‘It doesn't matter how they move really, as long as they move.’ Physical education teachers on developing their students’ movement capabilities

Larsson, Håkan; Nyberg, Gunn

doi:10.1080/17408989.2016.1157573

Cited by 59 publications

(65 citation statements)

References 32 publications

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“…Flere forskere har blant annet identifisert det de kaller en aktivitetsdiskurs i undervisningspraksiser i kroppsøving (Larsson & Nyberg, 2016;Ö hman & Quennerstedt, 2008). Når en slik diskurs virker, forventes det at elevene er i aktivitet, helst med høy intensitet (Aasland, Walseth, & Engelsrud, 2017).…”

Section: Analytisk Rammeverkunclassified

“…Kroppene kan trenes forbedres og testes, og slike praksiser er godt kjent fra både fitnessindustrien, idretten og det militaere. Forskning har vist at saerlig en aktivitets-/fysiologidiskurs dominerer i undervisningen i kroppsøving (Aasland et al, 2017;Larsson & Nyberg, 2016;Ö hman & Quennerstedt, 2008). En slik diskurs henter naering fra fag som fysiologi og treningslaere som bidrar med viten om effekten av (intensiv) fysisk aktivitet på fysisk form og helse.…”

Section: Funnunclassified

“…Kunnskapen om sammenhengen mellom (fysisk) aktivitet og helse bidrar til at aktivitet blir det primaere målet i undervisningen. Hvordan elevene beveger seg spiller mindre rolle, så lenge de beveger seg (Larsson & Nyberg, 2016). Når laereren ser at eleven beveger seg mye, vil dette vaere indikator på god innsats.…”

Section: Funnunclassified

“…Noen nylig publiserte masterstudier viser at «god innsats» forbindes med elevers positive innstilling til laeringsaktivitet (Uldalen, 2016;Øyehaug, 2016). At innsats kommer til uttrykk på forskjellige måter i undervisningen kan indikere at laereren trekker på/bruker ulike diskurser når innsats konstitueres (Larsson & Nyberg, 2016;Redelius, Fagrell, & Larsson, 2009). Konstitueringen av innsats blir saerlig synlig gjennom laerernes utsagn og handlinger, og av den grunn blir laereren det sentrale omdreiningspunkt i vår studie.…”

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«Det er lett å se hvem av dere som har god innsats». Om elevers innsats og lærerens blikk i kroppsøving

Aasland¹,

Engelsrud²

2017

Journal for Research in Arts and Sports Education

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AbstraktBakgrunn: Vurdering av elevers innsats i kroppsøving har aktualitet både faglig og politisk. Det finnes likevel relativt lite forskningskunnskap om hvordan innsats gjøres i praksis. Noen studier indikerer imidlertid at kroppsøvingslaerere oppfatter og bruker innsats på ulike måter i undervisning og elevvurdering. Forskningsspørsmål: Hvordan konstitueres innsats i kroppsøvingsundervisning? Metodologi: Diskursteori inspirert av Michel Foucault brukes som rammeverk for feltarbeid og analyser. Fra et omfattende materiale produsert gjennom feltarbeid ved fire videregående skoler i Oslo, anvendes tre situasjoner fra to laerere. Begrepene eksaminasjon og klinisk blikk brukes i analysen av hvordan innsats kommer til uttrykk i undervisningen. Funn: Overordnet viser våre analyser at innsats blir noe laereren «lett kan se». God innsats uttrykkes som at elevene «står på» slik at de blir drivende svette, at de forbedrer seg, samt at de fremviser positiv innstilling slik at de bidrar til å gjøre andre gode. Diskusjon og konklusjon: Når laereren gir det de «ser» forrang i vurdering av elevers innsats, blir elevens synlige aktivitet tillagt stor vekt. Andre (laere-) prosesser og refleksjoner som foregår i og mellom elever kan bli unndratt laererens forståelse av elevene, med fare for å innskrenke alternative måter å forstå elevers innsats i kroppsøving.Nøkkelord: Kroppsøving; innsats; blikk; diskursanalyse; Foucault Abstract Background: Evaluation of effort in physical education is of current interest, both in a professional, and a political context. There is still relatively little research on how effort appears in physical education teaching practice. Some studies suggest, though, that PE teachers perceive and implement effort in a variety of practices during teaching and student evaluation in PE. Research question: How is effort constituted in PE teaching? Methodology: Discourse theory inspired by Michel Foucault is used as a framework for fieldwork and analysis. The situations of two teachers are applied, drawn from extensive fieldwork material collected from four secondary schools in Oslo. The labels examination and clinical gaze are used to analyse how (effort is expressed during teaching) teachers identify and avail efforts in teaching.

