«Ei mil vid og ein tomme djup»? – ei undersøking av innhald og undervisning i kroppsøving på ungdomstrinnet i Noreg

Standal, Øyvind Førland; Moen, Kjersti Mordal; Westlie, Knut

doi:10.23865/jased.v4.1749

Cited by 25 publications

(17 citation statements)

References 16 publications

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“…Here, it seems natural to draw on the concept of physical capital ( Bourdieu, 1978 ) and body as a currency ( Oliver and Lalik, 2001 ) – both concepts pointing out that boys have more physical capital than girls and that this is the basis for their dominance or status in PE classes. Research shows that Norwegian PE is dominated by sport activities, especially ball games ( Standal et al, 2020 ). One study also concludes that PE in Norway seems to favor students who are involved in sport activities ( Säfvenbom et al, 2014 ).…”

Section: Discussionmentioning

confidence: 99%

“…In general, boys are also taller and weigh more than girls of the same age (Lagestad, 2017) even if the group of boys never will be a homogeneous group, and girls can be taller and stronger than boys. Height, weight, endurance, strength, and flexibility are advantageous qualities to have in most of the activities, especially ball games, which form a large part of the PE (Standal et al, 2020). Evans (1989) points to, for example, boys' physical superiority and size giving them the possibility of dominating at basketball.…”

Section: Introductionmentioning

confidence: 99%

“…Well-being, mastery, happiness, and activity level in PE are important indicators related to the achievement of these main aims. Norwegian PE is teacher- and sport-centered ( Standal et al, 2020 ). Hill (2015b) argues that student status in PE contexts is often associated with performance of highly proficient sporting bodies, and certain bodily appearance and performance, such as ability, strength, or muscularity, attain high status.…”

Section: Introductionmentioning

confidence: 99%

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Boys’ Experience of Physical Education When Their Gender Is in a Strong Minority

2021

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A literature search indicates an absence of research into boy’s experiences of physical education (PE) in classes in which there is a significant majority of girls. The aim of the study was to examine how boys in such classes experience their PE lessons. The methodological approach was qualitative, and data were collected with interviews of 13 boys in classes with more than 90% girls at a Norwegian high school. The data were analyzed with QSR NVivo 10 (London), focused on creating categories of meaning, in which students’ experiences were taken as subjectively true. The data are based on subjective constructions, which students constructed as part of their own interpretations and reflections on what had occurred in PE at the school. Results of the study came out in the form of three main findings. Two of those relate to a negative experience and the third to a positive experience of PE. The boys mostly felt that they are physically superior and have to consider the girls. Furthermore, the boys reported little challenge and feelings of mastery while being together with passive girls who are allowed to choose the activities. However, the boys found it easier to show off in front of the teachers and classmates when there were just a few boys in the class. The results are discussed in relation to gender-related theory on how the respondents are producing a traditional male gender in PE through their mastery, strength, and ambition to compete. We suggest a new approach of teaching that is more student-centered. A strategy could be to include other activities than sport-based activities into PE – activities that do not require strength and other athletic skills leading to feelings of hegemonic masculinity. A larger focus on social interactions during PE classes – activities in which students’ sex is not as important as in traditional teacher- and sport-centered PE classes, may be a good strategy.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Boys’ Experience of Physical Education When Their Gender Is in a Strong Minority

2021

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“…Det har alltid vaert knyttet laereplaner til faget, men det har likevel vaert diskusjoner om fagets egenart, legitimering, innhold, undervisning og vurdering, samt elevens laering og danning (se f.eks. Augestad, 2003;Borgen, Hallås et al, 2021;Gurholt & Jensen, 2007;Ommundsen, 2008Ommundsen, , 2013Rønbeck & Rønbeck, 2012;Standal et al, 2020;Saele, 2017).…”

Section: Innledningunclassified

Forskning for fremtiden? En oversiktsstudie av empirisk forskning på det norske skolefaget kroppsøving i perioden 2010–2019

