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Barker, D., Nyberg, G. & Larsson, H. (2020). Exploring movement learning in physical education using a threshold approach. Journal of teaching in physical education
Öppna denna publikation i ny flik eller fönster >>Exploring movement learning in physical education using a threshold approach
2020 (Engelska)Ingår i: Journal of teaching in physical education, ISSN 0273-5024, E-ISSN 1543-2769Artikel i tidskrift (Refereegranskat) In press
Abstract [en]

Purpose: The aim of this investigation was to describe student learning when physical education teacher and students attempted to develop movement capability.

Method: The paper reports on the implementation of a 10-lesson pedagogical sequence. Data were generated using observations, interviews and student diaries with one grade nine 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. The paper is concluded with reflections on the implications of the results for scholarship.

Nyckelord
movement capability, movement knowledge, embodied exploration, learning, conceptual threshold, corporeal threshold
Nationell ämneskategori
Hälsovetenskaper Idrottsvetenskap Utbildningsvetenskap
Forskningsämne
Utbildning och lärande, Att röra sig annorlunda: Utveckling av en icke-dualistisk teori om lärande av rörelser
Identifikatorer
urn:nbn:se:du-31464 (URN)
Forskningsfinansiär
Vetenskapsrådet, 2017-03471
Tillgänglig från: 2019-12-25 Skapad: 2019-12-25 Senast uppdaterad: 2020-01-22Bibliografiskt granskad
Nyberg, G., Barker, D. & Larsson, H. (2020). Exploring the educational landscape of juggling: challenging notions of ability in physical education. Physical Education and Sport Pedagogy, 25(2), 201-212
Öppna denna publikation i ny flik eller fönster >>Exploring the educational landscape of juggling: challenging notions of ability in physical education
2020 (Engelska)Ingår i: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 25, nr 2, s. 201-212Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Background

Research on physical education (PE) shows a prevalence of narrow and reductionist views on what counts as ability. These views tend to privilege certain students and marginalize others, and often equate ability with technique based sport performance. A lot of research is still directed towards the above problem. However, very few have devoted time and energy to actually resolving this problem. If no alternatives to narrow and reductionist views of ability are presented, then research will struggle to make a difference to the practice of PE. Assuming that movement is a key element in PE, the question of what counts as ability in PE is, we argue, a question of what capabilities a learner needs to develop in order to move in different ways. Investigating what movement capability can mean will provide possibilities for discussing and negotiating the meaning of ability in PE when the learning goal is something other than technique based sport performance.

Purpose

The aim of this paper is to further advance the knowledge base of what movement capability can mean within the context of PE. By achieving this aim, we intend to challenge narrow views on ability and thereby provide enhanced possibilities for PE to make a difference for students’ abilities through education. 

Theory and method

The process of coming to know something can be seen as exploring, with all senses, a landscape. Exploration involves recognizing details and nuances of the landscape and their relationships to one another. In this investigation we examine what there is to know in the landscape of juggling using Ryle’s and Polanyi’s notions of knowing and learning.

In line with a focus on the learners’ perspectives, interviews and observations were conducted with students whilst they were coming to know juggling. Ethnographic-type conversations were used to help students describe what they seemed to know or were aiming to know. Students were invited to write diaries with a focus on their experiences during the learning process, which we hoped could extend our insights regarding the experiential aspects in learning.

Findings

Findings of the investigation suggest that in the group of students, four significant ways of knowing the landscape of juggling are important: grasping a pattern; grasping a rhythm; preparing for the next throw and catch and navigating one’s position and throwing. The research challenges the narrow view on ability as technique based sport performance by providing examples of what movement capability can mean in terms of knowing a movement landscape alternatively to knowing a specific movement ‘in the right way’.

