positions in the fieldetc. The data includes interviews, photographs and various media in both printed and digitalfrom. It contains both commercial and non-commercial content and spans from the late1970’s until present day. The semi-structured interviews follow thematically structured guidesand were conducted face-to-face with snowball samples. For this presentation Stamm andLamprecht’s (1998) model for describing the life cycle of trend sports is used as a startingpoint for a thematic content analysis over time. The model indicates the interrelation oftechnological innovation, marketing and socio-cultural factors.

    Findings and Discussion

    Every stage in Stamm and Lamprecht’s (1998) model is characterized by different degrees ofcommercialisation, as well as diverse types of organisation and various degrees ofrecognition. The trend sports are also pursued by different groups; in the early stages pioneersand further on by young people in subcultures, followed by athletes in the fourth stage toanybody in the final stage. Confrontation against the established sport organisations andglorification of a presumed authentic past is part of the third stage. This is followed byfashion in mainstream culture as part of the fourth stage.298It is argued that skateboarding in Sweden to some extent has followed this model. Numerousexamples point to the fourth stage characterized by maturation and diffusion. For instance it ispossible for practitioners to make a living from skateboarding in various ways; skateboardingis popular in mass media; goods are mass produces and skateboarding has been integrated incertain school forms. In short, processes of commercialisation and professionalization arepresent.The straight forward processes proposed in the model are however complicated byskateboarding in Sweden since 2013 being formally organized though the National SportsConfederation. Through this organisation some skateboarders are now part and parcel ofmainstream sports, however their subcultural ideas persist, not least when it comes toleadership and coaching. This is paradoxically partly challenging the National SportsConfederation in that funding systems are urged to be re-negotiated. Simultaneously, theSwedish skateboarding association opens up activities for inclusion and equality urged by theNational Sports Confederation.

    Conclusion and Implications

    The presentation contributes with new empirical findings on the socio-cultural developmentof skateboarding in Sweden and beyond, which confirms but also complicates the straightforward model of the life cycle of trend sports. Skateboarding has gone from innovativephysical activity recognised by few, to highly commercialised and familiar, but it is also anational association with no commercial profit promoting democratic values.

    References

    Atkinson, P. (2014). For Ethnography. London: Sage.

    Borden, I. (2001). Skateboarding, Space and the City: Architecture and the Body. New York: Berg.

    Dinces, S. (2011). ‘Flexible Opposition’: Skateboarding Subcultures under the Rubric of LateCapitalism. The International Journal of the History of Sport, 28(11), 1512-1535.

    Dupont, T. (2014). From Core to Consumer: The Informal Hierarchy of the Skateboard Scene. Journalof Contemporary Ethnography, 43(5), 556-581.

    Lombard, K. (2010). Skate and create/skate and destroy: The commercial and governmentalincorporation of skateboarding. Continuum: Journal Of Media & Cultural Studies, 24(4),475-488.

    Stamm, H-P. & Lamprecht, B. (1998) The life cycle of trend sports. In: C. Jaccoud & Y. Pedrazzini(Eds) Glisser dans la ville: les politiques sportives a` l’e’preuve des sports de rue[Gliding in the street: sporting politics related to street sports], Acts from the Neuchâtel.Colloquium of the 18th and 19th Septembre 1997 (Neuchâtel, Editions CIES).

