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Physical education teachers' content knowledge of movement capability
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Idrotts- och hälsovetenskap.ORCID-id: 0000-0002-5656-6500
2017 (engelsk)Inngår i: Journal of teaching in physical education, ISSN 0273-5024, E-ISSN 1543-2769, Vol. 36, nr 1, s. 61-69Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The purpose of this article is to explore physical education (PE) teachers' content knowledge of the emerging concept movement capability. Interviews with eight PE teachers were conducted, partly using a stimulated recall technique which involved watching and commenting on video recorded PE lessons. A phenomenographic analysis was used to outline the different ways of conceptualizing movement capability. Five different ways of conceptualizing movement capability were identified, which indicates the complexity of the concept movement capability. However, the result also provides a structure for developing a systematic and structured way of conceiving movement capability. In this study we have highlighted a multifaceted, nuanced and differentiated picture of movement capability to see moving as educationally valuable. We conclude by emphasizing that movement capability should not be restricted to only its constitutive parts as teachers' plan PE teaching, but should be approached as a whole. © 2017 Human Kinetics, Inc.

sted, utgiver, år, opplag, sider
2017. Vol. 36, nr 1, s. 61-69
Emneord [en]
Content knowledge, Movement capability, Phenomenography, Physical education
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-24512DOI: 10.1123/jtpe.2015-0180ISI: 000394633600007Scopus ID: 2-s2.0-85013054820OAI: oai:DiVA.org:du-24512DiVA, id: diva2:1079274
Tilgjengelig fra: 2017-03-08 Laget: 2017-03-08 Sist oppdatert: 2017-11-29bibliografisk kontrollert

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