 

 

 

Nyckelord
Movement capability, Physical Education, ability
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Utbildning och lärande, Att röra sig annorlunda: Utveckling av en icke-dualistisk teori om lärande av rörelser
Identifikatorer
urn:nbn:se:du-31594 (URN)10.1080/17408989.2020.1712349 (DOI)000506288400001 ()
Forskningsfinansiär
Vetenskapsrådet
Tillgänglig från: 2020-01-04 Skapad: 2020-01-04 Senast uppdaterad: 2020-03-18Bibliografiskt granskad
Backman, E., Nyberg, G. & Larsson, H. (2020). Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student perspective. European Physical Education Review, 26(1), 111-127
Öppna denna publikation i ny flik eller fönster >>Moving beyond rigid orthodoxies in the teaching and assessment of movement in Swedish physical education teacher education: A student perspective
2020 (Engelska)Ingår i: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 26, nr 1, s. 111-127Artikel i tidskrift (Refereegranskat) Published
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 PETEstudents’ 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.

Ort, förlag, år, upplaga, sidor
Sage Publications, 2020
Nyckelord
Common content knowledge, movement capability, physical education teacher education
Nationell ämneskategori
Utbildningsvetenskap Hälsovetenskaper
Forskningsämne
Utbildning och lärande, (Hur uppfattar studenter) Rörelse som ämneskunskap inom idrottslärarutbildningen?
Identifikatorer
urn:nbn:se:du-29837 (URN)10.1177/1356336X19837287 (DOI)000509127700008 ()2-s2.0-85063352831 (Scopus ID)
Tillgänglig från: 2019-04-03 Skapad: 2019-04-03 Senast uppdaterad: 2020-02-17Bibliografiskt granskad
Nyberg, G. & Larsson, H. (2019). Exploring the educational landscape of juggling –challenging notions of ability in physical education. In: : . Paper presented at SVEBI (Svensk förening för beteendevetenskaplig idrottsforskning).
Öppna denna publikation i ny flik eller fönster >>Exploring the educational landscape of juggling –challenging notions of ability in physical education
2019 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Nyckelord
Ability, Movement, Learning, Physical Education
Nationell ämneskategori
Samhällsvetenskap
Forskningsämne
Utbildning och lärande, Att röra sig annorlunda: Utveckling av en icke-dualistisk teori om lärande av rörelser
Identifikatorer
urn:nbn:se:du-31465 (URN)
Konferens
SVEBI (Svensk förening för beteendevetenskaplig idrottsforskning)
Forskningsfinansiär
Vetenskapsrådet, 2017-03471
Tillgänglig från: 2019-12-25 Skapad: 2019-12-25 Senast uppdaterad: 2020-01-22Bibliografiskt granskad
Nyberg, G., Backman, E. & Larsson, H. (2019). Exploring the meaning of movement capability in physical education teacher education through student voices. European Physical Education Review, 26(1), 144-158
Öppna denna publikation i ny flik eller fönster >>Exploring the meaning of movement capability in physical education teacher education through student voices
2019 (Engelska)Ingår i: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 26, nr 1, s. 144-158Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

Scholars argue that movement content knowledge in physical education teacher education (PETE) needs to be revisited and problematised. In this paper we develop the concept of movement capability representing a widened view of movement content knowledge. If teacher educators want to teach movement capability as an intrinsic educational goal in PETE there is an apparent need to consider what to teach, how it is taught and also how movement capability is understood by the learners. The aim of this paper is to analyse how PETE students experience the meaning of movement capability through the teaching in aquatics, dance and ice-skating. This study takes its departure from a number of previous empirical studies investigating the meaning of movement capability. Interviews with seven PETE students, divided into two focus groups, were conducted on three occasions. A phenomenographic analysis shows four qualitatively different ways of experiencing the meaning of movement capability. Major differences that can be seen when comparing the results of a previous study on physical education teachers and students in PETE are the aspect of subjective experiences and the aspect of the observer. In the main, the students do not seem to take into account an observer’s point of view to the same extent as the group of teachers. The results will hopefully contribute to a deeper and more complex understanding of what can be seen as movement capability in PETE and physical education, and thereby enhance development of the teaching and learning of this capability.