  • 15.
    Bäckström, Åsa
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Med kultur som förstoringsglas: Anglosfäriska texter om kvinnor och ”action”-sport: recension av boken 'Women in Action Sport Cultures: Identity, Politics and Experience', red. Holly Thorpe & Rebecca Olive (2016)2017Ingår i: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, artikel-id 23 novemberArtikel, recension (Övrigt vetenskapligt)
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  • 16.
    Bäckström, Åsa
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Tangible transitions in skateboarding2019Ingår i: Pushing Boarders: Academic Forum, Malmö, 2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    Drawing from two long-term ethnographic studies on skateboarding, this presentation will discuss skateboarding as a spatial and multi-sensorial practice where learning and knowing is formed along pathways of movement. I will particularly focus on bowl riding, the particular type of skateboarding practice taking place in so called pools or bowls. The ability to practice bowl riding successfully, requires technical skills which include engaging with material transitions and smooth surfaces, balancing on a moving skateboard, and constantly shifting bodily position. It requires both emplaced knowing and moving. I will address how this skillful mobility and perceptive competence is expressed in two ways: 1) through verbal explanations and 2) as informally demonstrated by bowl riding skateboarders. The research informing this chapter is located in the emerging field of movement culture studies. Theoretically, it is positioned in the intersecting space of anthropology, human geography and pedagogy inspired by recent arguments of a shift from embodiment to emplacement. Consequentially, the conceptualization of a moving body in a moving world, i.e. emplaced via its senses in a sociocultural and spatiotemporal environment, requires re-thinking regarding how bodies in context knows, teaches and, learns.

  • 17.
    Bäckström, Åsa
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    The changing room as a site for transformation2018Ingår i: 34th Nordic Ethnology and Folklore Conference: What matters – Accounting for culture in a post factual world, Uppsala, 2018, s. 183-Konferensbidrag (Refereegranskat)
    Abstract [en]

    Whether practiced in schools or in sports clubs, the changing room provides a site for transforming yourself from the everyday you to the sporting you and then back again. This transformation involves social, cultural, material, sensorial and affective aspects. For instance, shedding the outer skin, metaphorically speaking, reveals what is beneath, i.e. the naked body with all its beauty and fleshly flaws. The commonplace mirrors support not only individual physical scrutiny, as well as social interaction on what is displayed, but visibility per se. This is a place for regulating looks, but also for regulating observational practices. Although perhaps foregrounding the visual, changing rooms are nevertheless highly multisensorial. The echoing glazed tiles in the showers bounce the sound of cascading waters. Bodily odours like sweat mix with smells from shampoo, various skin products and deodorants. Although this space and the transformations occurring here are fascinating and may provide new knowledge on the way we handle our material bodies in relation to sports, it is an ethically challenging space for doing ethnography. How can this space and the transformations occurring here be studied ethnographically without transgressing integrity?

  • 18.
    Bäckström, Åsa
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Women of the wild west – skateboarding in sensorial cityscapes2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    With its prominent street style, skateboarding may be described as a fine example of urban sport. Although deriving from the culturally western world which boasts of a high level of gender equality, the representation of women in skateboarding has remained surprisingly low. In addition, urban milieus in the open and liberal European society have lately been described as places where young women may face harassments and aggression. Drawing from long term sensory ethnography and inspired by later theoretical turns in social sciences focusing the importance of the material environment, this paper discuss how women skateboarders experience the physical activity as enmeshed with the material context at the same time heavily depending on the social and cultural context. The urban environment with its smooth marble or rough asphalt surfaces, its alarming sounds and tingling smells forms the experience of skateboarding. Moreover, it forms the construction of femininity. This paper contributes with new empirical findings on what it means to practise a physical activity in urban locations as a gendered minority. In doing so, it also adds to the discussion on how a material feminist theory might be sketched and developed without overlooking the social and cultural aspects.

  • 19.
    Bäckström, Åsa
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Book, KarinMalmö universitet.Carlsson, BoLinnéuniversitetet.Fahlström, PG
    Sport management. Del 1: Idrottens organisationer i en svensk kontext2018Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
    Abstract [sv]

    Idrottens landskap förändras. Två tendenser är särskilt tydliga: professionalisering och kommersialisering. I den här boken beskrivs hur dessa tendenser tar sig uttryck i relation till hur idrotten organiseras. Det handlar om nya sätt att organisera idrott, som skapar såväl nya förutsättningar som utmaningar. Inte minst utmanar dessa nya organisationsformer rådande sätt att betrakta idrott.