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Section: Analytisk Rammeverkunclassified

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«Det er lett å se hvem av dere som har god innsats». Om elevers innsats og lærerens blikk i kroppsøving

Aasland¹,

Engelsrud²

2017

Journal for Research in Arts and Sports Education

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“…First, despite movement capability occupying a central position in the logic of the school subject (Brown 2013;Larsson and Nyberg 2016) and a wealth of motor learning literature (Barker, Bergentoft, and Nyberg 2017), traditional forms of PE have not been conducive to the development of movement capabilities (Kretchmar 2006;Siedentop 1994). Indeed, a recurring criticism has been that introduction-type lessons repeated with students regardless of age or developmental level have provided little scope for improvement (Kirk 2010).…”

Section: Movement Capabilitymentioning

confidence: 99%

Developing the practising model in physical education: an expository outline focusing on movement capability

Barker

Aggerholm

Standal

et al. 2017

Physical Education and Sport Pedagogy

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This file was dowloaded from the institutional repository Brage NIH -brage.bibsys.no/nih Barker, D., Aggerholm, K., Standal, Ø. F., Larsson, H. (2017) AbstractBackground: Physical educators currently have a number of pedagogical (or curricular) models at their disposal. While existing models have been wellreceived 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.

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‘Measuring’ Physical Literacy and Related Constructs: A Systematic Review of Empirical Findings

et al. 2017

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BackgroundThe concept of physical literacy has received increased research and international attention recently. Where intervention programs and empirical research are gaining momentum, their operationalizations differ significantly.ObjectiveThe objective of this study was to inform practice in the measure/assessment of physical literacy via a systematic review of research that has assessed physical literacy (up to 14 June, 2017).MethodsFive databases were searched using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Protocols guidelines, with 32 published articles meeting the inclusion criteria. English-language, peer-reviewed published papers containing empirical studies of physical literacy were analyzed using inductive thematic analysis.ResultsQualitative methods included: (1) interviews; (2) open-ended questionnaires; (3) reflective diaries; (4) focus groups; (5) participant observations; and (6) visual methods. Quantitative methods included: (1) monitoring devices (e.g., accelerometers); (2) observations (e.g., of physical activity or motor proficiency); (3) psychometrics (e.g., enjoyment, self-perceptions); (4) performance measures (e.g., exergaming, objective times/distances); (5) anthropometric measurements; and (6) one compound measure. Of the measures that made an explicit distinction: 22 (61%) examined the physical domain, eight (22%) the affective domain; five (14%) the cognitive domain; and one (3%) combined three domains (physical, affective, and cognitive) of physical literacy. Researchers tended to declare their philosophical standpoint significantly more in qualitative research compared with quantitative research.ConclusionsCurrent research adopts diverse often incompatible methodologies in measuring/assessing physical literacy. Our analysis revealed that by adopting simplistic and linear methods, physical literacy cannot be measured/assessed in a traditional/conventional sense. Therefore, we recommend that researchers are more creative in developing integrated philosophically aligned approaches to measuring/assessing physical literacy. Future research should consider the most recent developments in the field of physical literacy for policy formation.Electronic supplementary materialThe online version of this article (10.1007/s40279-017-0817-9) contains supplementary material, which is available to authorized users.

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‘It doesn't matter how they move really, as long as they move.’ Physical education teachers on developing their students’ movement capabilities

Cited by 59 publications

References 32 publications

«Det er lett å se hvem av dere som har god innsats». Om elevers innsats og lærerens blikk i kroppsøving

«Det er lett å se hvem av dere som har god innsats». Om elevers innsats og lærerens blikk i kroppsøving

Developing the practising model in physical education: an expository outline focusing on movement capability

‘Measuring’ Physical Literacy and Related Constructs: A Systematic Review of Empirical Findings

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