Løndal

Borgen

Moen

et al. 2021

JASED

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Artikkelen rapporterer fra en oversiktsstudie av empirisk forskning på skolefaget kroppsøving i perioden 2010–2019. Hovedmålet er å kartlegge hvilke tema forskningen har belyst, samt om – og eventuelt hvordan – forskningstemaene er innrettet mot anvendelse i kroppsøving i grunnopplæringen. Analyse av 116 publikasjoner avdekket fire grupper av forskningstema: læring i faget, undervisning i faget, forskning om faget og andre forskningstema med relevans for kroppsøving. Studiene innenfor de tre første gruppene undersøker tema med innretning mot anvendelse i kroppsøving. Forskning på læring i faget har undersøkt læringsprosesser, motivasjonsforhold og fysisk utvikling, og teoretiske perspektiv innen psykologi og fysiologi dominerer. Forskning på undervisning i faget og om faget er tydelig innrettet mot anvendelse i praksisfeltet, og er oftest studert fra utdanningsvitenskapelige perspektiv. Studier innen andre forskningstema med relevans for kroppsøving undersøker andre samfunnsfenomen enn kroppsøvingsfaglige, og har svak innretning mot skolefaglig anvendelse. Oversiktsstudien viser at forskningen oftest er gjennomført med klare skiller mellom forskere og aktører i praksisfeltet. En overvekt av studiene har hentet data fra de øverste trinnene i grunnopplæringen, mens barnetrinnet i mindre grad er studert. Basert på resultatene anbefaler vi å stimulere til praksisorientert forskning i samspill med praksisfeltet, samt økt bevissthet om å inkludere forskningstema ut fra kunnskapsbehov på barnetrinnet.

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“…A new element in Fagfornyelsen 2020 is the emphasis that physical education should contribute to learning life skills. Standal, Moen and Westlie (2020) claim, in connection with the concept of lifelong joy of movement, that research on the subject should focus more on which teaching methods are appropriate when emotional development and learning are to occur. Nordtug and Engelsrud (2017) indicate that when mental health is to be focused on and life skills are to be learned, it is best to take life as a set point.…”

Section: Introductionmentioning

confidence: 99%

Physical education and new forms of activity following the implementation of the core curriculum in Norway in 2020

Bratten

Kilanowska

2021

J Educ Health Sport

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Teaching physical education is intended to stimulate lifelong joy of movement for students and help them to master life. The core elements of this subject and the interdisciplinary topic of health and life skills, introduced in the new core curriculum (i.e., Fagfornyelsen 2020), enable a broader understanding of students’ holistic development. This article aims to highlight how using movement activities such as yoga, qigong, massage, expressive dance, and visualisation and relaxation techniques, collectively referred to as activities with low pulse and little exertion, can contribute to achieving the aforementioned goals. In 2017, one of the authors conducted an autoethnographic study at the secondary school in Norway where she worked (Bratten, 2017). She studied which feelings and experiences stood out as meaningful ones for students and teachers in activities with low pulse and low exertion, hereinafter referred to as LpLe-activities. The results were divided into the following categories: different, bodily experiences, and usefulness. The phenomenological approach and Shusterman’s theory of somaesthetics were used to clarify the findings. This discussion demonstrates that the aforementioned activities can create inner security and give students faith in themselves and contribute to goal achievement in physical education. This happens through good and deep sensory experiences and inner experiences that students get in the classes. Such an approach to physical education teaching, focussing on what occurs in the body, has been untraditional and requires knowledge and teachers’ desire to enrich the traditional practice of the subject.

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«Ei mil vid og ein tomme djup»? – ei undersøking av innhald og undervisning i kroppsøving på ungdomstrinnet i Noreg

Cited by 25 publications

References 16 publications

Boys’ Experience of Physical Education When Their Gender Is in a Strong Minority

Boys’ Experience of Physical Education When Their Gender Is in a Strong Minority

Forskning for fremtiden? En oversiktsstudie av empirisk forskning på det norske skolefaget kroppsøving i perioden 2010–2019

Physical education and new forms of activity following the implementation of the core curriculum in Norway in 2020

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