    Sport management handlar om att planera, organisera, leda och utvärdera idrott. Sedan drygt femton år tillbaka finns universitetsutbildningar som tar det här kunskaps- och forskningsområdet på största allvar. Författarna i den här boken har varit med och byggt upp dessa utbildningar. De har också forskat och undervisat inom området och på så vis bidragit till fältets expansion och vetenskaplighet såväl i Sverige som internationellt.

    Boken är den första i en serie om tre böcker om sport management i Sverige. Det är den enda aktuella boken om sport management på svenska. Det är också den enda boken som tar utgångspunkt i svenska förhållanden.

    För professionella inom idrottens administrativa värld är det här en oumbärlig bok. Den ger bland annat svar på frågorna: Varför ser idrottens svenska organisationer ut som de gör? Hur kommer det sig att den ideella idrottsrörelsen blivit så stark i Sverige? Varför sitter fler män än kvinnor på styrande positioner inom idrotten? Och har det någon betydelse att barngympan organiseras av ett kommersiellt företag?

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  • 20.
    Bäckström, Åsa
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Book, KarinMalmö universitet.Carlsson, BoLinnéuniversitetet.Fahlström, PGLinnéuniversitetet.
    Sport management. Del 2: Styrning och samhällsengagemang inom svensk idrott.2019Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
    Abstract [sv]

    Idrottens landskap förändras. Två tendenser är särskilt tydliga – professionalisering och kommersialisering. I den här boken beskrivs bland annat hur dessa tendenser tar sig uttryck i relation till hur idrotten styrs. Styrning handlar om makt. Det är både viktigt och intressant att synliggöra och granska vilka som har den makten, hur den utövas och vilka konsekvenserna blir. Med makt följer också ansvar. Inom svensk idrott yttrar sig ansvarstagandet genom ett väl förankrat samhällsengagemang.

    Sport management handlar om att planera, organisera, leda och utvärdera idrott. Sedan femton år tillbaka finns universitetsutbildningar som tar det här kunskaps- och forskningsområdet på största allvar. De flesta författarna i den här boken har varit med och byggt upp dessa utbildningar. De har också forskat och undervisat inom området och på så vis bidragit till fältets expansion och vetenskaplighet såväl i Sverige som internationellt.

    Boken är den andra i en serie om tre böcker om sport management i Sverige. Det är den andra aktuella boken om sport management på svenska. Det är också den andra boken som tar utgångspunkt i svenska förhållanden.

    För professionella inom idrottens administrativa värld och för förtroendevalda inom idrottens organisationer är det här en oumbärlig bok. Den ger bland annat svar på frågorna: Varför ger kommuner ekonomiskt stöd till byggandet av lokala arenor, och har de juridisk rätt att göra det? Hur kommer det sig att idrottsorganisationer så intresserade av sociala projekt, och varför riskerar många av dessa att hamna på projektkyrkogården?

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  • 21.
    Bäckström, Åsa
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Nairn, Karen
    University of Otago, Dunedin, New Zealand.
    Skateboarding beyond the limits of gender?: Strategic interventions in Sweden2018Ingår i: Leisure Studies, ISSN 0261-4367, E-ISSN 1466-4496, Vol. 37, nr 4, s. 24-439Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Sweden prides itself as a country where young women can enjoy gender equality. Yet many young women skateboarders still experience discomfort when skateboarding in public spaces. We argue that diverse strategies are required to intervene in the intransigent problem of gender inequality in the male-dominated sport of skateboarding. We discuss two intertwined strategies adopted in Swedish skateboarding contexts, strategic visibility and strategic entitlement. Strategic visibility is premised on making girls a special case, separated from the boys, and therefore highly visible. The other intervention goes beyond the limits of gender, aiming to achieve strategic entitlement, which takes-for-granted girls’ participation and competence. Drawing from ethnographic data, we explore the paradoxical spaces of these interventions, identifying the benefits and risks of each strategy. We conclude that both strategies are important, yet the latter breaks new ground. Strategic entitlement, which constructs skateboarding girls as ordinary and indistinguishable from boys, no longer constructs gender as a limiting factor. Interventions to promote gender equality should include strategies that seek to go beyond gender and strategies that acknowledge the significance of gender. We need to keep experimenting with and researching the unintended consequences of all strategies for challenging and changing male dominance in sport and leisure.