Ort, förlag, år, upplaga, sidor
Sage Publications, 2019
Nyckelord
Movement capability, knowing, movement, physical education, physical education teacher
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Utbildning och lärande, (Hur uppfattar studenter) Rörelse som ämneskunskap inom idrottslärarutbildningen?
Identifikatorer
urn:nbn:se:du-29861 (URN)10.1177/1356336X19841086 (DOI)000509127700010 ()2-s2.0-85064079159 (Scopus ID)
Tillgänglig från: 2019-04-08 Skapad: 2019-04-08 Senast uppdaterad: 2020-02-17Bibliografiskt granskad
Barker, D., Nyberg, G. & Larsson, H. (2019). Joy, fear and resignation: investigating emotions in physical education using a symbolic interactionist approach. Sport, Education and Society
Öppna denna publikation i ny flik eller fönster >>Joy, fear and resignation: investigating emotions in physical education using a symbolic interactionist approach
2019 (Engelska)Ingår i: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243Artikel i tidskrift (Refereegranskat) Epub ahead of print
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.

Nyckelord
Emotion, interaction, movement capability, learning, identity, physical education teacher education
Nationell ämneskategori
Idrottsvetenskap
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-30850 (URN)10.1080/13573322.2019.1672148 (DOI)000489952000001 ()2-s2.0-85073994265 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet
Tillgänglig från: 2019-10-01 Skapad: 2019-10-01 Senast uppdaterad: 2019-11-11Bibliografiskt granskad
Barker, D., Nyberg, G. & Larsson, H. (2019). Joy, fear and resignation: investigating emotions inphysical education using a symbolic interactionist approach. In: : . Paper presented at Australian Association For Research In Education (Aare) Conference 2019, Sunday 1 – Thursday 5 December 2019, Queensland University Of Technology, Kelvin Grove.
Öppna denna publikation i ny flik eller fönster >>Joy, fear and resignation: investigating emotions inphysical education using a symbolic interactionist approach
2019 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Nyckelord
Physical Education, Movement, Learning, Emotions
Nationell ämneskategori
Idrottsvetenskap Utbildningsvetenskap
Forskningsämne
Utbildning och lärande, Att röra sig annorlunda: Utveckling av en icke-dualistisk teori om lärande av rörelser
Identifikatorer
urn:nbn:se:du-31466 (URN)
Konferens
Australian Association For Research In Education (Aare) Conference 2019, Sunday 1 – Thursday 5 December 2019, Queensland University Of Technology, Kelvin Grove
Forskningsfinansiär
Vetenskapsrådet, 2017-03471
Tillgänglig från: 2019-12-25 Skapad: 2019-12-25 Senast uppdaterad: 2020-01-22Bibliografiskt granskad
Backman, E., Nyberg, G., Tolgfors, B. & Quennerstedt, M. (2019). Transitions from Physical Education Teacher Education to teaching practices in Physical Education. In: : . Paper presented at AISEP International conference New York, 2019.
Öppna denna publikation i ny flik eller fönster >>Transitions from Physical Education Teacher Education to teaching practices in Physical Education
2019 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

Research display mixed results regarding the impact that teacher education have on teaching practices in schools. While some studies indicate weak influence of teacher education, others display that some content and perspectives in teacher education seem to find their expressions in school practice. Despite the lack of research about the impact of physical education teacher education (PETE), a few existing studies display the same twofold result as for teacher education in general. In this study, we have chosen a certain content, assessment of learning (AFL) in order to investigate the influence that PETE can have for newly qualified teachers (NQT) in physical education (PE). The aim of the project is twofold. Firstly, inspired by Bernstein’s theory of the pedagogic device, the aim is to investigate how AFL is constructed in university courses, re-contextualised in practicum courses, and realised in teaching practice in school PE. Secondly, and inspired by Ball’s theory of performativity, the aim is to analyse fabrications of AFL in the transitions from PETE to PE teaching practice. The design of the project is to follow a total of 10 PETE students recruited from two different PETE universities in Sweden to study how their understanding and teaching practice of AFL is transformed from PETE to PE. Empirical material will be gathered from recordings of seminars, observations for teaching, stimulated-recall-interviews, and participation in social media.