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  • 22.
    Bäckström, Åsa
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Nairn, Karen
    Otago University.
    Sweden’s gender (in)equalities: How young women skateboarders materialise femininity in public space2016Ingår i: Crossroads in Cultural Studies, 2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    Sweden prides itself as a country where young women can enjoy gender equality. Yet many young women skateboarders experience harassment in public spaces. Drawing from a sensory ethnography, and inspired by the material turn in the social sciences, we analyse how women skateboarders experience the material environments of urban public space, while paying attention to the social and cultural context of Sweden. The urban environment with its smooth marble or rough asphalt surfaces, its alarming sounds and tingling smells, shapes the experience of skateboarding and the construction of femininity. The construction of femininity is also shaped by a social and cultural context that assumes ‘gender equality’ is secure. This paper contributes new empirical findings on what it means to skateboard in public spaces as a gendered minority, and adds to the debate on how a material feminist theory might be developed without overlooking the significance of social and cultural contexts.

  • 23.
    Bäckström, Åsa
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Quennerstedt, Mikael
    Örebro universitet.
    Maivorsdotter, Ninitha
    Högskolan i Skövde.
    Meckbach, Jane
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Routes and roots to knowing in Shaun White’s snowboarding road trip: A mycorrhizaic approach to multisensory emplaced learning in exergames2019Ingår i: Scandinavian Sport Studies Forum, E-ISSN 2000-088X, Vol. 10, s. 251-278Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores learning during game-play of a snowboarding video game intrigued by questions raised in the wake of the increasing mediatisation and digitisation of learning. Correspondingly, we answer to calls for more suitable metaphors for learning to cater for the entangled learning processes that changes related to the increase of digital media may infer. Using a short term sensory ethnography approach, we elaborate on the idea of multisensory emplaced learning and propose an organic metaphor – mycorrhiza – to both methodology and learning. Mycorrhiza refers to a symbiotic relationship between fungi and roots of plants in its environment where fungi are the visible effects of the mycorrhiza. The metaphor provides a way to start to unpack sensory, visual and embodied aspects of learning in the complexities of the digital age. By elaborating on the mycorrhizaic concepts fungus, soil, growth, mycelia and symbiosis we show three interrelated ways of moving through this game: (i) a social and cultural route, (ii) a competitive route, and (iii) an experiential route. With help of the metaphor we discern the symbiotic relations between what appeared in our empirical material as visual and other human and non-human aspects of emplacement.

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  • 24.
    Bäckström, Åsa
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Sand, Anne-Lene
    University of Southern Denmark, Odense, Denmark.
    Imagining and Making Material Encounters: Skateboarding, Emplacement, and Spatial Desire2019Ingår i: Journal of Sport and Social Issues, ISSN 0193-7235, E-ISSN 1552-7638, Vol. 43, nr 2, s. 122-142Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, we draw from and develop existing ideas of spatial desire and emplacement to explore skateboarders? skilful mobility and perceptive competence. By combining findings from Swedish and Danish ethnographic studies, we illustrate how skateboarders imagine and make new material encounters both in urban environments not originally built for skateboarding and in skateparks. These imaginations and makings include memories of previous material encounters and are a part of ongoing social negotiations, but they also have a component of imaginary novelty. Making and imagining are discussed as materialization and formation, which include the idea of active materials and sentient practitioners. Two types of material encounters were imagined and made: transitions and smooth lines. Subsequently, two characteristics of these types of encounters were described: ?kind? and challenging. The processes of imagination and making took a mutual understanding for granted and deeply engaged the body in the ever-changing material environment. We argue that a conceptualization of spatial desire as emplaced and highly imaginable is fruitful for research on skateboarding and other movement cultures where engagements with materials come to the fore.

  • 25.
    Carlsson, Bo
    et al.
    Linnéuniversitetet.
    Bäckström, Åsa
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Fahlström, PG
    Book, Karin
    Malmö universitet.
    Introduktion2018Ingår i: Sport management: Idrottens organisationer i en svensk kontext. Del 1 / [ed] Bäckström, Å., Book, K., Carlsson, B., & Fahlström, P., Stockholm: SISU idrottsböcker , 2018, s. 5-13Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
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    presentationsbild
  • 26.
    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.

  • 27.
    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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  • 28.
    Downing, Charlotte
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för idrottspsykologi.
    Nordin-Bates, Sanna
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för idrottspsykologi.
    Redelius, Karin
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Early specialization in aesthetic activities: Perceptions of parental involvement2019Konferensbidrag (Refereegranskat)
  • 29.
    Downing, Charlotte
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för idrottspsykologi.
    Nordin-Bates, Sanna
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för idrottspsykologi.
    Redelius, Karin
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Perfectionism in aesthetic performers: is it related to early specialization?2019Konferensbidrag (Refereegranskat)
  • 30.
    Downing, Charlotte
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för idrottspsykologi.
    Redelius, Karin
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Nordin-Bates, Sanna
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för idrottspsykologi.
    An Index Approach to Early Specialization Measurement: An Exploratory Study.2020Ingår i: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 11, artikel-id 999Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The methodological underpinnings of studies into early specialization have recently been critiqued. Previous researchers have commented on the variety of, and over-simplified, methods used to capture early specialization. This exploratory study, therefore, suggests a new direction for how early specialization can be conceptualized and measured. We aim to create an index approach whereby early specialization is measured as a continuous variable, in line with commonly used definitions. The continuous variable for degrees of early specialization is calculated from a questionnaire which captures the four key components of early specialization; (1) intensity, (2) year-round training, (3) single sport, and (4) commencing age 12 or younger. The proposed index approach is illustrated in a sample of 290 Swedish aesthetic performers aged 12-20 years (M = 15.88), whose descriptive statistics are used to discuss the suitability and usability of the measure. The proposed index approach functions as a guideline to future researchers. We hope that introducing a new index approach we will encourage further discussion around the measurement of early specialization. Additionally, we hope to pave the way for future research to explore more complex research questions.

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  • 31.
    Efverström, Anna
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Två aktuella böcker problematiserar den moraliska kampen mot dopning inom idrotten: Recension av böckerna The War on Drugs in Sport av Vanessa McDermott och Testing for Athlete Citizenship av Kathryn E. Henne2016Ingår i: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224, nr 16 marsArtikel, recension (Övrigt vetenskapligt)
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  • 32.
    Efverström, Anna
    et al.
    Högskolan i Gävle.
    Ahmadi, Nader
    Högskolan i Gävle.
    Bäckström, Åsa
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Hoff, David
    Lunds universitet.
    Anti-doping and legitimacy: An international survey of elite athletes’ perceptions2014Ingår i: Performance Enhancement & Health, ISSN 2211-2669, 2014, Vol. 3, s. 115-Konferensbidrag (Refereegranskat)
  • 33.
    Efverström, Anna
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Ahmadi, Nader
    Hoff, David
    Bäckström, Åsa
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Anti-doping and legitimacy: an international survey of elite athletes’ perceptions2016Ingår i: International Journal of Sport Policy and Politics, ISSN 1940-6940, E-ISSN 1940-6959, Vol. 8, nr 3, s. 491-514Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Anti-doping work is a comprehensive enterprise that entails control and governance of elite athletes? everyday lives. However, in policy-making regarding doping and anti-doping in elite sports, the athletes? perspective has not been considered adequately. Focusing on elite athletes? perceptions of anti-doping as both principle and praxis, the study aimed to analyse how these perceptions can be understood from a legitimacy perspective. A survey study involving 261 elite athletes from 51 different countries and four international sports federations was conducted. The results showed that the athletes did not question the legitimacy of the rules, but had concerns about the legitimacy of the way the rules and principles are enforced in practice, specifically with regard to matters of privacy, lack of efficiency and equal conditions as well as athletes? involvement in the anti-doping work. The article describes how athletes? perceptions of the legitimacy of anti-doping work constitute the basis for their willingness to follow regulations as well as a precondition for the work?s functionality and stability. In light of this finding, the article calls for the empowerment of athletes in anti-doping work.