Nationell ämneskategori
Hälsovetenskaper Utbildningsvetenskap
Forskningsämne
Utbildning och lärande, Övergången från idrottslärarutbildning till lärarpraktik
Identifikatorer
urn:nbn:se:du-29839 (URN)
Konferens
AISEP International conference New York, 2019
Forskningsfinansiär
Vetenskapsrådet
Tillgänglig från: 2019-04-03 Skapad: 2019-04-03 Senast uppdaterad: 2019-04-03Bibliografiskt granskad
Rönnqvist, M., Larsson, H., Nyberg, G. & Barker, D. (2019). Understanding learners’ sense making of movement learning in physical education. Curriculum studies in Health and Physical Education, 10(2), 172-186
Öppna denna publikation i ny flik eller fönster >>Understanding learners’ sense making of movement learning in physical education
2019 (Engelska)Ingår i: Curriculum studies in Health and Physical Education, ISSN 2574-2981, Vol. 10, nr 2, s. 172-186Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

There is a substantial body of physical education scholarship focusing on movement learning. The question of how pupils themselves make sense of movement learning has however, largely escaped attention. Answers to such a question would seem to be highly germane if educators are to engage in pupil centered pedagogies. In light of this absence, the aim of this investigation was to describe how movement learners made sense of their own movement development. Drawing on theoretical tenets of Gilbert Ryle (2009. The concept of mind. New York, NY: Routledge) and Michael Polanyi (1969. Knowing and being. Essays by Michael Polanyi . Chicago, IL: University of Chicago Press), three cases from an investigation in which movement learning was occurring are presented. The investigation was conducted during a physical education project week with pupils from an upper secondary school. Data were produced using observations, informal interviews, semi-structured interviews, and research diaries as a group of pupils learned to juggle. The results suggest that: the aspects of moving to which learners attend change as they learn; learners have a relatively limited capacity to verbally articulate what they learn, and; learners ’ expectations of ideal ways of moving have considerable impact on how they come to make sense of their own ways of moving. The practical implications of these points are discussed in the final section of the paper.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2019
Nationell ämneskategori
Hälsovetenskaper Utbildningsvetenskap
Forskningsämne
Utbildning och lärande
Identifikatorer
urn:nbn:se:du-29889 (URN)10.1080/25742981.2019.1601499 (DOI)2-s2.0-85066850399 (Scopus ID)
Tillgänglig från: 2019-04-14 Skapad: 2019-04-14 Senast uppdaterad: 2019-06-24Bibliografiskt granskad
Backman, E., Nyberg, G. & Larsson, H. (2018). Att röra sig bortom rigida ortodoxier i undervisning och bedömning av rörelsepraktiker inom idrottslärarutbildning – ett studentperspektiv. In: : . Paper presented at SVEBI konferens, Högskolan Dalarna, Falun, 21-22 november 2018.
Öppna denna publikation i ny flik eller fönster >>Att röra sig bortom rigida ortodoxier i undervisning och bedömning av rörelsepraktiker inom idrottslärarutbildning – ett studentperspektiv
2018 (Svenska)Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Utbildning och lärande; Utbildning och lärande
Identifikatorer
urn:nbn:se:du-29103 (URN)
Konferens
SVEBI konferens, Högskolan Dalarna, Falun, 21-22 november 2018
Tillgänglig från: 2018-12-17 Skapad: 2018-12-17 Senast uppdaterad: 2018-12-18Bibliografiskt granskad
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-5656-6500

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