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  • 34.
    Efverström, Anna
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning. Högskolan i Gävle.
    Bäckström, Åsa
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Different socities, different conditions: Lessons from anti-doping in elite-sport on a global level2017Ingår i: Doping in sport, doping in society - Lessons, themes and connections: Book of abstracts, Aarhus University, Department of Public Health , 2017, s. 7-8Konferensbidrag (Refereegranskat)
    Abstract [en]

    Justice and fairness in sport is fundamental for its legitimate existence. On a global level, the creation of the World Anti-Doping Agency and the regulatory framework World Anti-Doping Code was formed largely as a consequence of the need for a coordination of the work against performance enhancing drugs in sports. Today, the anti-doping system often means application of rules and "best practice" developed in the cultural West for the cultural rest. Research on anti-doping policy or practice not only tends to be based on deductive models, these models may also assumingly be culturally biased. Moreover, we have relatively little knowledge of the practical conditions for individual athletes concerning implementation of the rules in different contexts around the world. This presentation, however, adds to the existing research with new empirical findings from interview data on diverging conditions for elite athletes in different social, cultural and geographical contexts. Through exploring how 13 elite athletes from five continents and three different sports federations perceived the anti-doping programme, we were able to show that global anti-doping policy was implemented in different contexts under different conditions. These differences included infrastructure, knowledge and support. How participation in anti-doping procedures on an everyday basis is endorsed may thus vary around the world.

    By examining our interview data on the athletes’ perceptions and experiences in relation to theories of procedural justice, we were able to analyse the legitimacy of anti-doping in practice. These findings suggest that inequities and structural injustice emerge on an individual level because of the varying contexts and conditions. In turn, the consequences may have implications for the legitimacy of the anti-doping work. In order to understand implementation processes of regulations, we propose that anti-doping policy-making pay attention to differences that may exist on an individual and practical level. Perspectives that underpin regulations applied globally should in other words be sensitive to varying contexts and conditions.

  • 35.
    Efverström, Anna
    et al.
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Bäckström, Åsa
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Ahmadi, Nader
    Högskolan i Gävle.
    Hoff, David
    Lunds universitet.
    Contexts and conditions for a level playing field: Elite athletes’ perspectives on anti-doping in practice2016Ingår i: Performance Enhancement & Health, E-ISSN 2211-2669, Vol. 5, nr 2, s. 77-85Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The implementation of global anti-doping regulations was intended to provide a level playing field for all athletes entering sports competitions. However, studies have shown that the worldwide harmonization of rules has not been entirely efficacious. For instance, great variation has been found in how anti-doping organizations implement anti-doping regulations, and it has also been shown that athletes distrust the equivalence of the worldwide rules as regards their effects. The purpose of the present article is to examine how elite athletes from different contexts experience anti-doping procedures and to analyse the legitimacy of anti-doping practice. In order to capture a variety of voices and perspectives, 13 elite athletes from five different continents and three international sports federations were interviewed. The analysis shows that when global anti-doping policy is implemented in different contexts and under different conditions, inequities and structural injustices emerge concerning infrastructure, knowledge and support at the individual athlete level. These consequences may have implications for the legitimacy of anti-doping work, because the existence of procedural justice may be called into questioned. We therefore suggest that anti-doping policy-making should be based on taking into account these different conditions and being aware of the perspectives that underpin regulations intended to be applied global.

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  • 36.
    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.

  • 37.
    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. 

  • 38.
    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.

  • 39. 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)
  • 40.
    Graffman-Sahlberg, Marie
    et al.
    Katedralskolan, Uppsala.
    Sundblad, Gunilla Brun
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap.
    Lundvall, Suzanne
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Learning health in Swedish physical education: A critical case study of students’ encounters with physical fitness and health as a learning object2019Ingår i: Scandinavian Sport Studies Forum, E-ISSN 2000-088X, s. 227-250Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The interfaces between health, physical education and schooling have a long history. Critical questions are being raised about the enforcement of learning a particular health practice in school physical education (PE). The present study departures from a practice-based research project evaluating a pedagogical model. The aim of the case study was to explore upper secondary students' learning and understandings of a specific learning object, aerobic fitness and how this influences health, after participating in a period of a longer lab work in the context of Swedish physical education. A phenomenographic approach was used when analyzing the students' written reports to identify and distinguish the variations of learning outcomes and understandings that emerged. Expectations of physical performance created tensions, and even conflicts, between the student-centred assignments and existing traditions within the field of physical education. The findings underscore the risk of neoliberal logics underpinning health education in the learning culture of PE. Further studies are needed where teaching methods/models and student learning are paid attention to in order to move away from teaching to be healthy towards students learning about health and make sense of themselves as healthy. This may offer new educational perspectives.

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  • 41.
    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
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Nordic Master in Friluftsliv Studies (Outdoor Studies): An invitation to Students Worldwide2018Ingår i: Pathways. The Ontario Journal of Outdoor Education, Vol. 30, nr 2, s. 25-27Artikel i tidskrift (Övrigt vetenskapligt)
  • 42.
    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.

  • 43.
    Jansson, Alexander
    et al.
    Malmö University.
    Sundblad, Gunilla Brun
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap.
    Lundvall, Suzanne
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Norberg, Johan
    Malmö University.
    Assessing Students' Perceived Learning and Contentment in Physical Education: A Scale Development Study and Structural Equation Modeling Analysis.2019Ingår i: Measurement in Physical Education and Exercise Science, ISSN 1091-367X, E-ISSN 1532-7841, Vol. 23, nr 3, s. 280-290Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Although students' perceived learning is central in physical education (PE), few measurements are available. Furthermore, little is known about how students' perceptions of PE effect students' perceived learning in PE. Therefore, the aim was to develop a scale to assess students' perceived learning and a measurement to assess students' perceived contentment in PE, and furthermore, to analyze the interrelationship between students' perceived learning and students' perceived contentment in PE. A total of 1203 students in Sweden who were aged 12–16 years participated. The results from the exploratory (n = 601) and confirmatory (n = 602) factor analyses as well as the validity and reliability analyses showed that there was psychometric support for the one-dimensional model perceived learning in PE and for the three-dimensional model perceived contentment in PE. The structural equation modeling analyses showed that both competence and joyfulness were directly and positively related to students' perceived learning. 

  • 44.
    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

  • 45.
    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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  • 46.
    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.

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  • 47.
    Kilger, Magnus
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Blir du valbar lille vän?: Det självreflekterande barnet i urvalssituationer2019Ingår i: Barnnorm och kroppsform: Om ideal och sexualitet i barnkulturen / [ed] Malena Jansson, Stockholm: Centrum för barnkulturforskning , 2019, 1, s. 62-74Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Vi är idag ständigt värderade och bedömda: som hyresvärdar på Airbnb, som arbetstagare under utvecklingssamtal och som potentiella partners på Tinder. Detta gäller också för barn i deras vardag. Bedömningar blir ett kvitto på en position i gruppen och i samhället i stort. Med hjälp av olika bedömningsverktyg positionerar vi inte bara oss själva och andra, utan vi blir också positionerade av förväntningar och normsystem. Ingen behöver påpeka att vi bör hålla oss i form, laga mat från grunden eller låta våra barn idrotta och konsumera teaterkultur hellre än att spela Fortnite. I detta självdisciplinerande samhälle kan vi alla se vårt värde i relation till samhälleliga ideal – men det kan också alla andra. Att utvärdera, bedöma och välja den bäst lämpade individen passar väl in i dagens idé om meritokrati. 

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    presentationsbild
  • 48.
    Kilger, Magnus
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Dad as a coach: Fatherhood and voluntary work in youth sports2020Ingår i: Education Sciences, ISSN 2227-7102, Vol. 10, nr 5, s. 1-15Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    One central issue in sports is the role of informal learning in organized child and youth sport in contrast to learning in the school context of physical education (PE). In Scandinavia, the model for organizing sports include an independent sports organization that organizes child and youth training on many levels, including the grassroots level and elite competitions organized within non-profit clubs and based on non-salaried voluntary work. In contrast to the public schooling context where physical education is led by educated and professional PE-teachers, organized child and youth club sports are based on parental engagement. Drawing on ten interviews with male coaches training their own children, this study examines how fathers are handling learning in the dual position as a father and a coach. This narrative analysis focuses on the theoretical concept of dilemmatic spaces in interviews and shows how shared cultural and societal storylines are used by the parental coaches in their personal stories. The results illustrate three dilemmatic spaces of learning that the participants must rhetorically handle. The first dilemma illuminates the dual position of both being a father, and at the same time acting as a coach. In the second dilemma, the fathers are seeking to balance between care of their child and increasing performance development. The third dilemma is balancing the training as child/parent quality time and the need for children to develop autonomy. The results show how the dual position of being a father and a coach can be both an asset in the relational building but also highly problematic and, in any case, involves a relational identity change. Learning in this dual position means that the fathers cannot act entirely as a coaches and disregard or override their parental position.

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  • 49.
    Kilger, Magnus
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    From hard work to grit: On the discursive formation of talent2019Ingår i: Scandinavian Sport Studies Forum, E-ISSN 2000-088X, Vol. 10, nr 2, s. 29-50Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines the long historical interest for the selection of young talented children in sports. This seemingly everlasting search for talents and the quest for the especially gifted is followed by the practice of trying to find and select the right individuals. This paper elucidates historical representations of talent and talent selection in a series of professional sports literature in Sweden during the 1930s, 1980s, 1990s and 2010s.

    Drawing on a discourse analytic approach, it illustrates the historical understanding of selection and how such practices produce formations of legitimacy. The study shows how certain historical elements reoccur in contemporary selection discourse and how specific actions are transformed into personal characteristics. These selection processes construct a rationale for a legitimate selection and illustrate how talent selection is based on historically specific assumptions, normative and moral statements and activities connected to a specific discursive formation. This insight can underlines that talent selection cannot be understood as essential skills identified through observation, tests or interviews. It is rather to be understood as a discursive repertoire responding to a specific historical legitimacy.

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    From hard work to grit
  • 50.
    Kilger, Magnus
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Forskningsgruppen för pedagogisk idrottsforskning.
    Talangurval och att prognostisera framtida potential2019Ingår i: Ikaros: tidskrift om människan och vetenskapen, Vol. 15, nr 1, s. 11-14Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    I de urvalsprocesser som bl.a. ungdomsidrottens präglas av betonas försöker man identifiera unga begåvningar. Men vad menar man egentligen med begreppet talang?  Vilken roll spelar begreppet i hur vi ser på urvalsprocesser och deras legitimitet? 

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